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Copy of IBDP Visual Arts Course Outline
Transcript of Copy of IBDP Visual Arts Course Outline
Students are required to investigate the core areas through exploration of the following three Practices. These Practices are delivered over the course in time equating to 150 hours for SL students and 240 hours for HL.
For assessment students will be expected to in a variety of media combine all they have learned from the three core syllabus in the three assessment areas:
visual arts in context
communicating visual arts
Theoretical SL - 30 hrs
HL - 50 hrs
SL 60 hrs
HL 90 hrs
SL 60 hrs
HL 90 hrs
The visual arts core syllabus at SL and HL consists of three equal interrelated areas:
The visual arts in context provides a lens through which students are encouraged to
visual arts practice. Students should be able to
a variety of
and be able to
links between them.
The visual arts methods addresses ways of making through the
and acquisition of
and through engagement with a variety of
Communicating visual arts involves students
the processes involved in selecting work for
. It engages students in making decisions about the selection of their own work.
Visual arts in context
the work of artists from
different times, places
, using a range of
. Consider the
( historical, geographical, political, social and technological factors) influencing their own work and the work of others.
Students look at different
for making art.
how and why different techniques have evolved and the
Visual arts method
Students explore ways of communicating through
means. They make artistic choices about how to
Communicating visual art
Visual arts method
Visual arts in context
Communicating visual art
Visual arts method
Visual art in context
Communicating visual arts
Students analyse and compare different artworks by different artists. This independent critical and contextual investigstion explores artworks, objects and artifacts from differing cultural contexts.
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.
Students 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.
Students develop an informed response to work and exhibitions they have seen and experienced. They begin to formulate personal intentions for creating and displaying thier own artworks.
how their ongoing work
meaning and purpose. Consider the nature of
and think about the
of selection and the potential impact of their work on different audiences.
Students select and
. They explain the ways in which the works are
. Students discuss how artistic judgments impact the overall presentation.
Students make art through a
Students apply identified techniques to their own developing work.
for making art. Students develop
through processes that are informed by
Students produce a body of artwork through a
, showing a combination of
Compare at least 3 different artworks, by at least 2 different artists, with commentary ( 10-15 pages).
Same as SL
a refelction on the extent to which their work and practices have been influenced by any of the art/artists examined (additional 3-5 pages).
The submitted work should be in at least
different art-making forms (
The submitted work should be in at least
different art-making forms
4-7 pieces with exhibition text for each. A curatorial rationale (
8-11 pieces with exhibition text for each. A curatorial rationale (
The Visual Journal
Building practical skills
Introduction to techniques
The visual journal
Visit an Exhibition
Communicting ideas and concepts
The IB DP Visual arts course supports the International Baccalaureate mission statement and leanrer profile by encouraging students to actively explore the visual arts within and across a variety of local, regional, national, international and intercultural contexts. Through inquiry, investigation, reflection and creative application, visual art students develop an appreciation for the expressive and aesthetic diversity in the world around them, becoming informed makers and consumers of visual culture. (IBO pg 6, 2016)
Collecting artist's statements
The Programme Outline
Unlike other subjects the visual art programme's three
needs to be delivered concurrently over the course as the three Core Syllabus continually interact with each other. Through the three
Theorectical , Mark-making and Curatorial
guide, scaffold and extend
over the 18 months work towards the attainment of skill, knowledge and experience to successfully achieve the three required
Coninual formative assessment of feedback not just by teachers but by peers is imperative for students in the continual development of their creative process.
The IB recommends 240 teaching hours for HL subjects and 150 hours for SL. For this exercise I have created an outline where the
is heavily waited in the first year to prepare the students for the
Comparative Study assessment
. This is best finished in my opinion by the first term of the second year to enable students to focus on the
of the programme. By final term students are to have completed and prepared all 3 assessments well in advance of exams.
Students are introduced to a range of models for
artworks, offering opportunities for students to engage and become familiar with these through the implimenting of the
Elements and Principles
Students consider the cultural contexts (historical, geographical, political, social and technological factors) influencing the production of works of art.
Visual Arts Journal
Comparing two artworks chosen by the student
Art and TOK topcs
Guided studio work working towards independent studio work.
Independent visual journal work and refining artists statements
Documenting your studio work
Students start to consider how to document their work for exhibition and practise compiling reflective commentaries on individual artworks documenting the process in their visual journal
Curating an exhibition
Individual comparative study
Preparing the Comparative Study for Essessment Submission
Students with teacher guidence prepare and format their Comparative Study for External Assessment submission.
Process Portfolio assembling for External Assessment submission
Selecting works for and designing final exhibition
Writing final Curatorial rationale
Putting together Exhibition presentation for submision
All tasks are completed well in advance of scheduled exams
Teaching formal analysis of an artwork
The Visual Arts is a hands on practical course and relies on action, exploration, experience and
is imperative to the visual arts and students learn to experience and reflect on the
and challenging processes of what is involved in becoming a practicing artist and creating a body of work. The ability to be organised, self motivated, self-manage studio time and independent study are vital to their success along with developing higher-order thinking skills, such as analysis. Students learn to make
and aquired decisions in regards to their creative processes transforming their ideas into works of art.
Students will throughout the course learn about the visual arts not only from a western perspective but from a variety of cultural contexts encouraging an
in appreciating not just their own cultures and personal histories but also the values and traditions of others. They will come to understand the importance of making their own work with
and honesty that is informed by developing skills for
and an awareness of the impact that their and others' ideas and art may have on the world around them.
The visual arts programme encourages students to research not only by traditional academic methods but by experiementing and learning through experience. The visual arts embodies many of the approaches to teaching and learning (ALT) skills (social, research,
communication and self-managment that empowers teachers and students to facilitate meaningful experiences (IBO 2016).
Visual arts and International-mindedness
Visual arts and the Learner Profile
International-mindedness in the IB Diploma visual arts programme is an
about how art can represent and influence the world and its people. It first begins with students
in order to understand and
connect with others.
The arts provides a special opprtunity for students to recognise the impact that cultural influences have on not just their themselves and their own environment but on others seperate from themselves.
The IB Diploma programme visual arts course gives students the oppourtunity to study a wide variety of visual arts disciplines and forms from scultpure to printmaking to digital. Students are expected to
with art from a variety of contexts through making,
various art forms. In doing so students deepen their understanding of the visual arts, as well as their knowledge, understanding and experience of the visual
arts within the global community
As a result they become more informed and
and develop their abilities to become
and to also recognise the unique ways in which cultures express and represent their cultural values and identity visually.
Comparing two artworks given by teacher
Examine and compare the work of artists from different times, places and cultures, using a range of critical methodologies.
Students are provided with an overview of developments and movements in visual arts from earliest times to the present day, timelines for reference, along with accompanying contextual background (such as historical and sociopolitical influences, cultural and technological achievements and events).
Throughout the course students at both SL and HL are required to maintain a visual arts journal and it is regarded as a fundamental activity of the course.
Although sections of the journal will be selected, modified and presented for assessement , the journal itself is not directly assessed .
Students are introduced to the concpet of the visual arts journal and how it will guide and assisist in the processes of exploration of media and techniques, experimentation, research, analysis, recording developements, personal reflection, record of feedback and challenges through journey of the course. Students are shown past examples of successful student visual journal and the relationship between the jounal and the body of work.
Students look at artists and why they make art - Students will make art through a process of investigations, thinking critically and experimneting with techniques.
Students participate in hands-on, guided workshop sessions in the use of media and techniques, supported by visiting specialists where possble and appropriate.
Students are provided with technical instruction and demonstrations in the use of particular media (such as oil painting, ink drawing, clay modelling, digital techniques and so on) with reference to particular artists.
Students experiment with diverse media and explore techniques for making art.
Students participate in group or whole-class workshops and demonstrations, as well as individual studio practice to create individual experiences in media and techniques (including two-dimensional, three-dimensional and lens-based, electronic and screen-based forms) with particular reference to the historical development of processes and techniques and different cultural and traditional uses of these.
Students learn to how the visual art journal will assit in producing a body of artwork through a process of annotation, reflection and evaluation, showing a synthesis of skill, media and concept.
Students review their resolved and unresolved experimentations and participate in reflective activities and guided decision-making recorded in the visual journal.
Students develop an informed response to work and exhibitions they have seen and experienced.
Students attend guided visits to local galleries and community arts initiatives, with particular attention to the curatorial aspects and to identifying individual artists’ purposes, influences and inspirations through their artist statements.
Students share their feedback after such visits in a variety of forms (teacher-led, pair and group discussions and presentations, written reflections in the visual arts journal and occasionally more formal assignments).
Students evaluate how their ongoing work communicates meaning and purpose.
Students participate in sessions led by the teacher or visiting artist, which detail art projects from inquiry and ideas, action and development, application of techniques to concepts, through to evaluation and reflection upon work in progress and/or final product—students are taught to critique in terms of meaning, purpose and success in communication of the idea(s) and development of technique.
Students use their visual arts journal to identify not only successes, but also reflect on what did not work within the art-making process and consider how these might drive further experimentation and inquiry.
Students examine ways artists communicate and present art concepts through researching and collecting artist statements.
Students are guided in the modelling and monitoring of a compilation of exhibition text and other accompanying written material.
Students examine and compare the work of artists of their choice using the knowledge and skills they have obtained in first semester. The artists and works are taken from different times, places and cultures and students using a range of critical methodologies create a analytical dialogue building on their art terminology and vocabulary.
HL students will also examine and compare one of their own works to another artists reflecting on possible influences that artists have on thier own work.
Students begin to Identify different curatorial strategies used by galleries and museums to present works of art.
They investigate the role of the curator and curatorial practices through visits to galleries and artists’ studios, reviewing catalogues for local exhibitions, presentations by visiting artists and exploration of alternative display spaces—this is supported by individual research with entries in the visual arts journal and shared oral feedback.
Teachers guide students in applying and experimenting identified techniques to their own developing work.
Students undertake guided projects influenced by particular artists, with particular reference to the media and techniques used and the methods involved.
Students are scaffolded into developing independent studio practice with an emphasis on self motivation and disciplin in the development of the creative process.
Students continue to develop concepts through processes that are informed by skills, techniques and media.
Students consider and record the potential of these experiences in their visual arts journal, reflecting on their individual intentions and ideas.
Students record ideas and concepts, and then develop and experiment with imagery to convey these ideas and concepts.
Continual development of skills and development
Students regularly draft and redraft individual artist statements of intention to hone the clarity of their written communication.
Students participate in ongoing individual guided and independent studio work, in the light of their own developing artist statements.
Begin to formulate personal intentions for creating and displaying their own artworks.
Students consider how their own work will be affected by that of other artists. Discussions might include the role of appropriation in visual arts work.
Students create Mind Maps of individual ideas for artwork as inspired by work they may have seen elsewhere in books or in gallery visits.
Students consider the nature of “exhibition” and think about the process of selection and the potential impact of artworks on different audiences.
Students attend talks given by curators and artists about how they put together exhibitions of others and their own work, with particular emphasis on deciding what to include, what to leave out and why.
Students investigate the TOK course in relation to the arts. Visual Arts compliment the TOK philosophy by allowing students to explore and reflect on and question their own ideas of knowledge. A good question that could be discussed is:
What moral responsibilities do artsist have?
Students begin work on the first draft of their Individual Comparative Study with teacher guidness. By the beginnig of 2nd term students will be working on final piece.
Students build on the accquired analytical skills and knowledge thety have achieved from the previous year to analyse and compare different artworks by different artists.
Independent studio work
Students continue to work independently towards completing their set body of work with continual feedback from teachers and peers.
Students work towards completing body of work by the end of semester.
Reflecting on different approaches to curation - Journal
Students start to build digital portfolio of completed work for Process Portfolio pages that document process and include unresolved works.
Students develop how to make Process Portfolio pages from their visual journal and begin to choose journal pages that best represent and support their creative journey.
Students continue to visits galleries and exhibitions investigating and examining how and why exhibitions are presented in the way they are
Exhibition visit and selecting resolved works
Students lead individual presentations supported by group and class discussions that consider work for exhibition—this process involves identifying projects and pieces that communicate and interest the viewer, as well as critiquing work from a technical point of view; discussions focus on improving and developing work in progress.
Students attend talks given by curators about how they put together exhibitions with particular emphasis on theoretical frameworks.
Students look at and critique exhibition reviews in journals.
Students as collective begin to plan their exhibition space along with appropriate text and artist statements that communicates the processes, themes and concepts involved in the creation of the bodies of work.
International Baccalaureate Organization. (2012) The IB Diploma Programme. Cardiff, Wales: IBO
International Baccalaureate Organization. (2004, Updated 2010). Diploma Programme assessment: Principles and practice. IBO, Geneva: IBO
International Baccalaureate Organization. (2014) Programme standards and practices. Cardiff, Wales: IBO
International Baccalaureate Organization. (2014) International Baccalaureate Diploma Programme –A guide to Assessment. Cardiff, Wales: IBO.
International Baccalaureate Organization. (2016) Visual arts guide, First examination 2016. Cardiff, Wales: IBO
Hendy-Ekers et al, (2010)
Art-iculate, Art for VCE Students Units 1-4,
Cambridge University Press, Port Melbourne