Planningtheinquiry

1.Whatisourpurpose?

Class/grade:4

1a)Toinquireintothefollowing:

School:FountainheadSchool

Transdisciplinarytheme

How we Express Ourselves

Centralidea

We explore a range of possibilities and perspectives to communicate in broader ways through our
Creative work.

Big Idea

Students are able to understand that there is a wide range of media in which Visual Art is one of
the ways to influence behaviour of target audience.

Agegroup:911
Schoolcode:004196

Title:Media
Teacher(s):ShaliniNandkumar,SanjanaAmarnaniandKaavyaShah.
Date:17/6/14to14/10/14
Proposedduration:45mins

Numberofhoursover:9hour45mins
Numberofweeks:13weeks

1b)Summativeassessmenttask(s):

2.Whatdowewanttolearn?

Whatarethepossiblewaysofassessingstudentsunderstandingofthecentralidea?Whatevidence,
includingstudentinitiatedactions,willwelookfor?

Whatarethekeyconcepts(form,function,causation,change,connection,perspective,responsibility,reflection)tobe
emphasizedwithinthisinquiry?

Students will be making any one visual advertisement ( Posters,Pamphlet or Dangler) on the given
product keeping different targeted audience in mind.

Key Concepts-Function and Perspective

CRITERIA:

Students are able to display all the elements of visual advertisement.

Posters- Logo, Symbol, Slogan, Product/Image, Address Line.

Pamphlet-Logo, Symbol, Slogan and Information.
Dangler-Logo, Symbol, Slogan and Product/Image.

Students are able to make the visual advertisement (Poster/Pamphlet,Dangler) creatively.

Students are able to target the appropriate audience.
Students are able to balance the layout with all elements.

Summative assessment is added in the link below.

Related Concepts-Communication,Opinion.
Whatlinesofinquirywilldefinethescopeoftheinquiryintothecentralidea?
1.Medias used to influence behavior of target audience. (Function)
How different media (Audio,Audio/Visuals and Visual) can influence target audience.
2.Critical evaluation of messages presented in the media. (Perspective)
How slogans/Tag line can be use to manipulate, students will evaluate critically from the advertisement they have
brought.
3.Designing Visual Advertisement as per target audience. (Function)
How different Visual advertisement (Poster,Pamphlet,Brochure,Dangler) are designed.

Whatteacherquestions/provocationswilldrivetheseinquiries?

Appendix1

1:1 What are this audios you heard?

1:1 Where do you hear them?
1:1 What types of advertisements are this?
1:1 Why do you call them Visual advertisements?
1:1 Which audience should we target while making these advertisements?
1:2 What is the reason to select this advertisement?
1:2 Why do you get attracted to these advertisements?
1:2 How can you manipulate messages to attract target audience?
1:3 Why are posters made?
1:3 What are the important elements?
1:3 How will you target different audience for the same product?

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Planningtheinquiry

3.Howmightweknowwhatwehavelearned?

4.Howbestmightwelearn?

ThiscolumnshouldbeusedinconjunctionwithHowbestmightwelearn?
Whatarethepossiblewaysofassessingstudentspriorknowledgeandskills?
Whatevidencewillwelookfor?

Whatarethelearningexperiencessuggestedbytheteacherand/orstudentstoencouragethestudentstoengagewiththeinquiriesandaddressthe
drivingquestions?Whatopportunitieswilloccurfortransdisciplinaryskillsdevelopmentandforthedevelopmentoftheattributesofthelearner
profile?

Exploration table:

Students will explore different types of advertisements and their uses (posters, brochures, pamphlets, danglers) as well as
the difference between all of them. Teacher will ask them to collect the samples of each. (Learners will be given
provocation questions on media and learners will find more about media applying Research skills and they will be
communicators while doing so)

There will be 3 Corners with various media of advertising First: Visual

-Pamphlet,Brochure, Dangler, Magazine Ad, Newspaper Ad, Posters. Second:
Audio- Radio Advertisement and Third: Audio and Visual-TV Advertisement.
Students will explore all the three corners and discuss about the similarities
and differences between them.
Students should be aware of different advertising media. What is similar in
these media and the differences.

Students will paste the examples of advertisement brought by them in their sketch book and understand the important
elements, glossary of Media and jot down the same. ( Learners are using their research skills (collecting Data) to know
more about media, by doing so they are being knowledgeable)
Students will be explained the process and elements of Poster,Pamphlet and Dangler and they will design each one of
them through the process taught. (Concept-Function)

Whatarethepossiblewaysofassessingstudentlearninginthecontextofthe
linesofinquiry?Whatevidencewillwelookfor?
Formative assessment (closed ended)
Students will design each (poster,Pamphlet,dangler and Brochures) of
sample advertisement taught to them.

5.Whatresourcesneedtobegathered?
Whatpeople,places,audiovisualmaterials,relatedliterature,music,art,computersoftware,etc,willbeavailable?
Teachers work samples of different advertisements. Other samples of visual, Audio and Audio visual advertisements.
Thinking strategies. Burning Wall,Magazines,Newspapers, Different websites to show Audio-Visual advertising Radio-https://www.youtube.com/watch?v=zRE_5oCwpsM, https://www.youtube.com/watch?v=kWqG4ANTOyY,
https://www.youtube.com/watch?v=LyFU6gdDOtU, https://www.youtube.com/watch?v=K5UNz3GVlcE, https://www.youtube.com/watch?v=t-VJZ8aHh4k
TV- https://www.youtube.com/watch?v=q0m8AxnBYMM, https://www.youtube.com/watch?v=LmSmrSm235A, https://www.youtube.com/watch?v=YfFlaavmqSU,
https://www.youtube.com/watch?v=Lp_D53usibU, https://www.youtube.com/watch?v=c5beEyMUAco
Howwilltheclassroomenvironment,localenvironment,and/orthecommunitybeusedtofacilitatetheinquiry?
Different types of visual advertisements spread on the tables.
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Reflectingontheinquiry

6.Towhatextentdidweachieveourpurpose?

7.TowhatextentdidweincludetheelementsofthePYP?

Assesstheoutcomeoftheinquirybyprovidingevidenceofstudentsunderstandingofthecentralidea.The
reflectionsofallteachersinvolvedintheplanningandteachingoftheinquiryshouldbeincluded.

Students were able to connect their Visual Arts learning in their classroom in their media unit. All the
learners demonstrated an understanding that advertising has a purpose, communicates a message and is
manipulated to attract the audience. The learners learnt the art of making posters , Pamphlet and Danglers
which helped them to design & create their own.

Whatwerethelearningexperiencesthatenabledstudentsto:
developanunderstandingoftheconceptsidentifiedinWhatdowewanttolearn?
By providing a range of experiences such as the tuning in activity, followed by frontloading experiences about
form, function, perspective and reflective through various videos and ppts, the teachers were able to see the
development of each learner's individual understanding throughout the unit. The concepts of form, function
and perspective were closely linked to the central idea, lines of inquiry and initial teacher questions and
focusing on them during discussions helped support conceptual understanding.

demonstratethelearningandapplicationofparticulartransdisciplinaryskills?
The demonstration of communication skills was very evident. The students had to watch the various resources
and participate in the class discussions , listen to and speak with others and communicate their learning is a
range of modes, e.g. speaking expressing ideas clearly and logically; stating opinions, recognizing, creating
posters, pamphlets and danglers and also interpreting them.

developparticularattributesofthelearnerprofileand/orattitudes?
Ineachcase,explainyourselection.

All students were able to create a poster in groups in their classroom and convey a message.
Howyoucouldimproveontheassessmenttask(s)sothatyouwouldhaveamoreaccuratepictureofeachstudents
understandingofthecentralidea.

We could have include a Formative assessment, a questionnaire having questions which will help them to clear
their understanding of the different visual advertising and elements used for the same, so that it would be a
help for them to develop their understanding before Summative assessment.
Example: What are different media of advertising ? What different types of visual advertisement are there?
What are the elements common in all visual advertisement?

Whatwastheevidencethatconnectionsweremadebetweenthecentralideaandthetransdisciplinarytheme?

In students self assessment there were evident statements written by them which were showing clear
connection made between the central idea and transdisciplinary theme.

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Many of the learning engagements and especially the summative task provided the opportunity for us to
observe the development of learners as thinkers and communicators as well as demonstrate the attitudes of
creativity and confidence. During discussion of the summative assessment task students were highly involved
in demonstrating the five essential elements with a hot debate and they were all having a clear understanding
about the same. Teacher found them Thinkers and Reflective during the process.

Reflectingontheinquiry

8.Whatstudentinitiatedinquiriesarosefromthelearning?

9.Teachernotes

Recordarangeofstudentinitiatedinquiriesandstudentquestionsandhighlightanythatwereincorporatedintothe
teachingandlearning.

Tuning in was a successful Learning engagement where we were able to test students prior knowledge and
lead the inquiry on the burning questions. We can add a checklist for assessing them by having few
advertisement in different media where students can tick the correct media.

There were inquiry related visiting card, Letterhead, box design and brochures during the unit and I have to
take a session to explain the same, not in detail but just making a bridge to our learning from their inquiries.

Atthispointteachersshouldgobacktobox2Whatdowewanttolearn?andhighlighttheteacher
questions/provocationsthatweremosteffectiveindrivingtheinquiries.
1:1 What types of advertisements are this?
1:1 Why do you call them Visual advertisements?
1:1 Which audience should we target while making these advertisements?
1:2 What is the reason to select this advertisement?
1:2 Why do you get attracted to these advertisements?
1:2 How can you manipulate messages to attract target audience?

Whatstudentinitiatedactionsarosefromthelearning?
Recordstudentinitiatedactionstakenbyindividualsorgroupsshowingtheirabilitytoreflect,tochooseandtoact.

InternationalBaccalaureateOrganization2014

We can take students to a commercial artist office to see how they design an advertisement. This time
students have gone to visit Surat channel and Divya bhaskar with their HRT but it was not a fruitful visit as all
the 8 sections went together and visited 2 places same day.
We can include this visit in next year from starting and plan for 4 section at a time so that less students are
easy to manage as well as their queries are attended too.

Appendix1
SUMMATIVE ASSESSMENT RECORD
UNIT 1 -MEDIA

Duration:
17th June to 20th October 2014

Name:

Grade: 4

Central idea: We explore a range of possibilities and

perspectives to communicate in broader ways through our
Creative work.

Trans-disciplinary skills focus: Communication (Non-verbal

communication and Presenting)

Enduring understanding: Students are able to understand

that there is a wide range of media in which Visual Art is one
of the ways to influence behaviour of target audience.

Section:

Attitude-Creativity
Concept focus: Function and Perspective
Related concepts-Communication, Opinion.

Summative Task: Students will make a visual advertisement choosing any one type from poster,pamphlet or dangler. The topic of the
advertisement to be selected from Tourism,Toy shop and Navratri 2014 - any one of these.They also need to keep target audience in
mind.

Teachers Assessment:-

Check list
Types of advertisement selected Poster( ) Pamphlet ( ) Dangler ( )
He/She is able to display all the elements of visual advertisement.Posters- (Logo,
Symbol, Slogan, Product/Image, Address Line) Pamphlet-(Logo, Symbol, Slogan and
information) Dangler-(Logo, Symbol, Slogan and Product/Image)
He/She is able to balance the layout.
He/She is able to persuade the targeted audience purposefully and effectively.

Teacher`s Comment:

Teacher`s Sign:______________________

Developing

Practicing

Exceeding