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

1. What is our purpose?

Class/grade:

To inquire into the following:-Transdisciplinary theme:

G4/5​Age group:​School: ​ISN ​School code:​How we express ourselves(the ways in which we reflect on, extend and enjoy our creativity)

Title: ​Culture and Heritage
Teacher(s): ​Igor Coric, Taeko Ogasawara-Central idea : ​People convey their culture through art.
Date:

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?

1.

2.

3.

The importance of expressing our culture (responsibility)
Oral: 1-on-1 talk with the teacher on the importance of expressing one’sculture
The role of art in our daily lives (reflection)
Visual/written: take photos of art around the school or at home, use printed
photos and sentences to make a poster
The various ways cultures from around the world use art to express
themselves. (connection)
Visual/Written: Pick a culture/nation of your choice and 1 artwork from that
culture: explain in writing how is that artwork related to your culture of choice(i.e. in China dragon symbolises power + a painting of a dragon)

Final Summative Assessment: Christmas Show Play

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?

Responsibility, Reflection, Connection
What lines of inquiry will define the scope of the inquiry into the central idea?
1.
2.
3.

The importance of expressing our culture (responsibility)
The role of art in our daily lives (reflection)
The various ways cultures from around the world use art to express themselves.
(connection)

What teacher questions/provocations will drive these inquiries?
Why is it important to express our culture?
How can we express our culture?
Where did you see art around you?
What art forms are there?
How do cultures around the world different?

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

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?

Formative assessment:

LOI 1: WEEK 1 and 2

Finding art in their surrounding and explaining their opinion (LOI 2 summativeassessment)

Discussion: culture, examples, importance of culture
Visible and invisible expressions of culture
How are you perceived by society because of your writing, speaking
The future of art - art is not constant

What are the possible ways of assessing student learning in the context of the lines ofinquiry? What evidence will we look for?

1.

2.

3.

The importance of expressing our culture (responsibility)
Oral: 1-on-1 talk with the teacher on the importance of expressing one’sculture
The role of art in our daily lives (reflection)
Visual/written: take photos of art around the school or at home, use printed
photos and sentences to make a poster
The various ways cultures from around the world use art to express
themselves (connection)
Visual/Written: Pick a culture/nation of your choice and 1 artwork from thatculture: explain in writing how is that artwork related to your culture of choice(i.e. in China dragon symbolises power + a painting of a dragon)

Visit to Matsumoto City Art Museum:-An artist who has painted the landscapes of Nagano prefecture
An artist who fought for education on caligraphy

LOI 2: WEEK 3, 4 and 5
Tattoo: ​https://www.youtube.com/watch?v=HPJjQJ1UWn4
Graffiti:vs. Street art
Architecture:Bonsai and gardening:
Product design and packaging: aeroplanes
Art + technology: projection mapping
Assignment: Find art in the world around you, in the school, in your home, in theneighbourhood; research about the art, connect it to other art forms and artists, prepare aposter and present to others
LOI 3: WEEK 6, 7 and 8
Festivals from around the world - show examples and compare to Japanese festivals
Assignment: Pick a culture/nation of your choice and 1 artwork from that culture: prepare aposter explaining how is that artwork related to your culture of choice, what are some otherelements of that country’s culture and some artworks from it (e.g. in China dragon
symbolises power + a painting of a dragon)
REFLECTION: WEEK 9What opportunities will occur for transdisciplinary skills development and for thedevelopment of the attributes of the learner profile?

Transdisciplinary skills: Communication (speaking, presenting, writing)Self-management (gross-motor skills, fine-motor skills, time management, codes ofbehaviour)
Attitudes: Enthusiasm, Confidence, Commitment, Empathy
Learner profile: Reflective, Risk-takers
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
Materials for costumes, props, camera, Ipod, books, videos,

How will the classroom environment, local environment, and/or the community to used to facilitate the inquiry?
Visit to the Christmas show stage, watch DVD from last year

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 transdisciplinary
skills?
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