Teacher(s) Eric Towell Disciplines Individuals & Societies

Jessica Murphy involved Arts (Music, Art, Drama)

John Gangi
Jarrod Rayner
Kristyn Art
Randy Moss
Alison Armstrong
Krissi Olsen
Alex Trotter

Unit title Catalysts for Change MYP year MYP Y4 (Y10) Unit duration In hours

Stage 1 –Purpose and integration: What is the purpose of this work and how clear, interdisciplinary, and
meaningful is it?

Purpose/mode of integration

To help students to discover that they can apply their skills learned in the Arts (drama, music, visual art) to encourage social change.

To create a richer learning experience related to social change:

● the skills from the Arts can help the students create a more authentic assessment piece for IAS
● the research from IAS can support students to develop a deeper understanding of the context of the Art that they study

The mode of integration is Aesthetic or Literary Synthesis: “students create an aesthetic or literary interpretation of a non-artistic or non-literary topic
or issue, translating disciplinary understanding into a symbolic work that anticipates how viewers make sense of complex issues.”

Concepts for integration (Key and may include Related) Context

Key: Change Personal & cultural expression: Students will explore the ways in which we discover and
express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on,
Related: Creativity, Expression extend and enjoy our creativity; our appreciation of the aesthetic.

Exploration:
Statement of inquiry

The arts are a means of personal and cultural expression, and can be a powerful catalyst for creating [political, social and environmental]
change.

Integrative inquiry questions

Factual:
● In what ways have others/can you manipulate the elements of an art to reflect an underlying motivation, inspiration or message of change?
(Arts)
● What forms of art and skills within art are needed to create an effective work related to change? (Arts)
● What are some specific ways in which improvements in SDG’s might lead to improvements in society and the environment? (I&S)
● What are some examples of how different types of protest movements have been used to instigate change around the world? (I&S)

Conceptual:
● How can the arts be a vehicle for change? (Arts)
● To what extent does culture influence change? (I&S)
● What motivates people to instigate change? (I&S)
● Which type of protest movements are the most effective? (I&S)

Debatable:
● Are artists or government entities more effective in bringing about change? (Both)
● Do the arts reflect or create change? (Arts)
● Do artists intend to create change?
● To what extent was [someone like] Gandhi able to advance SDG’s? (I&S)

Summative assessment - The final synthesis performances of understanding

This will be assessed against:

● IDU Criterion A: Disciplinary
Grounding Choose a Sustainable Development Goal that you care about. Select a specific target within the goal that
● IDU Criterion B: Synthesizing you want to create change for. Choose a medium of the arts (i.e., music, visual art, drama) through which
● IDU Criterion C: you want to create change. You will perform/display this for an audience.
Communicating
● IDU Criterion D: Reflecting For the final performance/product, create a blurb that explains in a written piece the intended audience,
effect of your piece of art, and how you applied your arts skills to create your piece of art.
● Music Criterion B: Developing
Skills
 ● Music Criterion C: Thinking
Creatively
● Drama Criterion B: Developing
Skills
● Visual Arts, Criterion B:
Developing Skills
You will create a planning document that allows you to develop your learning and ideas along the way.
There will be reflections that relate to both your process and performance/product.
Here is a link to the task sheet
Unit webpage

Approaches to learning (ATL)

Ask yourself: : What interdisciplinary skills will they develop throughout the unit? Identify the skill cluster and state what specific skill will be developed
in the context of this unit. (*Find ATL’s in Google Drive is labelled like this: ATL Skills at NIST: A Comprehensive Overview)

I and S:
● Use a variety of media to communicate with a range of audiences (Communication skills: Exchanging thoughts, messages and information
effectively through interaction)
● Negotiate ideas and knowledge with peers and teachers (Collaboration skills: working effectively with others)
● Share ideas with multiple audiences using a variety of digital environments and media (Communication skills: Exchanging thoughts, messages
and information effectively through interaction)

Arts:
● Give and receive meaningful feedback (Communication skills: Exchanging thoughts, messages and information effectively through interaction)
● Create original works and ideas; use existing ideas and works in new ways (Creative Thinking Skills: Generating novel ideas and considering
new perspectives)

Combined:
● Apply existing knowledge to generate new ideas, products, or processes (Creative Thinking Skills: Generating novel ideas and considering
new perspectives
● Combine knowledge, understanding, and skills to create products or solutions (Transfer Skills: Utilizing skills and knowledge in multiple
contexts)

Action: Teaching and learning through interdisciplinary inquiry

Disciplinary grounding

Subject - Individuals & Societies Subject - Arts: Music Subject - Arts: Visual Art Subject - Arts: Drama
MYP objective - Change
Related concepts-
Innovation and revolution
Social interactions
IAS Content
Disciplinary learning engagements
and teaching strategies
● Intro to SDG through
presentation
● Connection to NIST service
groups
● Intro to protests - tried to
integrate examples from
music, visual art, and drama
→ this is an area that could
be strengthened
○ During source
analysis - could
integrate examples
● Investigation of various
protest movements globally
● Examination of Indian
independence - Gandhi as an
example of someone who is
a catalyst of change in a
number of SDG’s. (Then
OPCVL with Gandhi related
primary and secondary
sources).
● Draw connections between
Gandhi and MLK’s non-
violent approaches. Contrast
MLK and Malcolm X
approaches to change.
● Show 60’s protest examples
in art, music, and drama.
● Return to SDGs. Students
choose an SDG and form
alliances with other students
to create an artistic piece that
represents a Call to Action to
further the SDG.
MYP objective - Change
Related concepts
Composition
Expression
Music Content
Students will be creating an original music
piece or song based on Western harmony,
part writing, and other fundamentals of
music.
Students will initially explore composition
techniques as a precursor/lead-in to the
IDU. They will be reviewing and learning
new music theory in order to develop song-
writing and composition skills.
To begin the integration process, students
will investigate musicians who have either
intentionally or unintentionally elicited
change based on music they created. They
will look at songs that have had
connections to various social, political and
environmental perspectives and
movements.
They will subsequently get into groups in
order to create/arrange an instrumental or
vocal part as part of a collaborative original
composition related to social change.
Students will rehearse and later perform
these songs, developing their singing or
instrument playing skills. We will reflect
throughout this process in order to respond
to our learning, respond to music that
affects the world, and respond to how their
own music is able to create change.
MYP objective - Change MYP objective - Change
Related concepts Related concepts
Representation Presentation
Expression Expression
Visual Arts Content Drama Content
My Wish: Use Art to Turn the Students have finished units on
World Inside Out Brechtian theatre as well as 4 world
theatre traditions. During the Brecht
http://jarrodraynerarted.weebly.c unit students are introduced to ways
om/year-10.html to break the norms of theatre and
how to create a play that is didactic.
Students have completed two When studying the world theatre
units where they have used traditions they have learned theatrical
painting techniques and conventions that they should be able
construction/sculptural to build on in this IDU project.
processes. They may draw on
these experiences but may also
wish to work in a new medium
they have not experienced yet.
As year 9, the students explored
spray painting and street art
methods that may continue to
be an effective medium.
The students will develop their
ideas based on the inspiration of
other artists who have depicted
or implemented change.
Class time will be for planning in
their journal which they can take
to I and s. The class time will
also be used to make their
expressive piece.
Disciplinary learning engagements
and teaching strategies
Also add ATL’s specific to subject
here:
Disciplinary learning engagements and
teaching strategies
Also add ATL’s specific to subject here:
● Music theory and composition
techniques explored
● Composition of a song
● Collaboration in composing or
arranging a song for performance
● Rehearsal/development of
performance skills
● Reflections on learning, skill
development, understanding of
change through the arts
Disciplinary learning engagements
and teaching strategies
Also add ATL’s specific to subject
here:
Self management: Organisation
skills to ensure the deadline is met.
Communication skills: effectively
exchanging and sharing the
message both through the creation
and in the written justification.
The students will need to research,
plan and create their piece in the
time frame allocated. Some
additional work outside of class
may also be required.
Disciplinary learning engagements and
teaching strategies
Also add ATL’s specific to subject here:
1. Students will work collaboratively to create
a devised piece of theatre entitled "A Soldier
Returns" with a stated intended "audience
impact" (class presentation)
2. Students will review and evaluate how
Kozan's 13 signs (conventions) can be used
to define theatre traditions and practices
3. Students will research Brecht's ideas,
theories and practices (conventions)
4. Student will create a didactic purpose for
their devised piece and adapt the piece using
at least 4 selected Brecht practices
(conventions)

Within the IDU unit, Class periods can be

used to push students ideas and encourage
them to use the conventions of both Brecht
and the world theatre traditions they have
studied.

Interdisciplinary learning process

Interdisciplinary learning experiences and teaching strategies (ATL’s that are in common here):
In order to synthesize disciplinary knowledge to demonstrate interdisciplinary understanding students must apply existing knowledge to generate new ideas,
products, or processes (skill category: thinking, skill cluster: creative thinking) and combine knowledge, understanding, and skills across subjects to create products
or solutions (skill category: thinking, skill cluster: transfer).

In IAS, teachers group students into arts groups. The task sheet is introduced by the IAS teacher and reinforced by the Arts teachers.
IAS teachers will
Arts teachers share examples of things that have been produced that have created social change
● Notable artwork motivated by social, political or environmental change
● Songs/music and musicians related to social, political, and/or environmental issues
 ● Film/theatre works connected to social, political and/or environmental issues
MUSIC: Students will initially investigate musicians who have either intentionally or unintentionally elicited change based on music they created.
Check in with Arts and IAS teachers
● All students off timetable for focused time to work on art, rehearse, plan, etc.
● IAS and Arts teachers will give feedback to every student and group of students
● Begin in theatre for a brief welcome, instructions, inspiration

Exhibition and Performances

● Opportunity for students to show work
● Invite other students, teachers, and parents
● Teachers to mark interdisciplinary criteria A, B, C collaboratively using this spreadsheet
● Promote work beyond this day through social media
Follow up
● Students reflect on the contributions of IAS and arts
● Teachers to assess interdisciplinary Cii, Di, and Dii at this time

Formative assessment Differentiation

Resources

A Fine Balance

Useful starter videos:

● Amnesty international: Art for social change https://www.youtube.com/watch?v=cP8_ZpO-DHY
● JR: Use art to change the world: https://www.youtube.com/watch?v=0PAy1zBtTbw
● TED Talk: Art for social change https://www.youtube.com/watch?v=7o6kbRBFLdI
Reflection: considering the planning, process and impact of interdisciplinary inquiry
Prior to teaching the unit During teaching
March 1 Meeting
2017
● IAS teachers update - students have
been shared on the task sheet; in
various stages - some have already
chosen goals and action plan, others
(mostly) at early stages of the action
plan
○ Music students firm on what
groups they’re in and focusing
in on SDGs and targets
● Today is gathering all visual arts
students together to go over example
arts.
● Visual art students need to produce
individual work.
● Music students should work in groups
between 4-6
● Drama students should work in
groups numbers that will allow them
to demonstrate the selected skills
● By the end of this week each student
or group will have an action plan that
is shared with their IAS teacher and
their arts teacher; the action plan will
be color coded for each student’s
contribution
● On March 13, students need to bring
their action plan and their draft work
(e.g., drama - plot outline, music -
draft composition - songs and lyrics,
visual art - 3 compositional sketch
plans and IDU journals, etc.)
On March, 13 (Day A) you will be off-
timetable from 8:50- 11:30 for an Arts
After teaching the unit
Notes from Randy:
1. Great job everyone, thanks Robin for
taking such a lead in everything and
thanks Krissi for organizing the
program.
2. Timing is an issue with this unit, would
it be possible to move it to the first unit
for everyone? If not we need to alter Commented [7]: OK by I and S
our units in Arts to give kids enough
time in art classes to be guided
through their work.
3. I loved that every student had an
opportunity to discuss their Art and
SGD. I would like to suggest a whole
day off time table for presentations.
Mixing Video Arts with Music and
Drama Presentation and giving
student opportunities for breaks and
also to offer feedback on peers work Commented [8]: I think this is really important. They
and ideas. should have a chance to have discussions about each
other's work. Maybe if it was the whole day we could
have a session at the end where they get back into
Notes from Eric:
their IAS classes and talk about all of the work or we
put them into new groups so that they can comment on
1. I thought it went well and can be even people that they haven't seen at all during the process.
better next year with minor
adjustments. It’s good that everyone
pitched in and went the extra mile in
terms of planning and anticipating
how to make the 29th run smoothly.
2. Need to solve screen problem
3. Intended audience slide was sloppy
for most students.
4. Students need to operate within a time
constraint if we can’t get more time. Commented [9]: We need to have more specific
constraints on time so that every kid has the same and
knows what they have. I feel like this wasn't
communicated as well as it could have been overall.
Changing the World IDU Check In. On this
day we will:
● Start in Theatre for a brief welcome
(Robin to lead) & instructions - John
Gangi as special guest?
● Divide into Arts specialties and bring
your group’s Google Doc planning
organizer to share your plan and
obtain feedback from Arts and I&S
faculty
○ All drama students will go to
Tragedy/Comedy studio with
Eric, Kristyn and Randy
○ All music students go to
Mozart studio with Matt and
Krissi and Nicholas
○ Visual art students will go to
their usual art classrooms and
Robin W will float
● Students will add feedback from
teachers to their ongoing action plan
Robin’s notes:
For IDU assessment:
● Create shared spreadsheet to assess
IDU Criteria A, B, C
Check in on March 15 went really well
● Visual arts seemed further along -
had a designated number of
sketches to do
● Drama students were more open and
didn’t all have something to share at
the start; the year 12 drama students
came and gave some feedback to
the students
5. Consider giving teachers who last time
with students because of IDU that time
back.
6. Get M.C.’s sorted in advance.
7. Provide schedule earlier next time so
parents can come at selected
segments when their children are
performing.
8. More breaks with several times that
food is made available.
9. Order canvasses now with the MYP
budget for next year, and paint.
10. I realize, like last year, I and S students
showing up at random times is
problematic. Make plan of available for
times for theatre, art and music spaces
with a more formalized system
whereby students sign up well in
advance.
11. More clarity/discussion regarding how
to interpret MYP criteria.
12. Organize exactly when and where we
will all go for drinks afterwards further
in advance.
1. Overall, I was very impressed with the
students and their interdisciplinary
understandings.
2. I loved having them on stage- as an
authentic experience to actually “feel”
what it means to present to a true
audience.
3. I felt the initial (or debrief- in the case
of drama) presentations were
essential in ascertaining their
interdisciplinary understandings but I
would like to see some minor changes
in the presentations themselves.
○ All music group members
should participate in the
presentations. There was a
 ● Music groups starting to gel together
Will need an explanation of what the piece of
work is intended to convey.
Next year - have somebody photograph or
video the process
Many students taking it seriously; coming in
after school and working on it especially for
visual art
Remind students to take a photo after each
day of working on their visual art piece and
write down key learning moments. Anything
that they were surprised by, challenges they
needed to overcome.
Next year create a team drive in GoogleDrive
as a method to share resources.
Students don’t have to duplicate what’s in
their process journal in the digital action plan
- they can refer to process journal in the
digital action plan.
Time frame is quite demanding and is
requiring students to work out of class time.
Pressure and demands from other classes?
Need support about what’s feasible to do
within the time frame given.
Drama teachers thinking about the need to
spend more time with students to talk about
the SDGs and the artistic intention and call to
action
Still need more support for students to
understand the SDGs and the situation that
people are in so it’s not so superficial to
avoid being a ‘skit’ - political unit can
incorporate SDGs. IAS can support creating
tendency for one kid to get
“stuck” with the microphone.
○ Visual Arts students should
include the digital image of
their art on each slide- so the
focus remains on the the art
itself- particularly when
explaining art skills- but could
easily be on each slide.
Kristyn’s Notes from IDU discussion with the
students:
We talked to the kids today about the overall
experience today during class and this is what
we found out. Feedback
Overall, they seemed pretty positive about
the experience and really did feel like it was
good that they got to use skills from multiple
subjects. A few of them actually mentioned
that it felt more like the “real world”
+’s & Δ’s from Matt’s classes
10C I&S
10D I&S
Changes for next year:
● Make exhibition full day event with
published schedule so parents know
when they may want to come in
● FInal period of the day as a chance to
discuss and share feedback with each
other about their pieces
● Need designated arts and IAS time to
work - if this is the case, can we have
students work across the arts? note:
how would this logistically work? need
teacher approval; works particularly
the deeper understanding of SDGs -
humanizing SDGs.
In the development of the task, can refine
how deeply students need to articulate
understanding of SDGs before getting to
artistic intentions.
Randy is sending out time of when theater is
available.
March 29 Exhibition Plan
● Display visual art work along the 4th
floor theater hallway (nails already on
wall) and in the foyer. Should
students have their process journals
on display as well?
● This is something that Robin
created for students to say prior to
presenting their piece. Edits?
Presentation Preparation
● 1 hour 10 minutes of theater
● 45-50 minutes of music
● Consider having student’s lyrics
printed on the program to give to
teachers (I &S to assess) and
parents.
Start at 7:45
● Teresa to arrange for coffee and
snacks for before exhibition (starting
at 7:15) (done)
● Also more for intermission
Introductions by drama student
well with students with strengths in
arts
● Could shift to the end of the year for
IAS and Arts? Start it after Songkran
and go until the last week in May?
● How do we find the right amount of
time? Could a month be enough if they
are working on the project in both
classes?
● Frontloading is important to make sure
that the kids have enough skills and
knowledge to make the projects better.
● Helpful that IAS was able to have the
discussions about the goals so that
when they came into arts lessons they
were ready for the artwork
● Nice to have both teachers around to
give feedback to students along the
way this was a positive thing for both Commented [1]: Will students need to have their art
students and teachers. work scanned and projected on a screen so that they
can speak about it when they are presenting? How do
● Could we invite artists from the the we do that?
community to be part of the audience?
● We will need to make sure there are
breaks throughout the day so that they
can be a better audience.
● What are we doing with the videos?
Can we make sure that the students
can access these videos?
● Add to the NIST magazine and send to
the IB
● Make sure that the presentation is
introduced earlier and there is a
common understanding of what goes Commented [2]: Krissi and I spoke about having
in this presentation so that it is the student’s lyrics printed on a program to give to teachers
(I &S to assess) and parents. How can I and S help in
same for all 3 arts subjects. this effort? What about deadline for final edits for
Communication should come from the lyrics?
product but the presentation should
just be there to help understand the
change/goal? Commented [3]: On March 21 several students
● IAS to do Criteria D and talk to arts appeared to me interested in being M.C. -Victoria,
teacher if there are questions about Daniel,,,)Randy: Apparently you mentioned something
about that. Should one be chosen or two? In any case,
when this is decided I can help them draft an
introductory speech.
Start with music and visual art explanations ongoing reflection, Arts will do Criteria Commented [4]: Krissi and Nicholas to make flow of
with slides B music groups
Commented [5]: Intersperse groups of 4 kids by
● advisory class (teresa)

Intermission with snacks

Then theater Commented [6]: Kristyn and Randy to make flow of

drama groups

Need to book photographer/videographer

with big video camera to take pictures of
each art work and video performances -
Teresa (done)

2018: Next year let’s create a short video

showing the students in the process of
creating.

We need to make it shorter. Perhaps we cut

down on the number of things students
speak about..or can some of this be written
down posted - similar to what we do in the
DP?

Art students needed more time for adequate

support
2018 Notes from Randy:
Wows

1. What a difference a year makes- thought all the

work and most of the organisation worked really well
this time.

2. Loved doing it at the end of the year- nice year end

activity for all the kids

3. Doing the art first and then music and then drama
worked well

4. Certainly giving the kids so much drama time

worked well for the IDU and also for our individual
curriculum

What ifs:

1. Visual Art did not have to rush to set up the morning

of the showcase?

2. What if music and drama kids had enough time for

technical and dress rehearsals before the event?

3. What if we could give the students an opportunity

to work collaboratively across the arts? If visual art,
music and drama kids wanted to work together and
each stay true to their art medium, could we handle
it?

Suggestions:

June 4th was a tough day to do the showcase. The

next to last week of school is one of the busiest weeks
for the use of the theatre. So, I suggest next year we
do the showcase on Tuesday June 11th and we use
Monday June 10th for dress/ technical rehearsals
and set up of the Visual Art Display. It would mean a
little rush to put IDU grades on veracross, but it
certainly would give the kids the time they need to
prepare. For Drama, it would mean we would not
have to rush our last unit quite as much and we would
begin working on the IDU on May 13th. It would cut
down on the time the kids have to work on the PP
launch but that could be a good thing as well.

If we could decide on this soon, it would be nice to get

our rehearsals and showcase on the theatre calendar
now!

Notes from Sandra:

Thanks for your positive feedback. I think that the
students did excellent respect to their artworks -
criteria B, but many were certainly lacking deep
knowledge about their STG. This is because it was
simply not talked about at all in the INS classes, and
that is not part of criteria B. It is up to the INS teachers
to support them in developing that knowledge before
they start working on their art pieces.

And, as I mentioned before, how are these students

going to be graded fairly if they were vote exposed
the the topic on their InS classes. This needs to be
discussed in a meeting before the end of the year if
possible.

Thanks

Sandra

Notes from Wyn:

The students need a longer time to consider SDG
goals, calls to action etc in I & S before they go on to
considering influential artists and approaches in Art
lessons. They were not given enough time. They
were all rushing to complete their work, many staying
very late the week leading up to the final show. I
arranged a workspace for students to work on art
pieces during I & S time - on reflection should have
requested formal supervision at those times by I & S
teachers. Many students coming for advice, materials
etc as we were teaching other art classes. Under the
circumstances plus mine and Sandra’s absences)
most of the students responded extremely well. I
would not want my classes to work with Drama and/or
Music students.

This is a great unit, with greater communication and

organisation by the teachers will be even better!

Notes from Eric:

Plus:
● I thought having the students
present their work in the atrium was
an improvement. I know the
students preferred that
● Overall, I thought that the quality of
the art, drama sketches and music
was better this year
● The timing for the day felt right
● I liked having the Kandinsky art
room available for students. I hope
that continues.
● The spreadsheet that Robin
created is a huge help. Will miss
her on the Year 10 team next year.
● Some improvement in having all
information in one place, the task
sheet, this year

Delta:

● However, having the art room

available for students this year
meant they were doing less
painting in I and S so less dialogue
with teachers. Also, some were
going to work on art before
completing their research, action
 plans, and responding to I and S
questions on the task sheet.
Because of the time crunch, many
students did this after the day of the
performance. Students should not
be allowed to go to the CAB without
evidence of process and research,
including concept formation, with I
and S teachers
● Teachers of students who will miss
class on the day of the
performance need more warning
ahead of time. Students who need
to practice during the first two
periods should have permission
slips signed by relevant teachers
the week before.
● Few teachers chimed into the
shared Q and A document in the
IDU folder. As a result, there was a
rush in the end. I don’t know of
alternatives except to hold
numerous meetings like last year.
● I and S can try to gather group info.,
titles, SDG’s earlier next year. This
can take some of the pressure off
of art teachers who need to spend
more time on the eve of
performance dates concentrating
on student work. Krissi pulled a
schedule together again this year
but let’s take that out of her hands
next year.
● Some music groups were told to
create schedules of when they
would like to use music rooms and
have it signed by music teachers.
Perhaps these forms could be
 standardized next year and be
considered mandatory.
● We need to stagger times for
students to speak with visual artists
on the performance day so that
they are not overwhelmed.
● Make due dates for items on task
sheet due well before performance
date so I and S teachers can
assess, make comments and
better inform their scores on the
day of the performance
● There are wide ranging opinions on
the degree of formality that the day
should have

ALISON

● Difficult for students in bands to

show that they have contributed to
synthesising ideas from I and S and
Music. The group document needs
to better show the contribution of
individuals within the group. Didn’t
feel like I was truly assessing
according to criteria.
● Booking of rehearsal spaces in
Music during I and S classes did
not go well at a busy time of year
(25th Anniversary, Graduation and
Completion ceremonies, regularly
scheduled music classes) and this
is going to get even busier next
year with more elementary classes.
Can we look at options across the
Arts? E.g. look at the makeup of
each I and S class, see who is in it,
find a way to make a promotional
video/ community service
 announcement that uses Art, Music
and Drama to tackle the SDG?
Something that we can attempt to
reach a wider audience? And
spaces other than in music practice
rooms.
● Can we contact Arts groups, who
tackle real issues through their Art?
(e.g. photo journalists, theatre
directors, composers and charity
concert organisers)