My personal interests in the creative arts are Ceramics in all its forms and sculpture with whatever materials are available. 

In my spare time I like cycling. hiking and any other outdoor activity. I also enjoy racket sports. During summer vacations I like to step out of the teacher role and find work in totally different areas. Some worth mentioning are working on a construction site, on a fishing trawler, as a carpenter, as a mechanic and gardener. I am hoping to join a boat building workshop next year during the summer vacation. 

 | Teacher(s)  | Toufiqur Rahman | Subject group and course | Visual art 6
| Course part and topic | Illustration(Art making practice) | SL or HL/Year 1 or 2 | HL+SL | Dates | June 5
| Unit description and texts | DP assessment(s) for unit 6 weeks
|   In this unit learners should be able to identify the objects, develop skills in observational   drawing - draw from life or image – Create interesting composition of illustration using overlapping - create eye movement through use of lights and darks, apply new vocabulary with Elements of Art.   | Class test Project Group presentation Self evaluation Peer assessment   Term test

 

 | Transfer goals List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer”, or apply, their knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.
| 
1. Recognize the skills, techniques, media, forms and processes associated with the visual arts 2. Express concepts, ideas and meaning through visual communication          3. Experiment with different media, materials and techniques in art-making
 
 
 
 
 

 

 | Essential understandings List here the key content/skills/concepts that students will know/develop by the end of the unit.
| Students will know the following content: • be informed about the wider world of visual arts and they will begin to understand and appreciate the cultural contexts within which they produce their own works • observe the conventions and techniques of the artworks they investigate, thinking critically and experimenting with techniques, and identifying possible uses within their own art-making practice • investigate work from a variety of cultural contexts and develop increasingly sophisticated, informed responses to work they have seen and experienced.
Students will develop the following skills:      1.Students will be able to identifying and discussing the formal qualities of particular works as a whole class 2.Students will be able to technical instruction and demonstrations in the use of particular media (such as oil painting, ink drawing, clay modeling, digital techniques and so on) with reference to particular artists 3.learning how to engage in art criticism or responding to art  • learning specialist art vocabulary and terms through the use of a glossary.  4. Students will be able to identifying and engaging with primary and secondary sources such as galleries, libraries and working artists  5. Students will be able to demonstrations, discussions, oral and written presentations about how to begin critiquing artworks, with reference to various cultural contexts, differing art forms and artists Students will grasp the following concepts:     1.investigating how processes in art have changed and how media or techniques have developed or technologically evolved over time 2. familiarization with various art genres, styles, regional schools and associations Syllabus content Visual arts guide 25 3. presentation of the range of media, techniques and equipment available to students within the art department and elsewhere within the school 4 identification of expertise available to students, within the school and locally (such as local practicing artists, the areas of special interest of art department staff and other relevant staff expertise in ICT, design technology and so on)   5. Demonstrations of available practices and techniques as used by a range of artists and provision of practical guides (such as books, audio-visual material and so on) which deal with specific techniques.



| Missed concepts/misunderstandings List here likely misunderstandings students may have during the unit with relation to skills, content and concepts.
| Content-based: landscape is easier to do   then still life 2.drawing & painting go hand in hand 3.Quantity equals quality Skills-based: 1. Art must be perfect. 2. More color is always better. 3.Small canvases over big canvases. Concept-based:         1. The quality is not as good as classical art.  2. Painting is easy.  3. We judge everything we see.
| Inquiry questions List here the understandings above written in question form, preferably as ones that inspire students to answer them. Feel free to create additional questions that help inspire further inquiry in the unit but may not directly connect to an above essential understanding.
| Content-based:          1. Why we should be informed about the wider world of visual arts?           2. What are the different between experiment and technique?           3 What are the basic elements of art? .  4. What are the similarities and dissimilarities between watercolor & poster color?  Skills-based: 1. How these shape connected each other? 2. How the main characters play a vital role for book illustration? 3. How to identify the main purpose of the illustration? 4. How the art eras influence the artist? 5. What is the relationship between art & artist? 6. Why should responses to first-hand observations? 7. Why personal reflections are so important? 8. Why it is so important the development of art-making skills and techniques? Concept-based:           1.What are the standards by which we judge artworks? 2. Why might we be more concerned with process rather than product in the search for knowledge? 3. Do the arts have a social function?  

 

 | Essential understanding goals Copy and paste the essential understanding goals from above “Inquiry” section. | Assessment of essential understanding goals Write a 1:1 matching assessment for all goals. Assessments should be labelled formative (F) or summative (S).  | Learning process Check the boxes for any pedagogical approaches used during the unit. Aim for a variety of approaches to help facilitate learning.
| Students will know the following content: be informed about the wider world of visual arts and they will begin to understand and appreciate the cultural contexts within which they produce their own works • observe the conventions and techniques of the artworks they investigate, thinking critically and experimenting with techniques, and identifying possible uses within their own art-making practice • investigate work from a variety of cultural contexts and develop increasingly sophisticated, informed responses to work they have seen and experienced.  Students will develop the following skills:      1.Students will be able to identifying and discussing the formal qualities of particular works as a whole class 2.Students will be able to technical instruction and demonstrations in the use of particular media (such as oil painting, ink drawing, clay modeling, digital techniques and so on) with reference to particular artists 3.learning how to engage in art criticism or responding to art 4. Learning specialist art vocabulary and terms through the use of a glossary.  5. Students will be able to identifying and engaging with primary and secondary sources such as galleries, libraries and working artists  6. Students will be able to demonstrations, discussions, oral and written presentations about how to begin critiquing artworks, with reference to various cultural contexts, differing art forms and artists Students will grasp the following concepts:         1.investigating how processes in art have changed and how            media or techniques have developed or technologically evolved over time     2. familiarization with various art genres, styles, regional schools and associations Syllabus content Visual arts guide 25     3.presentation of the range of media, techniques and equipment available to students within the art department and elsewhere within the school    4. identification of expertise available to students, within the school and locally (such as local practicing artists, the areas of special interest of art department staff and other relevant staff expertise in ICT, design technology and so on)   | Content-based:    1. Short quizzes 2 Sketchbook journal. 3 Student interviews 4. Student reflections 5. Graphic organizers 6 Classroom discussions 7.  examine and compare the art  work
Skills-based: 1.Portfolios 2 Group projects 3 Progress reports 4 Class discussions 5.sketch book 6. Identified the techniques for developing work. Concept-based:    1.Predicted outcome    2.Vovubulary test 3.Flashcards 4.Brainstorming 5.Role playing 6.Problem solving 7.Debating 8. Creating visuals   | ☐Lecture ☐Socratic seminar ☐Small group/pair work ☐PowerPoint lecture/notes ☐Individual presentations ☐Group presentations ☐Student lecture/leading ☐Interdisciplinary learning Details: ☐Other/s: Formative assessment: Practice oral presentation on picture/painting. Conferencing/ individual/small  group based assignment on  types of short stories/compare  and contrast.  Open discussion on how short  helps us to understand ones  point of view and thought.  Observations during in-class  activities; of students’ non- verbal feedback during lecture.  Praise, questions and  suggestion (PQS) activity. Chart paper presentation based  on picture making Summative assessment:  1. Character analysis. 2. Comparison between two painting era.  3. Essay writing on  positive and negative  Aspects of the art era.  5. Projects, term 

 

 | Resources
| 1.      https://www.creativebloq.com/illustration/top-book-illustrations-11121235 2.      https://www.pinterest.com/pin/836754805759997567/ 3.      https://www.pinterest.com/pin/486881409715189600/   

 

 | Approaches to learning (ATL) Check the boxes for any explicit approaches to learning connections made during the unit. For more information on ATL, please see the guide. | Metacognition Check the boxes for any metacognitive approaches used that ask students to reflect on unit content, their own skills, or unit concepts. For more information on the IB’s approach to metacognition, please see the guide. | Differentiation: For more information on the IB’s approach to differentiation, please see the guide.
| ☐Thinking ☐Social ☐Communication ☐Self-management ☐Research Details:   Learners will develop their comunation & thinking skills during skill work. This process of observation and study helps teach students to more closely observe and analyze the world around them—skills that make up the bedrock of critical thinking. The video link





  | ☐Reflection on content ☐Reflection on skills ☐Reflection on concepts  Details:  Learners will reflect upon the content, skills, and concepts both during the unit and at the end of the unit through participating in self-assessments, peer assessments, class tests | ☐Affirm identity—build self-esteem ☐Value prior knowledge ☐Scaffold learning ☐Extend learning Details: Initial discussion engaging students to briefly communicate their understanding of the skill work and its value in modern context thereby getting an idea of the level of expertise they have in their art language skills.
| Language and learning Check the boxes for any explicit language and learning connections made during the unit. For more information on the IB’s approach to language and learning, please see the guide. | TOK connections Check the boxes for any explicit TOK connections made during the unit. | CAS connections Check the boxes for any explicit CAS connections. If you check any of the boxes, provide a brief note in the “details” section explaining how students engaged in CAS for this unit.
| ☐Activating background knowledge ☐Scaffolding for new learning ☐Acquisition of new learning through practice ☐Demonstrating proficiency Details: Students will identify the shape from first hand observation and they will write a critique which is a new thing for them on the influence of various artist.. 
 
 
 
 
 
 
 
 
 
 
 
  | ☐Personal and shared knowledge ☐Ways of knowing ☐Areas of knowledge ☐The knowledge framework Details: The topic of identify &examine the shape illustration is a relevant topic in the global context. Students of the arts subjects study the various artistic ways through which knowledge; skills and attitudes from different cultural contexts are developed and transmitted. These subjects allow students to investigate and reflect on the complexities of the human condition. By exploring a range of materials and technologies, students should aim to develop an understanding of the technical, creative, expressive and communicative aspects of the arts. Students will be required to inquire about the illustration of different types or perspectives and get critically engaged in a debate attempting to answer the TOK question. | ☐Creativity ☐Activity ☐Service Details: Students will produce a sketchbook journal for illustration which will reflect the aspect of skill with knowledge, such as plot,  setting, character, conflict, climax, and resolution etc. In this process students will creatively think what are the basic elements of the book illustration? How book illustration represent an authors mind. Students’ critical thinking and analyzing skills will be developed creatively  through this activity.