MYP unit plannercid:image001.gif@01CCBB47.D5F44790

Teacher(s)

Lissa Layman (and Art teacher)

Subject group and discipline

Design (IDU w/ Art/Photography)

Unit title

The Medium is the Message

MYP year

5

Unit duration (hrs)

30

Inquiry: Establishing the purpose of the unit

Key concept

Related concept(s)

Global context

Communication

Markets & trends and Perspective (Design)

Audience and Expression (Art)

Globalization & sustainability

exploration - connections & relationships b/t local & global

Statement of inquiry

The media used to deliver a message affects audience perception and behavior globally.

Inquiry questions

Factual

  • What are the different (social) media used to convey a message?

Conceptual

  • How has technology changed the way messages are communicated?
  • How do varying markets respond to the same message?        
  • How do messages affect consumer behavior?  

Debatable

  • Do cultural differences affect the way a message is perceived?

Objectives

Summative assessment

Outline of summative assessment task(s) including assessment criteria:

The streets of Kuwait are littered with garbage. Kuwait is not generally thought of as a popular tourist destination. The Kuwait Government has decided to take an active role in the betterment of the country. The Ministry of the Interior and the Ministry of Tourism have have joined forces to curb the littering in the country and attract tourists. Students will create a successful social media campaign using photography to either reduce the amount of garbage on the streets of Kuwait OR increase the number of tourists who travel to Kuwait.

Criterion A: Students will choose a problem to solve and research and analyze solutions (social media options, analyze existing SM campaigns, facts for their topic, persuading & changing people’s behavior, etc).

Criterion B: Students will design varying social media campaign ideas, justify their selection and outline requirements of their solution.

Criterion C: Students will plan and create their social media campaign, justifying any changes to the design or plan.

Criterion D: Students will evaluate the success of their social media campaign based on testing and their design specification. Students will discuss how their campaign could be improved and its impact on the local and global community.

Relationship between summative assessment task(s) and statement of inquiry:

Students will use photography and social media to affect market behavior (both in and outside of Kuwait). Social media will allow students to see how far their messages are communicated (viewer numbers, comments, interactions) and how their messages are built upon. Students will witness how their messages affect both local and global audiences and change the way they behave.

        

Approaches to learning (ATL)

  • Communication
  • Communication skills
  • Share ideas with multiple audiences using a variety of digital environments and media.
  • In order for students to follow the plan to create the solution, which functions as intended, students must share ideas with multiple audiences using a variety of digital environments and media.
  • Research
  • Information literacy skills
  • Demonstrate awareness of media interpretations of events and ideas (including digital social media).
  • In order for students to analyse a range of existing products that inspire a solution to the problem, students must demonstrate awareness of media interpretations of events and ideas (including digital social media).
  • Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
  • In order for students to follow the plan to create the solution, which functions as intended, students must communicate information and ideas effectively to multiple audiences using a variety of media and formats.
  • Thinking
  • Critical thinking skills
  • Evaluate evidence and arguments
  • In order for students to present the chosen design and justify its selection, students must evaluate evidence and arguments.

Action: Teaching and learning through inquiry

Content

Learning process

Learning experiences and teaching strategies:

  • Communication skills
  • Criterion A: Students will communicate with photography, digital marketing and social media strategy experts using digital environments.
  • Criterion C: Students will create social media campaigns using photography.
  • Information literacy skills
  • Criterion A: Students will engage in discussion with philanthropists who have successfully shared their message using social media.
  • Criterion C: Students will create social media campaigns using photography.
  • Critical thinking skills
  • Criterion A: Students will evaluate and analyze information from a variety of sources concerning social media, effectively sharing messages with audiences, changing the way people behave, etc.
  • Criterion B: Students will critically evaluate their Designs and justify the choice of one.
  • Criterion D: Students will evaluate the success of their social media campaign.

Formative assessment:

  • By year 5 students must be able to create their own tests to evaluate the success of their solution. Before the unit, students will choose a Design Folder & solution from their first 4 years of MYP Design and “design detailed and relevant testing methods, which generate data, to measure the success of the solution.”
  • The students may have limited experience with business and philanthropic social media. We will look at this type of social media together from a different lens (with the help of experts). Students will analyze a social media campaign in small groups and we will discuss what makes it successful (or not) together in class.
  • Students will create their Design Folders using Google docs. This will allow the teacher to have access to their folder as they develop it throughout the unit. The teacher will give formative feedback throughout the unit through comments in order to help students succeed when it is graded summatively.

Differentiation:

Resources

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

Prior to teaching the unit

During teaching

After teaching the unit

Middle Years Programme Unit planner