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Unit Title: Chinese Theatre Masks Class: MYP1Teacher: Jane Jones

Time frame: 3 - 4 weeks

MYP Unit Question:

What is the significance of masks in Chinese Theatre?

AOI focus questions:

Environment: The importance of creativity in other cultures

Significant concepts:What we want students to remember for years to come:

To understand the relevance of masks in Chinese theatre

To be able to create a character mask through colour, pattern & symmetry

To recognise colour association in mask making

Specific Objectives:Objectives which are addressed in, and pertinent to, this unit:

A1: Demonstrate an awareness of how and why artists create masks in Chinese culture

A2: Have a basic understanding of the Visual Elements, key words and Art specific vocabulary related to colour association in Chinese masks

A3: Express opinions on characterisation

B2: Learn painting techniques and brush control with teacher’s guidance and demonstration

C1: Describe the progress they have made so far

C2: Identify strengths, success and areas of weakness in their artwork

C3: Receive feedback constructively and respond

Assessment Task(s) and CriteriaWhat constitutes acceptable evidence of understanding?How will students show what they have understood?

A - Knowledge and understandingDevelop an understanding of mask maing in Chinese theatre, express opinions on different colour association, understand key Art vocabulary on the Visual Elements

B – ApplicationDevelop confidence with painting techniques, refine pencil drawing using symmetry and pattern.

C – Reflection & EvaluationOn-going oral reflection with teacher as the mask develops, peer evaluation in a supportive atmosphere and written self-evaluation in developmental workbook

D – Personal EngagementDemonstrate self-motivation, effort to improve and initiative, assessed from attitude in class and in self assessments

Learner Profile Qualities:

Caring- Students show emphathy and respect towards beliefs from another culture

Communicators- They understand and express ideas on characterisation confidently and creatively

Open Minded-They understand and appreciate the values and traditions of other communities

Reflective- consider how to create a range of techniques with the chosen media

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D1: Students show commitment to improving pencil techniques

D3: Support & encourage peers with their artwork

Content:Knowledge and/or skills used to develop significant concepts of stage 1 and to enable the student to answer the unit question

What are you expected to produce? Create a mind map of ideas for

characterisation through colour Explore ways to communicate

emotions through pattern, colour and symmetry in a mask

Design and paint a Chinese theatre mask reflecting a character in a play

Transfprm a 2-D mask design into a 3-D origami theatre mask

Peer and Self- evaluation

Teaching strategies and learning experiences:Prior knowledge, how to monitor and support learning throughout the unit, formative assessment, learning styles, differentiation, mother tongue issues

Class questioning to assess prior knowledgeOf the purposes of masks in other cultures

Discuss how colour can create an emotion

Mind map to plan and select ideas Teacher led demonstration of pattern

and symmetry in origami mask making 1:1 teacher support to create 2-D

template for mask Examine exemplar material to

understand successful use of symmetry and pattern

Differentiated levels of questioning to involve all learners in group discussion

New vocabulary and definitions of colour in Chinese masks recorded in workbook

Resources:

Resource board on Chinese theatre masks

Image worksheets per table Colour definition sheets per student HB pencils, erasers, rulers Tracing paper, masking tape, stencils A2 paper & mask templates Example of a Chinese origami mask Paints & brushes Black, silver and gold pens

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ATL: Organisation – organise their work with the help of the teacher, organise their learning materials with help from the teacher,

independently set personal objectives and reach these without help from the teacher if possible. Collaboration – work effectively in the class by planning their task. Listen to the ideas of others, understand and respect others

feelings. Communication – record ideas & reflections in the developmental workbook. Express supportive criticism and advice to peers on how

to achieve success. Transferring- employ numeracy skills in creating symmetry. Reflection – evaluate own work and peers’ work according to the assessment criteria, both orally and in the developmental workbook.

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