IB Inquirer 4
Sound and Light Fantasia – Unit 2
Transdisciplinary Theme:
How we express ourselves – our appreciation of the aesthetic
Central Idea:
Sound and light help us express emotions.
A study into (lines of inquiry):
 The manipulation of light and sound (change)
 Light and sound as vehicles for artistic expression (connection)
 Art can be interpreted differently (perspective)
Background:
After a provocation unit including experiments on how sound and light are
produced, students will work with various artistic genres (music, poetry,
photography, light & sound design, dramatic performances, dance, artwork,
movies, etc.) to determine how sound and light are used to affect our
emotions.
Student Final Project:
Students will create a presentation piece utilizing what they have learned
about sound and light design. This knowledge will be incorporated into the
piece to affect the mood/emotions of an audience. The piece may include a
photo, artwork, dramatic performance (poetry/play), dance, etc.
Technology Tie-In:
During this unit, students will be working with digital cameras and
sound/lighting design equipment.
Grade 4/October-November 2014 Unit 2/How We Express Ourselves
“Sound & Light Fantasia”
Field Experiences:
Grade 4 students will meet with local sound and light professionals. The pros will
explain how sound and light are used in their craft; and how they manipulate these
elements to affect people's emotions. Students will analyze the artistic pieces to
determine the different reactions elicited by changing the sound and light design.
Learner Profiles & Attitudes:
Students will be balanced as they begin to appreciate the different perspectives of
“feeling” sound and light; and they will be inquirers as they become curious and
enthusiastically investigate how to incorporate sound & light into artistic expression.
Key Concepts:
Students will examine perspective as they determine how different people react to
sound and light; they will notice how changes in sound and light can influence our
emotions; and they will look at connections between sound and light – and the
aesthetics of our environment.
Approaches to Learning:
Throughout the unit, students will use their social skills by: accepting responsibility
for their share of the work; respecting others; working cooperatively; and learning
how to compromise when necessary for the good of the group. They will also use their
communication skills when they listen to others; read a variety of sources to get
information; interpret and analyze artistic works; and present their performances
clearly and professionally.
TRY THIS!
 Watch a TV show with and without sound. What do you notice about the use
of music & sound effects?
 Listen to music and see how different family members react. Talk about what
is causing them to feel this way.
 Look at a piece of art or a photo. How did the artist use light in the work?
What do you think he/she is trying to make you feel?
Website:
www.engineeringinteract.org/interact.htm (light and sound games)
PARENTS: Additionally, on the Media Center webpage, for each unit there will be suggested titles for
more reading on the topics and ideas in the units. These books are available in the school library.
Grade 4/October-November 2014 Unit 2/How We Express Ourselves
“Sound & Light Fantasia”
IB AT HOME
Name ______________________
Teacher ____________________
Parents: please fill out any that apply and return to your child’s teacher.
My child is displaying the learner profiles from his/her IB unit
(balanced, inquirer). Here are some examples:
_____________________________________________________
_____________________________________________________
_____________________________________________________
Here is how my child is showing the IB attitudes
(appreciation, curiosity, enthusiasm):
_____________________________________________________
_____________________________________________________
_____________________________________________________
My child has been demonstrating the approaches to learning (social, communication) by:
_____________________________________________________
_____________________________________________________
_____________________________________________________
My child has taken action (additional investigations, trying to make a
difference, reading more about the subject, doing an independent project,
teaching others, etc.) regarding this unit. Here’s how:
_____________________________________________________
_____________________________________________________
_____________________________________________________
Grade 4/October-November 2014 Unit 2/How We Express Ourselves
“Sound & Light Fantasia”
IB Elements that Grade 4 students are focusing on during Unit 2/How We Express Ourselves:
Social Skills
Approaches to
Learning
Communication Skills
Listening
Accepting Responsibility
Speaking
Respecting Others
Reading
Co-operating
Writing
Resolving Conflict
Viewing
Group Decision-making
Presenting
Adopting a Variety of Group Roles
Non-verbal Communication
Appreciation
We appreciate the wonder and beauty
of the world and its people.
Attitudes
Curiosity
We are curious about the nature of learning.
We also wonder about the world, its people,
and cultures.
BALANCED
Learner
Profiles
Key Concepts
What are the points of view?
Knowledge is not constructed only from the perspective
of a particular discipline, individual, or group.
Does _____ look the same if _____?
How do people of other cultures ______?
What different ways can we look at ______?
Does anyone have a different way of
explaining/doing __________?
Can we agree/disagree respectfully?
I take care of myself.
I eat healthy food
and I exercise. I like
to challenge my brain.
I feel good about
myself, and try to work
well with others. I make
sure I balance work
and play.
Enthusiasm
We enjoy learning and willingly put
effort into the process.
INQUIRER
I ask questions and do research to learn new things.
I like to discover new
things about the world.
I am enthusiastic and
curious. I work to
find answers to my
questions. I will carry
this love of learning
throughout my life.
How is it connected to other things?
We live in a world of interacting systems in which the
actions of any individual element affect others.
How is _____ connected to _____?
How is _____ related to _____?
How does _____ help us understand _____?
What are the similarities or differences
between ______ and ______?