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Students responded well to Mathaf visits. Each visit had a different focus and students could show their growth in how they respond to the artwork. 

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Students responded well to Mathaf visits. Each visit had a different focus and students could show their growth in how they respond to the artwork. 

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I felt that this was the strongest part of the unit. The visits to Mathaf and the students connections and reactions were very powerful.

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I felt that students were respectful, but that some students used the art time to "play" rather than focus on the connections that they were making with their art.

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The assessment was one of the highlights of the year. Parents came in for a showcase of writing and art

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The assessment was one of the highlights of the year. Parents came in for a showcase of writing and art

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Students were accepting and tolerant towards each others opinions and thoughts.
Students showed respect to other art work by accepting the artist's perspective.
Students were creative and expressive in their art and made connections to math, which was part of the learning.
Most students wrote author statements and enjoyed reflecting on their own art work.
After visiting the Mathaf students connected to math by observing the lines, shapes, colour

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Self Management: Fine Motor, Spatial Awareness, time management

Communication: nonverbal, listening, speaking

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I feel like the connection was deep, but felt that we needed to spend more focused time on what that creation would look like and to make deeper connections with their writing and the author's purpose. This was a great assessment for differentiation. A little difficult to make the connection to world at this at this age level.

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 What student-initiated inquiries arose from the learning?

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 What student-initiated inquiries arose from the learning?

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Teacher questions -

Why is art important?

How do people express themselves through art?

Why do people express themselves through art?

How can we make connections to art work?

Is art important in your lives, if so how, why?

Provocations
Attend the Mathaf and ask students
What did they see?
How do they feel?
What did they hear?

How was the initial reaction by visiting the Mathaf?

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To what extent did we include the elements of the PYP?

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To what extent did we include the elements of the PYP?

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Knowledge
ATL's - Research Skills: Planning
Self-Management Skills: Fine Motor, Spatial Awareness, Organization, Time Management, Safety
Thinking Skills: Application, Analysis, Synthesis, Evaluation, Dialectical thought
Social Skills: Accepting Responsibility, Respecting others
Communication Skills: Listening, Speaking, Non-verbal, Viewing
Concepts
Attitude/Attribute Communicators, Open-minded, Reflective / Appreciation, Creativity, Respect, Tolerance
Action - What did students do with their learning?

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To what extent did we achieve our purpose?

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To what extent did we achieve our purpose?

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Assessment piece

Connection to CI and T.Theme

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Creating  and responding to art develops understanding of ourselves and the world around us.

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Creating  and responding to art develops understanding of ourselves and the world around us.

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LOI's
An inquiry into responding to art.
• An inquiry into the elements of art.
• An inquiry expressing ourselves through art.
• An inquiry connections between art, self, and the world