MYP unit planner

Teacher(s) Getsy Hannah Subject group and MYP visual arts

discipline

Unit title Tradition in Japan MYP year 3 Unit duration 10

(hrs)

INQUIRY: establishing purpose of the unit

Key concept Related concept(s) Global context

Aesthetics: Aesthetics deals with the characteristics, Innovation: An altered interpretation of, or Identities and relationship:
creation, meaning and perception of beauty and taste. experimentation with, ideas, techniques and media. It Who we are
The study of aesthetics develops skills for the critical promotes originality and creativity through new ways of
appreciation and analysis of art, culture and nature. presenting ideas and unusual use of media. An inquiry into the nature of the self; beliefs and
values; personal, physical, mental, social and
The concept of aesthetics is perceived differently Visual culture: A field of study that generally includes spiritual health; human relationships including
around the world and across cultures. In the arts, some combination of cultural studies, art history, families, friends, communities and cultures; rights
and responsibilities; what it means to be human.
aesthetics may begin with the formal study of the critical theory, philosophy and anthropology by focusing
elements of art and beauty but should also include on aspects of culture that rely on visual images. Practice into principles P. 19
diverse cultural perspectives.
Exploration: Artistry, craft, creation, beauty
Art guide P.24
Art guide PP.55-56 Practice into principles PP. 61-62

Statement of inquiry

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 Conceptual Understanding: Visual culture has innovated our aesthetics.
→ Visual culture and innovation have influenced aesthetics.
SoI: Visual culture has innovated our aesthetics in identities and relationships. (Ver.1)
→Visual culture and innovation have influenced aesthetics in identities and relationships. (Ver.2)
→Visual culture and innovation have influenced creating beauty. (Ver.3)
→Visual culture and innovation influence creating beauty. (Ver.4)

Inquiry questions

Factual – What is the aesthetical innovation of visual culture?

What is the creating beauty of art tradition?
What is the art tradition on creating beauty?

Conceptual – How do we visualize and express aesthetic innovations?

How does visual culture innovate the creating beauty?
How does beauty create cultural innovation?

Debatable – To what extent does aesthetics in the visual culture have relationships with our identities?
To what extent does visual culture create a beauty?
To what extent does visual culture influence our creating beauty?
To what extent can different styles of creation innovate beauty?

Objectives Summative assessment

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 Objective Ai, Bii, Ci, Di Outline of summative assessment task(s) including Relationship between summative assessment
assessment criteria: task(s) and statement of inquiry:

A ⅰ. Students should be able to investigate a Goal: Your goal is to show how visual culture and Visual culture and innovation influence creating
movement or genre in their chosen arts innovation influence creating beauty. beauty.
discipline, related to the statement of inquiry
Role: Students identify traditional artwork values as Gallery models demonstrate visual culture and
B ⅱ. Students should be able to present a clear museum curators. They also produce visual innvation based on the creating beauty through
artistic intention for the final artwork in line with communication tools as a graphic designer investigation.
the statement of inquiry. specializing in traditional Japanese artwork.
Poster artwork demonstrate relationship between
C ⅰ. Students should be able to create artwork.
Audience: The audience who will attend the art visual culture and innovation in creation beauty by
Dⅰ. Students should be able to analyse their own museum (students who will evaluate each other, creation.
artwork or performance teachers interested in the tradition of art).
Presentation demonstrate creating beauty
Dⅱ. Students should be able to describe their
development as an artist. Situation: Art Museum and Field trip for the ancient influenced by visual culture and innovation.
cities after the learning in the unit.
Art Process Journal demonstrate visual culture
Product: Gallery models with group work, poster and innovation influences creating beauty in
(artwork), and presentation. reflection

Approaches to learning (ATL)

● In order for students to investigate a movement or genre in their chosen arts discipline, related to the statement of inquiry, students must [Social Ⅱ,
collaboration skills] delegate and share responsibility for decision-making.
● In order for students to present a clear artistic intention for the final artwork or performance in line with the statement of inquiry, students must
[Thinking VIII. Critical-thinking skill] formulate factual, topical, conceptual and debatable questions.
● In order for students to create an artwork, students must [Thinking IX. Creative-thinking skills] create original works and ideas; use existing works
and ideas in new ways.
● In order for students to appraise their own artwork or performance, [Research VII. Media literacy skills] communicate information and ideas
effectively to multiple audiences using a variety of media and format.

ACTION: teaching and learning through inquiry

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 Content Learning Activities Formative Assessment Differentiation

Exhibition of Art Written feedback (comment) on

1st LE (3 Periods): Language (English ⇄Japanese)
tradition on creating the matrix Jamboard on
beauty (Ai) [Factual] What is the art tradition on creating beauty? Japanese aesthetics for each The lessons are basically taught
group in English, using mainly English
What is the innovation in Japanese creating beauty? subtext books. The material in
● Difference between Wabi
● Collaborate in groups to research. (quiet simplicity) and Sabi Japanese is more detailed than
that in English. Students who use
● Discuss how CREATING BEAUTY can be adjusted. (rustic patina)
them should be able to translate
● Exhibit traditional Japanese aesthetics in relation to creating ● Difference between MIyabi
them into English and share
Poster-making beauty. (elegance) and Iki (refined them.
focused on the style)
2nd LE (5 periods): There are reliable English
Innovation (Ci)
Tolked feedback for each versions of Japanese art history
[Conceptual] How does beauty create cultural innovation? available, which should be used,
student with mini proposal for
How did Japanese aesthetics create cultural innovations? especially by students unfamiliar
poster-making
with Japanese.
● Each student creates a poster for their group's exhibition. ● Students should come up
● Present the poster and the exhibition using a model. with a theme for their
Presentation (Bⅱ) & group's exhibition from
2nd LE (1 period): To what extent does visual culture influence our their own perspective and
Art Process Journal
creating beauty? provide clues for the
(D ⅰ& Dⅱ) as visual
culture To what extent does visual culture influence our creating audience to see it.
beauty? ● Students give a short
description of how they can
● reflect on the poster-making and presentation. communicate the impact of
● appraise their own artwork related to Ai, Bii, & Ci your exhibition by creating
● How does "Visual culture and innovation influence a poster.
creating beauty" help us to understand traditional
Japanese regions? (Dⅱ)

Resources

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 Author, A. (Year). Title. Location. Publisher

Tsuji Nobuo, (2019). Histry of Art in Japan, originally published by University of Tokyo Press (from 1983), Colombia University Press, translated by Nicole
Colidge Rousmaniere

REFLECTION: considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit

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