Putting+It+All+Together+Final+Unit

Unit Question: How do I follow a creative process in order to create a coherent and professional end product? AOI: Human Ingenuity


 * ==Formative Assessment == || ==Due Date == || =Criterion = ||
 * Students will write an interm reflection on their current state of understanding in response to a guided question. ||  || C ||
 * Students will record research in their DW || Ongoing || A ||
 * Students will write a final reflection analyzing their finished product. ||  || C ||
 *  teacher observation based on practical work and DW entries ||  Ongoing || D ||

A3 Analyse another group’s work for impact of performance concept

<span style="font-family: Arial,Helvetica,sans-serif;">C1 DW notes on an ongoing basis & ladder of feedback

<span style="font-family: Arial,Helvetica,sans-serif;">C2 Final written evaluation plus ongoing oral evaluations after rehearsals

<span style="font-family: Arial,Helvetica,sans-serif;">C3 Watch a video of their product and the class and teacher give feedback; then figure out how to apply it

Handouts
<span style="font-family: Arial,Helvetica,sans-serif;">. ||  || <span style="font-family: Arial,Helvetica,sans-serif;">B ||
 * ==<span style="font-family: Arial,Helvetica,sans-serif;">Summitive Assessment == || ==<span style="font-family: Arial,Helvetica,sans-serif;">Due Date == || =<span style="font-family: Arial,Helvetica,sans-serif;">Criterion = ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Theatre of the Absurd Evening

<span style="font-family: Arial,Helvetica,sans-serif;">Overview of the Task:
Students will develop an present with a partner(s) a coherent 10 minute play in an evening performance


 * ===<span style="font-family: Arial,Helvetica,sans-serif;">IB Descriptor === || ===<span style="font-family: Arial,Helvetica,sans-serif;">Clarified Descriptor === ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">develop an idea, a theme or a personal interpretation to a point of realization, expressing and communicating their artistic intentions || Students will develop an present with a partner(s) a coherent 10 minute play in an evening performance developing themes or personal interpretation with int the piece. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">apply skills ,techniques and processes to create, perform and/or present art. || <span style="font-family: Arial,Helvetica,sans-serif;">They will apply skills learned over the year to present their peice. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">Work in groups, creating and rehearsing the performance ||


 * <span style="font-family: Arial,Helvetica,sans-serif;">Achievement level || <span style="font-family: Arial,Helvetica,sans-serif;">Level descriptor ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">0 || <span style="font-family: Arial,Helvetica,sans-serif;">The student does not reach a standard described by any of the descriptors below. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">1–2 || <span style="font-family: Arial,Helvetica,sans-serif;">There is very limited expression and communication of artistic intentions in the student’s work, which may not have reached a point of realization.

<span style="font-family: Arial,Helvetica,sans-serif;">Skills and techniques are applied at a very limited level of proficiency. The student attempts to apply the artistic processes. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">3–4 || <span style="font-family: Arial,Helvetica,sans-serif;">There is limited expression and communication of artistic intentions in the student’s work, which has reached a point or partial point of realization.

<span style="font-family: Arial,Helvetica,sans-serif;">Skills and techniques are applied at a limited level of proficiency. The student attempts to apply the artistic processes. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">5–6 || <span style="font-family: Arial,Helvetica,sans-serif;">The student is able to elaborate an idea, a theme or a personal interpretation to a point of realization. There is satisfactory expression and communication of artistic intentions.

<span style="font-family: Arial,Helvetica,sans-serif;">Skills and techniques are applied at a satisfactory level of proficiency. The student shows a satisfactory ability to apply the artistic processes involved in creating art. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">7–8 || <span style="font-family: Arial,Helvetica,sans-serif;">The student is able to elaborate an idea, a theme or a personal interpretation to a point of realization. There is evidence of good expression and communication of artistic intentions.

<span style="font-family: Arial,Helvetica,sans-serif;">Skills and techniques are applied at a good level of proficiency. The student shows a good ability to apply the artistic processes involved in creating art. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">9–10 || <span style="font-family: Arial,Helvetica,sans-serif;">The student is able to elaborate an idea, a theme or a personal interpretation to a point of realization. There is evidence of purposeful expression and effective communication of artistic intentions.

<span style="font-family: Arial,Helvetica,sans-serif;">Skills and techniques are applied at a high level of proficiency. The student shows an excellent ability to apply the artistic processes involved in creating art. ||

<span style="font-family: Arial,Helvetica,sans-serif;"> I