Sample Year 4 Greek and Roman Unit
Unit of Inquiry: How We Organize Ourselves
Central Idea: The past can influence how societies are organized today.
Lines of Inquiry: Traits of a successful society/Factors that contribute to changes in society/Positive and negative impacts of society.
STEP 1: Pre-Assessment
Step 1: Pre-Assessment continued
Step 2: A student using his hand-building skills to create his slab self-portrait.
Students use iPads to look at their reflections to create their self-portraits.
Some finish slabs!
Step 3: Paint!
PART II: CREATING A CLAY BUST Students transferred their hand-building skills to create a clay bust. This student chose someone they admire.
This student chose a bird, something alive.
This student chose a bunny and the perfect tool to create texture.
Completing details on his work. How can we manipulate the clay to create the form that we need?
Some final pieces! Students chose between someone they admire, a living thing, or themselves.
Year 5 Human Figure Drawing Unit
Watch the clip below as students describe their artwork. This unit involved human gesture drawings. The goal was to capture the movement/gesture of the human figure.
Art Challenge/Provocation: What skill are you better at now than you were before? Use your knowledge of human figure drawing to create a painting of you “in action” demonstrating a new skill!
** sometimes units do not connect to students Units of Inquiry
Year 6 Protest Art Unit
Transdisciplinary Theme: How We Organize Ourselves
Central Idea: Our rights and perspectives can be influenced by governmental systems.
Lines of Inquiry: Types of governance/Principles of human rights and social justice/Responsibility and activism
Art Challenge/Provocation: What is important to me? What do I stand up for? Where do I want to see change?
A Year 6 student creating a poster on climate change and was hugely moved by the fires in Australia.
Supporting animal rights