DP Visual Arts Expectations/Syllabus
The IB visual art is a course for students who are seriously interested in the visual arts. The visual arts are an integral part of everyday life, permeating all levels of human creativity, expression, communication and understanding. They range from traditional forms embedded in local and wider communities, societies and cultures, to the varied and divergent practices associated with new, emerging and contemporary forms of visual language. They may have sociopolitical impact as well as ritual, spiritual, decorative and functional value; they can be persuasive and subversive in some instances, enlightening and uplifting in others. We celebrate the visual arts not only in the way we create images and objects, but also in the way we appreciate, enjoy, respect and respond to the practices of art-making by others from around the world. Theories and practices in visual arts are dynamic and ever-changing, and connect many areas of knowledge and human experience through individual and collaborative exploration, creative production and critical interpretation. The IB Diploma Program visual arts course encourages students 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 in 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 higher education as well as for those who are seeking lifelong enrichment through visual arts. Supporting the International Baccalaureate mission statement and learner profile, the course encourages 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 arts students develop an appreciation for the expressive and aesthetic diversity in the world around them, becoming critically informed makers and consumers of visual culture The aims of the arts subjects are to enable students to: 1. enjoy lifelong engagement with the arts 2. become informed, reflective and critical practitioners in the arts 3. understand the dynamic and changing nature of the arts 4. explore and value the diversity of the arts across time, place and cultures 5. express ideas with confidence and competence 6. develop perceptual and analytical skills. 7. make artwork that is influenced by personal and cultural contexts 8. become informed and critical observers and makers of visual culture and media 9. develop skills, techniques and processes in order to communicate concepts and ideas. Assessment tasks for SL Visual Arts External assessment Part 1: Comparative study Students at SL analyze and compare different artworks by different artists. This independent critical and contextual investigation explores artworks, objects and artifacts from differing cultural contexts. • SL students submit 10–15 screens which examine and compare at least three artworks, at least two of which should be by different artists. The work selected for comparison and analysis should come from contrasting contexts (local, national, international and/or intercultural). •SL students submit a list of sources used. Weighting 20% Part 2: Process portfolio Students at SL submit carefully selected materials which evidence their experimentation, exploration, manipulation and refinement of a variety of visual arts activities during the two year course. •SL students submit 9–18 screens which evidence their sustained experimentation, exploration, manipulation and refinement of a variety of art-making activities. For SL students the submitted work must be in at least two art-making forms, each from separate columns of the art-making forms table. Weighting 40% Internal assessment This task is internally assessed by the teacher and externally moderated by the IB at the end of the course. Part 3: Exhibition Students at SL 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. •SL students submit a curatorial rationale that does not exceed 400 words. •SL students submit 4–7 artworks. •SL students submit exhibition text (stating the title, medium, size and intention) for each selected artwork. SL students may submit two photographs of their overall exhibition. These exhibition photographs provide an understanding of the context of the exhibition and the size and scope of the works. While the photographs will not be used to assess individual artworks, they may give the moderator insight into how a candidate has considered the overall experience of the viewer in their exhibition. Weighting 40% Assessment tasks for HL Visual Arts External assessment Part 1: Comparative study Students at HL analyze and compare different artworks by different artists. This independent critical and contextual investigation explores artworks, objects and artifacts from differing cultural contexts. •HL students submit 10–15 screens which examine and compare at least three artworks, at least two of which need to be by different artists. The works selected for comparison and analysis should come from contrasting contexts (local, national, international and/or intercultural). •HL students submit 3–5 screens which analyze the extent to which their work and practices have been influenced by the art and artists examined. •HL students submit a list of sources used. Weighting 20% Part 2: Process portfolio Students at HL submit carefully selected materials which evidence their experimentation, exploration, manipulation and refinement of a variety of visual arts activities during the two-year course. •HL students submit 13–25 screens which evidence their sustained experimentation, exploration, manipulation and refinement of a variety of art-making activities. For HL students the submitted work must have been created in at least three art-making forms, selected from a minimum of two columns of the art-making forms table. Weighting 40% Internal assessment This task is internally assessed by the teacher and externally moderated by the IB at the end of the course. Part 3: Exhibition Students at HL 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. •HL students submit a curatorial rationale that does not exceed 700 words. •HL students submit 8–11 artworks. •HL students submit exhibition text (stating the title, medium, size and intention) for each selected artwork. HL students may submit two photographs of their overall exhibition. These exhibition photographs provide an understanding of the context of the exhibition and the size and scope of the works. While the photographs will not be used to assess individual artworks, they may give the moderator insight into how a candidate has considered the overall experience of the viewer in their exhibition. Weighting 40% Core areas These core areas, which have been designed to fully interlink with the assessment tasks, must be central to the planning of the taught course that is designed and delivered by the teacher. Students are required to understand the relationship between these areas and how each area informs and impacts their work in visual arts. Visual arts in context The visual arts in context provides a lens through which students are encouraged to explore perspectives, theories and cultures that inform and influence visual arts practice. Students should be able to research, understand and appreciate a variety of contexts and traditions and be able to identify links between them. Visual arts methods The visual arts methods part of the syllabus addresses ways of making artwork through the exploration and acquisition of skills, techniques and processes, and through engagement with a variety of media and methods. Communicating Visual arts The communicating visual arts part of the syllabus involves students investigating, understanding and applying the processes involved in selecting work for exhibition and public display. It engages students in making decisions about the selection of their own work. The visual arts journal (Investigation Workbook) Throughout the course students at both SL and HL are required to maintain a visual arts journal. This is their own record of the two years of study and should be used to document: • the development of art-making skills and techniques • experiments with media and technologies • personal reflections • their responses to first-hand observations • creative ideas for exploration and development • their evaluations of art practices and art-making experiences • their responses to diverse stimuli and to artists and their works • detailed evaluations and critical analysis • records of valued feedback received • challenges they have faced and their achievements. Two-dimensional forms Three-dimensional forms Lens-based, electronic and screen-based forms • Drawing: such as charcoal, pencil, ink • Painting: such as acrylic, oil, watercolor • Printmaking: such as relief, intaglio, linoleum, woodcarving, etching • Graphics: such as illustration and design • Sculpture: such as ceramics, found objects, wood, assemblage • Designed objects: such as fashion, architectural, vessels • Site specific/ephemeral: such as land art, installation, mural • Textiles: such as fiber, weaving, printed fabric • Time-based and sequential art: such as animation, graphic novel, story board • Lens media: such as still, moving, montage • Digital/screen based: such as vector graphics, software generated Interaction and engagement with local artists or collections as well as visits to museums, galleries, exhibitions and other kinds of presentations provide valuable first-hand opportunities for investigation and should be used to inform student work wherever possible. Personal responses to these experiences should be documented in the visual arts journal. REQUIRED ART MUSEUM/ EXHIBITION, AND AN ARTIST LECTURE AT UT. You are required to attend at least 2 gallery/exhibitions this year and write a summary about what you see in your IWB (we will discuss this further in class). As a class we will attend an artist lecture on UT’s. We will also be visiting the Visual Art Center at UT Austin this year together. SAFETY: In class we will use a variety of tools. Safety procedures for all tools will be covered during each project demo. Improper use or destruction of materials will result in a write up. LATE WORK: Everything revolves around deadlines and art is no exception. Work must be completed on time and ready for critique. Critique (crit) participation is mandatory, this means if your work is incomplete you cannot work on it during critique you must still participate. Our goal is make each other better artists and we do this through communication. If you miss a day of school you are responsible for catching up. Email me, a classmate, and look at my teacher website. Your critique will be scheduled on your return. OPEN STUDIO AFTER SCHOOL: Once monthly there will be an extended open studio time to work after school (until 7pm) or you may stay and work during art club. Feel free to come in anytime before school to work, I am usually here by 7:45. Coming in during other class times must be approved ahead of time and you must have permission from your other teacher. ACADEMIC DISHONESTY: “Plagiarism is defined as presenting someone else’s ideas, research, or opinion as your own without proper documentation, even if it has been rephrased. It includes, but is not limited to the following: 1. copying verbatim all or part of another’s written work; 2. using phrases, figures, or illustrations without citing the source; 3. paraphrasing ideas, conclusions, or research without citing the source; 4. using all or part of a literary plot, poem, or film without attributing the work to its creator.” Consequences for Plagiarism: As plagiarism is a form of stealing and academic fraud, committing such an act carries both a grade penalty and disciplinary action. Students found guilty of plagiarism will receive a zero on the assignment and be referred to the office of student conduct. REMINDER: This is a college level credit course and I treat it as such. I expect you to take this class as seriously as your other classes meaning that projects should be completed on time with careful thought and preparation. My expectations are high for you. At times scenarios might arise that artwork shown and discussed in class may offend some students. This could possibly include artwork that addresses controversial themes. Cool and free material for art making: I am always looking for free materials that students could use for art making, and I would love if you had or found anything that could possibly be used in the art classroom. For example cardboard, scrap wood, old books, fabrics. Art can be made from lots of materials so if you find or have anything you would like to donate or think we could use please let me know. |
Distinction between SL and HL
The visual arts syllabus demonstrates a clear distinction between the course at SL and at HL, with additional assessment requirements at HL that allow for breadth and greater depth in the teaching and learning. The assessment tasks require HL students to reflect on how their own work has been influenced by exposure to other artists and for them to experiment in greater depth with additional art-making media, techniques and forms. HL students are encouraged to produce a larger body of resolved works and to demonstrate a deeper consideration of how their resolved works communicate with a potential viewer. Assessment objectives in DP Visual Arts Assessment objective 1: demonstrate knowledge and understanding of specified content a. Identify various contexts in which the visual arts can be created and presented b. Describe artwork from differing contexts, and identify the ideas, conventions and techniques employed by the art-makers c. Recognize the skills, techniques, media, forms and processes associated with the visual arts d. Present work, using appropriate visual arts language, as appropriate to intentions Assessment objective 2: demonstrate application and analysis of knowledge and understanding a. Express concepts, ideas and meaning through visual communication b. Analyze artworks from a variety of different contexts c. Apply knowledge and understanding of skills, techniques, media, forms and processes related to artmaking Assessment objective 3: demonstrate synthesis and evaluation a. Critically analyze and discuss artworks created by themselves and others and articulate an informed personal response b. Formulate personal intentions for the planning, development and making of artworks that consider how meaning can be conveyed to an audience c. Demonstrate the use of critical reflection to highlight success and failure in order to progress work d. Evaluate how and why art-making evolves and justify the choices made in their own visual practice Assessment objective 4: select, use and apply a variety of appropriate skills and techniques a. Experiment with different media, materials and techniques in art-making b. Make appropriate choices in the selection of images, media, materials and techniques in art-making c. Demonstrate technical proficiency in the use and application of skills, techniques, media, images, forms and processes d. Produce a body of resolved and unresolved artworks as appropriate to intentions Studio Work Criteria will include the following: Understanding- of how you can express concepts and ideas in the visual image, as well as your knowledge of technical and formal methods. Basically having an idea of how and what you are doing, before you do it. Relevance- the degree to which your work reflects you and other cultural issues and concerns. Also, how you are able to show evidence of a well-developed approach to your passion/theme and style. Development- of your ideas and technical skill. Sensitivity to materials- looks into your ability to use innovative and unique uses for your materials. Experimentation and practice should help you with this. Please do not just do one thing once and say it is okay. Technique- Mastery and understanding of the materials. An IB Art student is able to choose whatever material he or she wishes, but they must be able to demonstrate proper handling, potentials and limits of the given medium. Confidence- must be obvious throughout your work. It must be inventive and personal. Independence- your work must show self-direction and use of your own judgement. Investigation Workbook should include the following: Your investigation work will be done primarily in your IWB- a hard covered, sturdy, A4-sized sketchbook. You will be expected to complete 3-4 or more pages per week. Some of these pages will be done in class as class work, the rest will considered homework. For the first few months you will be given specific assignments. As the year progresses you will be working more independently. The workbook is meant to encourage personal investigation into the student’s studio work. It is also meant to document the student’s independent contextual, visual, and critical investigations along with the student’s studio practice. This independent research should include other artists, the influences of social and cultural elements, and the product of historical investigation. This is a hugely important component to the art program and we will discuss and see both good and bad examples. A separate information guide will be given to students with specific workbook information. Investigation Workbook Criteria will include the following: Cultural/Contextual research- Analyzed, considered, compared and reflected upon art from other cultures or time periods. Find out how all artwork is interrelated. Technical/Process- keep record of how you develop your skills and techniques. Make sure to record your process of how you create your studio pieces. Investigation- making sure that you have a variety of approaches to creating your ideas. Having just one resource or example will not be acceptable. Vocabulary- using the proper terminology to refer to his or her work and works of others. Acknowledgement of Source- As in all of your coursework in this high school, it is important that you cite the sources and origins of the work you do in the class, accurately and consistently. Presentation- effective and creative writing, thoughtful and well-documented work. Integration- how well your book connects and supports your studio work. You will be very much involved in grading your work every month, referring to the IB criteria listed above. You will be given a rubric that will allow you to reflect and defend your work. I will then give feedback of both strong points and areas where more work is necessary to meet the next higher level. Assessment: The IB Art examination consists of an interview with your teacher and an exhibition of your work. This will be a selection of all that you have completed over the two-year course. During the interview you will be talking about Studio Work and your Research Workbook (IWB). In 12th grade, a mock interview will take place at the time of the mid-year exam. This should help you get prepared for your final interview. The examination will take place in April of your second year; therefore, all work has to be completed by the end of March. This has a very important implications on your weekly and monthly output of work from the beginning of the course. This is a course that relies on your own determination and direction. Grading: Each project will have a rubric describing all criteria in depth. You will receive a letter grade as well as an IB grade (1-7) for each project. You Have 2 Grading Options Higher Level (HL) Option A Studio This means your artwork is graded heavier. Investigation 60% Workbook 40% The student presents selected pages of his or her investigation workbooks that have been produced during the course. This selection is internally assessed by the teacher and externally moderated by the IBO at the end of the course. Option B This means your IWB is graded heavier Investigation: 60% Studio 40% Standard Level (SL) Option A Studio 60% Investigation 40% Option B Investigation 60% Studio 40% You don’t have to decide A or B options until your second year, however SL or HL should be decided now. |