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Copy of ECIS - IB Investigation Workbook

IB Assessment and examples of the IW
by

Phil Simmonds

on 11 March 2013

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Transcript of Copy of ECIS - IB Investigation Workbook

Skills Creative Creating Effective IB Diploma Visual Arts Investigation Workbooks Mr. Ian Davidson- IB Art Teacher at ECA My Teaching Experience 3 years in England
GCSE & A-level Art

5 years at NIST in Bangkok
IBO MYP DP Visual art

Caracas, Venezuela
Currently in my 5th year at ECA
HS Pre-IB curriculum
IB Diploma Visual Art Showing a Clear Relationship Between
Studio Work & Investigation By making students aware of arts in historical and cultural contexts.
Making students connect their visual idea’s with other artist’s in an analytical way and using art key vocabulary and language accurately.
Investigating artworks through theory and practice, examining visual qualities, ideas and contexts
Using a wide range of primary and secondary sources and fully referencing them.
Documenting a variety practical skills, techniques and processes, using experimental sustained approaches in order to develop their art making ideas.
Connections between their work and the work of other’s.
The work should be presented articulately, thoughtfully, coherently and comprehensively.
This is an examined document. Researching an Artist Being Influenced by the
Artist to Develop Creative Ideas An Ongoing Process of Review, Brainstorm & Development Exploration Of Cultures to
Develop Creative Ideas In investigation
The examiner is looking for evidence of: • depth and breadth of ideas in relation to exploration of arts in historical and cultural contexts
• coherent, focused and individual investigative strategies into visual qualities
• the use of diverse strategies for investigating artworks through theory and practice, examining visual qualities, ideas and contexts
• the ability to use vocabulary and language accurately in relation to discussing art and art-making
• clearly communicated ideas presented via text and image in an effective and aesthetic manner
• work presented articulately, thoughtfully, coherently and comprehensively • a range of primary and secondary sources should be fully referenced
• practical use of varied skills, techniques and processes, using experimental and sustained approaches in order to develop art-making ideas
• the application and use of a variety of skills, techniques and processes when writing, discussing, interpreting and responding to artworks and presenting reasoned opinions
• the practical application of studies of selected topics both in depth and in breadth
• connections between the student’s work and the work of others
• a variety of skills, techniques and processes that demonstrate the relationship between the investigation and studio work Using Primary Sources Using Secondary Sources Developing Art Making Ideas Thoughtful Presentation Student- Rook
Artist influence - Evelyn Williams Analyse Compare Consider Contrast Demonstrate Describe Discuss Evaluate Examine Explain Explore Identify Investigate Present Professional Artist - Mr. Tom Wood Tom Wood's current Sketchbook Ideas, development & thoughtful creative pages http://tomwood.typepad.com/photos/current_sketchbook/index.html http://tinyurl.com/csmlwdx http://tomwood.typepad.com/photos/sketchbook_april_june_198/index.html The Sketchbook Project 2011 IB Diploma Visual Arts 2011 Subject Report Investigation Workbooks Good balance of images and text

Do not rely on text to explain processes and ideas Engaging, exploratory and experimental investigation The IWB had not been understood Do not include pages printed from the internet or books. More analysis needed saying ' I like ...' is not good enough. Technical competence supported by focused investigation.

Little development of ideas, creativity and critical observation of art and culture. There is a need to use a variety of technical and critical skills.

Work independently with support and guidance Complete process of investigation

A clear relationships between the IWB and the studio work.
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