Welcome to
IB Visual Arts at Palo Verde High School |
Download IB Visual Art Documents
ib_visual_art_syllabus.docx | |
File Size: | 306 kb |
File Type: | docx |
Comparative Study Examples:
Process Portfolio examples: |
|
Introduction
IB Visual Arts Higher Level is a two-year portfolio development course for juniors and seniors. Both years must be taken in order to fulfill the IB Group 6 diploma requirement.
The IB Visual Arts curriculum “encourages student to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art makers. In addition to exploring and comparing visual arts from different perspectives and different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in college as well as those who are seeking lifelong enrichment through visual arts.” (IB Visual Arts Guide for 2016, 6)
IB Visual Arts Objectives
Artwork Objectives
Students will demonstrate:
1. Knowledge of the arts and culture through research and studio work.
2. Abilities with a variety of media and techniques to produce observational works of quality.
3. Understanding of the importance of scale, point of view, color, media, and technique make in the reading of a work of art.
4. An ability to select subject matter that is reflects their unique perspective and cultural experience.
5. Evidence of experimentation and growth through the studio process.
6. An ability to select and present work appropriately.
7. An ability to express their individual thoughts on their own work and the work of their peers through critique and reflective writing.
Process Portfolio & Comparative Study Objectives
Students will demonstrate clearly in verbal and graphic terms:
1. An understanding of historical, cultural, and social context of techniques and media.
2. An exploration of a wide variety of art movements and trends: cultural, historical, and contemporary that encourages informed, individual experimentation in new directions.
3. Connections between art, science, math, music, religion, society, and culture.
4. How personal research has led to an understanding of concepts and ideas, and how it has driven their own personal expression.
5. Researching and analyzing the relationship between art and art and other subject areas. Additional information regarding the assessments & research methods will be provided.
IB Visual Arts Higher Level is a two-year portfolio development course for juniors and seniors. Both years must be taken in order to fulfill the IB Group 6 diploma requirement.
The IB Visual Arts curriculum “encourages student to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art makers. In addition to exploring and comparing visual arts from different perspectives and different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in college as well as those who are seeking lifelong enrichment through visual arts.” (IB Visual Arts Guide for 2016, 6)
IB Visual Arts Objectives
Artwork Objectives
Students will demonstrate:
1. Knowledge of the arts and culture through research and studio work.
2. Abilities with a variety of media and techniques to produce observational works of quality.
3. Understanding of the importance of scale, point of view, color, media, and technique make in the reading of a work of art.
4. An ability to select subject matter that is reflects their unique perspective and cultural experience.
5. Evidence of experimentation and growth through the studio process.
6. An ability to select and present work appropriately.
7. An ability to express their individual thoughts on their own work and the work of their peers through critique and reflective writing.
Process Portfolio & Comparative Study Objectives
Students will demonstrate clearly in verbal and graphic terms:
1. An understanding of historical, cultural, and social context of techniques and media.
2. An exploration of a wide variety of art movements and trends: cultural, historical, and contemporary that encourages informed, individual experimentation in new directions.
3. Connections between art, science, math, music, religion, society, and culture.
4. How personal research has led to an understanding of concepts and ideas, and how it has driven their own personal expression.
5. Researching and analyzing the relationship between art and art and other subject areas. Additional information regarding the assessments & research methods will be provided.
Comparative study
Students analyse and compare different artworks by different artists. This independent critical and contextual investigation explores artworks, objects and artifacts from differing cultural contexts.
|
Process portfolio
Students submit carefully selected materials which evidence their experimentation, exploration, manipulation and refinement of a variety of visual arts activities during the two-year course
|
ExhibitionStudent submit for assessment a selection of resolved artworks from their exhibition. The selected pieces should show evidence of their technical accomplishment during the visual arts course and an understanding of the use of materials, ideas and practices appropriate to visual communication.
|
How will Students be assessed?
How will this be Assessed?Assessment will be divided into 3 parts, with the following breakdown. Go to the linking site pages for each component for more detailed discussion.
Part 1,The Comparative Study for points 20% Externally Assessed
compare and contrast the work of (at least 2) different artists from different cultural contexts (HL students will also include a reflection of how this relates to their own work)
SL 10-15 screens
HL 10-15 screens & 3-5 screens comparing own work
Part 2, Process Portfolio for points 40% Externally Assessed
the students journey of art‐making: their engagement with different media and techniques, documentation of process, reflections on artists & artworks and the development of ideas.
SL: 9‐18 pages/screens submitted.
HL: 13‐25 pages/screens submitted.
Part 3, The Exhibition with a written rationale for points 40% Internally Assessed by Teacher
Students reflect on their chosen body of work and provide a rationale for the decisions regarding the selection of certain pieces for exhibition.
SL: 4‐7 artworks, exhibition text and a curatorial rationale of max 400 words
HL: 8-11 artworks, exhibition text & curatorial rationale max 700 words
Part 1,The Comparative Study for points 20% Externally Assessed
compare and contrast the work of (at least 2) different artists from different cultural contexts (HL students will also include a reflection of how this relates to their own work)
SL 10-15 screens
HL 10-15 screens & 3-5 screens comparing own work
Part 2, Process Portfolio for points 40% Externally Assessed
the students journey of art‐making: their engagement with different media and techniques, documentation of process, reflections on artists & artworks and the development of ideas.
SL: 9‐18 pages/screens submitted.
HL: 13‐25 pages/screens submitted.
Part 3, The Exhibition with a written rationale for points 40% Internally Assessed by Teacher
Students reflect on their chosen body of work and provide a rationale for the decisions regarding the selection of certain pieces for exhibition.
SL: 4‐7 artworks, exhibition text and a curatorial rationale of max 400 words
HL: 8-11 artworks, exhibition text & curatorial rationale max 700 words