Planning the inquiry​BLUE-TEACHERS COMMENTS/NOTES​, ​RED-REFLECTIONS​, BLACK-BOLD/ITALIC IB TEMPLATE

1. What is our purpose?

To inquire into the following:-Class/grade: G2/3
School:Age group: 7-9
School code:

Transdisciplinary theme: ​how we express ourselves
Title: ​Art and its influence-Central idea : ​​Artists can use their bodies as a form of expression.

Teacher(s): Mr Jonathan, Ms Miyu
Date: ​November 1, 2019 - December 20th, 2029

Summative assessment task(s):What are the possible ways of assessing students’ understanding of thecentral idea? What evidence, including student-initiated actions, will we lookfor?

Students are expected to work on their self-management skills as they prepare
for their performance. E.g. make a list of what they need to prepare.
Students are also expected to show communication skills during the practice as
they become aware of the many different ways humans have to communicate
and show their feelings and emotions. E.g. During students discussion they give
advice on the expression to each otherWe want to encourage students to become risk-takers in order for them to show
a lot of confidence in new challenges and be able to overcome any new
unfamiliar situation. E. g students demonstrate the characteristic, that theynormally do not show, during the practice and on stage.

Proposed duration: number of hours over number of weeks
2. What do we want to learn?
What are the key concepts (form, function, causation, change, connection, perspective,responsibility, reflection) to be emphasized within this inquiry?

LP:

Risk-taker, Open-minded and Communicator

ATL:

Social skills - respecting others, supporting others, social intelligence
Self-management skills - managing self, time management, goal setting

What lines of inquiry will define the scope of the inquiry into the central idea?
LOI1. Different artistic genre - dance, poems, literature, theatre, films, sculpture,music, national anthems, architecture etc (form)
LOI2. How different artists used to communicate cultural and individual ideas andcreativity (perspective)
LOI3. Expressing ourselves through the arts (connection)
What teacher questions/provocations will drive these inquiries?
●●●●●

How would a world without art be like?
What different artistic forms are there?
What ideas are communicated through the arts?
How can we express ourselves through the arts?
How do we appreciate the arts?

3. How might we know what we have learned?

4. How best might we learn?

This column should be used in conjunction with “How best might we learn?”

What are the learning experiences suggested by the teacher and/or students toencourage the students to engage with the inquiries and address the driving
questions?

What are the possible ways of assessing students’ prior knowledge and skills? Whatevidence will we look for?

Self and peer assessment: Contrast and compare their previous performance andways to improve. Sharing in class what I think about Yui’s performance is… I think
she could...

The city’s show hall visit
Matsumoto Art museum.

*Students discussion, writing notes and presentation on the task above.
*Frayer Model sheet will be used for prior knowledge assessment and later activity.
What are the possible ways of assessing student learning in the context of the lines ofinquiry? What evidence will we look for?

What opportunities will occur for ATL development and for the development of theattributes of the learner profile?

LOI1. Different artistic genre - dance, poems, literature, theatre, films, sculpture,music, national anthems, architecture etc (form)
Frayer Model Sheet.

Ms Hiyama’s visit to G2/3?

LOI2. How different artists used to communicate cultural and individual ideas
and creativity (perspective)● Their favorite artist research and presentation - article, video etc - where
do you see cultural/individual ideas? “Evidence” e.g. because s/hesaid/shows/has...
● Parents survey?
LOI3. Expressing ourselves through the arts (connection)
LP & ATL ...Daily conversation and diary writing “two stars and a wish”

Students will come up with questions in advance.

Mr Saito’s from Omachi city visit?
Mr Arima’s friend visit

5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

Videos:https://www.youtube.com/watch?v=UPk56BR1Cmk
https://www.youtube.com/watch?v=Yprd9mNPYRU

Books:
Images:
Prop materials….
How will the classroom environment, local environment, and/or the community to used to facilitate the inquiry?

Art gallery in a classroom corner, Wonder wall, craft activities that help students to commit and apply their new knowledge. (Students to look at the city’s art expressions
as they go out with their parents and share in class).

6. To what extent did we achieve our purpose?

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

Assess the outcome of the inquiry by providing evidence of students’ understanding of
the central idea. The reflections of all teachers involved in the planning and teaching of
the inquiry should be included.

What were the learning experiences that enabled students to:●●●develop an understanding of the concepts identified in “What do we wantto learn?”demonstrate the learning and application of particular transdisciplinaryskills?
develop particular attributes of the learner profile and/or attitudes?

In each case, explain your selection.
How you could improve on the assessment task(s) so that you would have a moreaccurate picture of each student’s understanding of the central idea.

What was the evidence that connections were made between the central idea and thetransdisciplinary theme?

8. What student-initiated inquiries arose from the learning?

Record a range of student-initiated inquiries and student questions and highlight
any that were incorporated into the teaching and learning.

At this point teachers should go back to box 2 “What do we want to learn” andhighlight the teacher questions/provocations that were most effective in driving
the inquiries.

What student-initiated actions arose from the learning?
Record student-initiated actions taken by individuals or groups showing theirability to reflect, to choose and to act.

© International Baccalaureate Organization 2011

9. Teacher notes