Author: Paris Gu

How we express ourselves

Year 4

An Inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Sept 2015

The performance arts can be a powerful medium for communication

Lines of Inquiry
The focus of our inquiry will be led through our lines of inquiry
An Inquiry into the types of communication within performance art
An inquiry into the different types of plays
An inquiry into the purpose of arts in modern life
An inquiry into the aspects of a performers role

Key Concepts: Teachers will be using the concepts to guide thinking and learning about the world and act as a provocation to extend thinking.
Form
What is it like?
Function
How does it work? What is its role or purpose?
Perspective
What are the different points of view?
Related concepts
Self-expression, communication, creativity

PYP Learner Profiles
Open-minded
I am open-minded and accept there are other ways of thinking and doing things
Risk-Taker
I will be learning to take care of my mind and body. I try to stay happy and healthy.
Communicator
I can communicate in a number of different ways, and with different people in different languages. I understand that to be a communicator I also need to have strong listening skills.
I share my ideas. I am able to express myself in more than one language.

PYP Attitudes
Confidence, Cooperation,
Creativity and Enthusiasm

Teacher Questions
These questions guide the Unit and provoke discussion and deeper thinking in our students
What are the different ways we communicate?
How can we communicate a story?
What makes something ‘powerful’?
What are the similarities and differences between performances?
What are the responsibilities of a performer?

Transdisciplinary Skills: These skills are developed through the unit.
Communication Skills: Writing & Speaking: giving both oral presentations and developing written plays and presentations to small and large groups; expressing ideas clearly and logically; Non-verbal: recognizing the meaning of visual and kinesthetic communication.
Self-Management Skills: Time management: Using time effectively and appropriately.

How does Arabic, Social Studies & Islamic Studies support our
understanding of this unit?
In Arabic language lessons, students will begin to develop language to help explore the different areas of the Unit of Inquiry.
This may include stories and role plays to develop an understanding of the classroom Central Idea as they also explore their our own culture, the culture of our host country and the different ways we express ourselves.

Parents can help support learning at home in various ways:
Discussing the vocabulary being introduced in the unit of inquiry
Support in the home learning investigations
Source and watch performing arts from your home country and culture
Assist in researching through your home language

Suggested Vocabulary

theatre / poetry / powerful / verbal	expression / perspective / non-verbal / audience	rhythm / communication / performance / response	communicate / express / media / body language

Arts Strands
Responding The process of responding provides students with opportunities to respond to their own and other artists’ works and processes, and in so doing develop the skills of critical analysis, interpretation, evaluation, reflection and communication. Students will demonstrate knowledge and understanding of the concepts, methods and elements of dance and drama, including using specialized language. Students consider their own and other artists’ works in context and from different perspectives in order to construct meaning and inform their own future works and processes.
Creating The process of creating provides students with opportunities to communicate distinctive forms of meaning, develop their technical skills, take creative risks, solve problems and visualize consequences. Students are encouraged to draw on their imagination, experiences and knowledge of materials and processes as starting points for creative exploration. They can make connections between their work and that of other artists to inform their thinking and to provide inspiration. Both independently and collaboratively, students participate in creative processes through which they can communicate ideas and express feelings.

How does learning in English Language support our understanding of this unit?
Throughout the unit of inquiry, students will be developing skills in their oral language development and focusing on language to entertain.
Students will be exporing stories, plays, reader’s theatre and poetry as they inquire into and explore the different ways performance arts can be used to communicate.