Teacher(s) Mrs.

Hadir Ali Subject group and discipline Arts - Drama

Unit title End of the year Drama MYP year: Year 1 Unit duration 9
show/Pantomiming (Cycle) hours

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Aesthetics, Communication,
and Identity.
Composition, Boundaries,
Interpretation, and Genre.
Identities and Relationships – Orientation in
space and time.
 Students will explore personal,
physical, and social identities as well
as beliefs, and values.

Statement of inquiry

Audience get their aesthetic pleasures by watching composed plays influenced by identities and bound
by human relationships.
Inquiry questions

Factual
How was the art form changed over time?
Conceptual
How do the history and origin of drama reflect and echo cultural identities and human relationships?

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Debatable
How does drama influence communities?
Objectives Summative assessment Relation between Summative and
statement of inquiry

Summative assessment: A: Knowing and Understanding
 i. ii iii

A Knowing and understanding Outline of summative assessment task(s) iv


including assessment criteria: B: Developing skills i. ii iii iv

Through the study of theorists and
practitioners of the arts, students - What task(s) will allow students the C: Thinking creatively
 i. ii iii iv

discover the aesthetics of art forms opportunity to respond to the unit question?
D: Responding i. ii iii iv
and are able to analyse and - What will constitute acceptable evidence
communicate in specialized of understanding? How will students show o Students demonstrate
language. Using explicit and tacit what they have understood? awareness of elements of
knowledge alongside an drama and theatrical
understanding of the role of the arts Summative Assesment One performing
in a global context, students inform  Research on the history of drama & o Use some basic language and
their work and artistic perspectives. types of theatre have an in-depth
understanding of some of the
In order to reach the aims of arts,
-The student should be able to elaborate concepts and processes
students should be able to:
the history and elements of Drama relating to Theatre arts
i. demonstrate knowledge and o Learn skills and develop the
understanding of the art form -There should be evidence of purposeful techniques and processes
studied, including concepts, expression. Skills and techniques are applied needed to create, perform

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processes, and the use of subject-
specific terminology
ii. demonstrate an understanding of
the role of the art form in original or
displaced contexts
iii. use acquired knowledge to
purposefully inform artistic decisions
in the process of creating artwork.
B Developing skills
The acquisition and development of
skills provide the opportunity for
active participation in the art form
and in the process of creating art.
Skill application allows students to
develop their artistic ideas to a point
of realization. The point of realization
could take many forms. However, it is
recognized as the moment when the
student makes a final commitment to
his or her artwork by presenting it to
an audience. Skills are evident in
both process and product.
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at a high level of proficiency.
-The student should show an excellent
understanding and comprehension of the
elements researched.
-Students will use the performance
assessment rubric to complete a self-
reflection upon the completion of the
project and write a reflection in their
developmental workbook that responds to
and answers the unit question.
Task1:
Presentation: (Criteria A and D)
A group skit using subject- specific
terminology of:
 Research into the art of acting that
shows people’s actions and emotions.
 The elements and history of Drama
 The critical analysis Drama
Task2:
Proposal: (Criteria C)
and/or present Theatre, and
apply them with some
independence
o Describe the progress they
have made so far and identify
areas that have been
particularly easy or challenging
with some detailed
explanation; identify and
describe strengths and
weaknesses in their work
o Show commitment in using
theatrical processes
o Demonstrate curiosity, self-
motivation, initiative and a
willingness to take informed
risks
o Support, encourage and work
with their peers in a positive
way
o Be receptive to Theatre
practices and work from
various cultures, including their
own.
3
In order to reach the aims of arts, A selection of process journal extracts
students should be able to: including:
 The development of students’ artistic
i. demonstrate the acquisition and
intention
development of the skills and
techniques of the art form studied  Demonstration of a range and depth
ii. demonstrate the application of of creative- thinking behaviours
skills and techniques to create, Task3:
perform and/or present art. Process and Product: (Criteria B and C)
Objectives Arts guide 11 A selection of process journal extracts to
show:
C Thinking creatively
 Students’ abilities to write and
The arts motivate students to perform a short play on stage using
develop curiosity and purposefully the knowledge they have learned
explore and challenge boundaries. throughout the unit.
Thinking creatively encourages  Students have to adopt a certain Era
students to explore the unfamiliar and write a 5 minute script that
and experiment in innovative ways to reflects that era.
develop their artistic intentions, their
processes and their work. Thinking
Task 4:
creatively enables students to
discover their personal signature and Commentary: (Criteria A and D)
realize their artistic identity.
A commentary that includes:
In order to reach the aims of arts,  Evidence of the use of acquired

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students should be able to: knowledge to inform the
development of student’s
i. develop a feasible, clear,
performance
imaginative and coherent artistic
 Evidence of student’s ability to
intention
construct meaning and transfer
ii. demonstrate a range and depth of learning into their artwork
creative-thinking behaviours  The artistic response and the way in
iii. demonstrate the exploration of which it reflects or impacts on the
ideas to shape artistic intention world.
through a point of realization. A critique of the student’s own
artwork including the ability to
D Responding convey the social and cultural
Students should have the opportunity identities through the history of
to respond to their world, to their own Drama.
art and to the art of others. A
response can come in many forms;
creating art as a response
encourages students to make
connections and transfer their
learning to new settings. Through
reflecting on their artistic intention
and the impact of their work on an
audience and on themselves,
students become more aware of
their own artistic development and
the role that arts play in their lives

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and in the world. Students learn that
the arts may initiate change as well
as being a response to change.
In order to reach the aims of arts,
students should be able to:
i. construct meaning and transfer
learning to new settings
ii. create an artistic response that
intends to reflect or impact on the
world around them
iii. critique the artwork of self and
others.

ATL Skills

o In order for students to demonstrate an understanding of the role of the art form in original or displaced contexts,
students should collect, record and verify data and make connections between various sources of information as
well as present information in a variety of formats and platform.(Category: Research / Cluster:Information literacy
skills)

o In order for students to demonstrate the exploration of ideas to shape artistic intention through a point of realization,
students should interpret data, consider ideas from multiple perspectives and gather and organize relevant

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 information to formulate an argument. (Category:Thinking/ Cluster: Critical- thinking skills)

Action: Teaching and learning through inquiry

Content Learning process

Learning Experience:

Students: o Defining drama elements.

o Reading about the history of drama and types of theatre
o understand how the arts play a role in o Discussing fundamentals of play production.
developing and expressing personal and o Introducing stage space: stage areas, actor’s positions,
cultural identities props …etc.
o appreciate how the arts innovate and o Excerpt play readings
communicate across time and culture
o Play performance
o become informed and reflective practitioners
of the arts
o experience the process of making theatre in a
Formative assessment:
variety of situations
o explore, express and communicate ideas o Inquiry teaching
o become more effective learners, inquirers and o Group work
thinkers o Peer Teaching
o develop self‐confidence and self‐awareness
o Performance assessments
through art experiences
o Teacher/Student demonstrations
o appreciate lifelong learning and enjoyment of
o Partner work

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 the arts. o Rehearsals

o Reflect on previous lesson

o share a few journal entries
o assess the goal and objectives for each day
• What is theatre?
What are the elements of Drama?
Research the origin of Drama.
Why are we trying to be better actors?
• Drama Journal*: This week, observe the people around you,
family,
friends, teachers, strangers. Choose one interesting person and
write three sentences describing them in your journal.

Differentation:
-The scope of explanation, observation, exploration and
application reflects variety of strategies and methodologies that
gives chance for every student to grasp and comprehend the
skills addressed.
-Each lesson starts with warm up activity, then progresses with
various means of explorations, along with varied and diverse
activities for each objective what gives students with different
levels a chance to get along with the curriculum.

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Resources
The History of Theatre

https://www.youtube.com/watch?v=lQOPFxuiaWQ

Teachers’ handouts& worksheets

Teachers’ support material

Internet, presentations shown in class by teachers.

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit
o Students will be eager to know
about “What is theatre”?
o Students will be interested in
learning about the origin of
Drama as well as the different
elements of drama.
o Students will match their
background information about
stage performance and Actors
to what will be learnt in class.
o Students will feel excited to

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practice and develop acting
skills

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