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 socio-political 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 Programme 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.
Please click on the arrow for a detailed breakdown:
| THE LEARNING JOURNEY FOR ART | ||||
| Unit / Block of work | Key Episodes / Questions | Additional Details | Length of time. | Learner Attribute(s) |
| Break down, Build Up | How is IB Art and Design assessed? | Students will be introduced to the following IB components: The Comparative Study 20% (External Assessment) The Process Portfolio 40 % (External Assessment) The Exhibition 40% ( Internal assessment by teacher, external moderation by examiner) | 4 weeks | Risk Taking |
| Through a series of short workshop/projects students will gain material with which to make their first Process Portfolio slides. the workshops focus on the Face, the Body and the Environment. | Students will be introduced to the Process Portfolio and will be able to: Create drawings, sketches and designs that respond to stimuli or artists. – Students will be able to create preliminary paintings and small studies – Students will create Photographic contact sheets and test prints that follow a theme or artists work – Record digital processes through the use of computer screenshots – Students will be able to evidence and explore experimenting with materials and concepts – incuding how to visualise intangibles< and how restriction can lead to suprising outcomes. | |||
| How do we build a digital portfolio and support this with a sketchbook. | ||||
| Understand how we can best document process – with the goal of being confident independent creative thinkers who trust process to lead us somewhere interesting and amazing. | We are looking for ways to decolonise our curriculum | |||
| Can you ever master Art? What are the rules and how do we break them? | ||||
| PAST PRESENT FUTURE | How do artist’s develop their work through the process of drawing, development, research and outcomes? | Students will continue to develop the Process Portfolio and will be able to: Create drawings, sketches and designs that respond to stimuli or artists. – Students will be able to create preliminary paintings and small studies – Students will create Photographic contact sheets and test prints that follow a theme or artists work – Record digital processes through the use of computer screenshots – Students will be able to evidence and explore experiments with materials | 12 weeks | Communicators |
| How do I choose the artists for my Comparative Study and how do I avoid common mistakes? | ||||
| How can I use what I’ve learned in iGCSE Art and other subjects in the school to inform IB Art? | Students will create a mini comparative study. Students will be able to reflect on how the art works chosen for consideration impacts, influences or otherwise connects to their own art making. What have you learned from studying these works? How has it influenced your own artistic development? | |||
| Students will develop an understanding of drawing techniques and how to be playful within the process of drawing. | Students will curate their own exhibtion to showcase final pieces. They will learn how to create connections between works and intentions. | |||
| Students will be introduced to photography, digital media and film as a method of recording. | ||||
| Studnets will learn how to research historical and contemporary artists. | ||||
| Students will work as a community to develop ideas and critique the work of others. | ||||
| Personal Project | Students will create their own project responding to their own interests. They will demonstrate skills in observational drawing, photography, artist research, development of ideas/experimenting with media. | Students will be working towards the following IB components: The Comparative Study 20% (External Assessment) The Process Portfolio 40 % (External Assessment) The Exhibition 40% ( Internal assessment by teacher, external moderation by examiner) | 8 weeks | Principled |
| Personal Project Part 2 | Students will conclude comparative study and continue to work on process portfolio alongside exhibition pieces. | By the end of the academic year students should have completed their comparative study and have several outcomes for their personal project. | 1 term | Thinkers |
| Students will be installing their own exhibition and collaborating with a local gallery. | ||||