Visual+Arts

=Visual Arts in the IB Diploma Programme = toc  "The impulse to make art is common to all people. From earliest times, human beings have displayed a fundamental need to create and communicate personal and cultural meaning through art. The process involved in the study and production of visual arts is central to developing capable, inquiring and knowledgeable young people, and encourages students to locate their ideas within international contexts. The study of visual arts and the journey within it encourages respect for cultural and aesthetic differences and promotes creative thinking and problem solving. The Diploma Programme visual arts course enables students to engage in both practical exploration and artistic production, and in independent contextual, visual and critical investigation. The course is designed to enable students to study visual arts in higher education and also welcomes those students who seek life enrichment through visual arts." Taken from IBO Visual Arts Subject Guide In the first few months of the course students are (re)introduced to the basic elements and principles of art and design through a series of projects that also introduce them to art, craft and design from a variety of time periods and cultures. This investigation is done in workbooks and is complimented by the students own stand-alone Studio Works. During the second semester of the first year the students are encouraged to find and follow their own themes which they continue to explore through their workbooks and Studio pieces until the exhibition of their work in March or April of the following year.
 * Course Structure: **

Course Requirements
Students considering taking IB Visual Art in Grades 11 and 12 are recommended to take the art elective in both semesters of Grade 10.

Standard and Higher Levels
The IB Visual Art course can be studied at either of two levels during Grades 11 and 12 – Standard Level (SL) or Higher Level (HL). The SL course is designed for students who have an interest in the visual arts but do not necessarily intend to go on to further studies in art and design at university. Higher Level art is a demanding course and is ideal for students who intend to specialize in art and design at university. For the greater part of Grade 11, there is little difference between SL and HL course content - this leaves the option to move up or down in levels until later in the programme. This is because most of the assessmnet criteria for SL student are much the same as Higher Level.

Topics Studied
The course of study will enable students in studio work and investigation workbooks to develop their knowledge about visual arts, and should allow for individual exploration. Teachers should provide opportunities for students to develop different approaches to the practices of visual arts. They should encourage students to develop their own perspectives and approaches and should not impose their own: students’ interests and aesthetic preferences should play a prominent role in determining individual courses of study. Contextual and critical study of past, present-day and emerging practice should be integrated into studio work.

__Essential Resources __
There are no set texts as each individual student will be making their own jouney of discovery through the world of art and design. The students course of study depends on their own interests and cultural background amongst other things.

Art and design books and periodicals in the art room and school library. The key to a good mark in IBVA is enthusiasm for what you are doing.


The art examination consists of two parts:  1. the Investigative Workbooks are internally assessed by the teacher. <span style="color: rgb(0, 0, 0)"> 2.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> <span style="font-size: 9.5pt; color: black; font-family: 'MyriadPro-Regular','sans-serif'">the students are interviewed by an external examiner in front of their exhibition of work. <span style="color: rgb(0, 0, 0)"> <span style="font-size: 9.5pt; color: black; font-family: 'MyriadPro-Regular','sans-serif'"> <span style="color: rgb(148, 150, 153); font-family: 'MyriadPro-Regular','sans-serif'">Higher level (240 hours) Option A (HLA) <span style="font-size: 9.5pt; color: black; font-family: 'MyriadPro-Regular','sans-serif'">Studio work (60%) <span style="font-size: 9.5pt; color: black; font-family: 'MyriadPro-Regular','sans-serif'">Investigation workbooks (40%) <span style="font-size: 14pt; color: rgb(148, 150, 153); font-family: 'MyriadPro-Regular','sans-serif'">Standard level (150 hours) Option A (SLA) <span style="font-size: 9.5pt; color: black; font-family: 'MyriadPro-Regular','sans-serif'">Studio work (60%) <span style="font-size: 9.5pt; color: black; font-family: 'MyriadPro-Regular','sans-serif'">Investigation workbooks (40%) Studio work involves practical exploration and artistic production. Investigation work <span style="font-size: 9.5pt; color: black; font-family: 'MyriadPro-Regular','sans-serif'">involves <span style="font-size: 9.5pt; color: black; font-family: 'MyriadPro-Regular','sans-serif'">independent contextual, visual and critical investigation and reflection, both visual and written.

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<span style="color: rgb(71, 11, 122)">Pre-Diploma Course (Grade 10 preparation)
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<span style="font-size: 120%; color: rgb(147, 11, 11)">Semester 1 Content (Grade 11)
Introduction to the IB course. Familiarisation with the aims of the syllabus and the assessment criteria. Projects set by teacher and demonstrations by teacher designed to facilitate and enhance the above. Reviews and Crit Sessions – individual and group coupled with written feedback/advice in IWB. Guiding students towards their themes. Photographic documentation of finished pieces for Candidate Record Booklet. Field trips to Galleries and Workshops

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<span style="font-size: 120%; color: rgb(147, 11, 11)">Semester 2 Content (Grade 11)
Familiarisation with the aims of the syllabus and the assessment criteria. Students begin to work on their own self directed projects using themes whilst guided by the teacher and designed to facilitate and enhance the above. Reviews and Crit Sessions – individual and group coupled with written feedback/advice in IWB. Photographic documentation of finished pieces for Candidate Record Booklet. Field trips to Galleries and Workshops ---

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<span style="font-size: 120%; color: rgb(147, 11, 11)"><span style="color: rgb(0, 0, 0)"> Understanding of the aims of the syllabus and the assessment criteria. <span style="font-size: 120%; color: rgb(147, 11, 11)"><span style="color: rgb(0, 0, 0)"> Students continue to work on their own self directed projects using themes whilst guided by the teacher and designed to facilitate and enhance the above. <span style="font-size: 120%; color: rgb(147, 11, 11)"><span style="color: rgb(0, 0, 0)"> Reviews and Crit Sessions – individual and group coupled with written feedback/advice in IWB. <span style="font-size: 120%; color: rgb(147, 11, 11)"><span style="color: rgb(0, 0, 0)"> Photographic documentation of finished pieces for Candidate Record Booklet. <span style="font-size: 120%; color: rgb(147, 11, 11)"><span style="color: rgb(0, 0, 0)"> Field trips to Galleries and Workshops 1st draft of Candidate Statement

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<span style="font-size: 120%; color: rgb(147, 11, 11)">
<span style="font-size: 120%; color: rgb(147, 11, 11)"><span style="font-size: 120%; color: rgb(147, 11, 11)"><span style="color: rgb(0, 0, 0)"> Familiarisation with the aims of the syllabus and the assessment criteria. <span style="font-size: 120%; color: rgb(147, 11, 11)"><span style="font-size: 120%; color: rgb(147, 11, 11)"><span style="color: rgb(0, 0, 0)"> Students continue to work on their own self directed projects using themes whilst guided by the teacher and designed to facilitate and enhance the above. <span style="font-size: 120%; color: rgb(147, 11, 11)"><span style="font-size: 120%; color: rgb(147, 11, 11)"><span style="color: rgb(0, 0, 0)"> Reviews and Crit Sessions – individual and group coupled with written feedback/advice in IWB. <span style="font-size: 120%; color: rgb(147, 11, 11)"><span style="font-size: 120%; color: rgb(147, 11, 11)"><span style="color: rgb(0, 0, 0)"> Photographic documentation of finished pieces for Candidate Record Booklet. Field trips to Galleries and Workshops. <span style="font-size: 120%; color: rgb(147, 11, 11)"><span style="font-size: 120%; color: rgb(147, 11, 11)"><span style="color: rgb(0, 0, 0)"> Mid February - mid March students begin to compile 2 copies of their candidate record booklets (CRBs). The CRB is internally assessed before being sent to the external examiner who recieves it, along with the original Investigation Workbooks one to two weeks before the examination/exhibition. The copy is sent to another externel examiner and is used for moderation of the student's final grade. <span style="font-size: 120%; color: rgb(147, 11, 11)"><span style="font-size: 120%; color: rgb(147, 11, 11)"><span style="color: rgb(0, 0, 0)"> Students arrange an exhibition of their work. Final assessment is made by the external examiner in an interview with the candidate in front of their exhibition of work. ---