The International Baccalaureate Organization is a nonprofit educational foundation, motivated by its mission, and focused on the student. Their three programs help develop the intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalizing world. The aim of all IB programs is to develop internationally-minded people who, recognizing their common humanity and shared guardianship of the planet help to create a better and more peaceful world. IB offers high quality programs of international education to a worldwide community of schools. Currently there are more than 659,000 IB students at 3,288 schools in 141 countries.
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 objectives and course content are the same for visual arts students at both Standard Level (SL) and Higher Level (HL). Students at HL have the opportunity to develop ideas and skills, and to produce a larger body of work, or work of greater depth. In order to reflect this, the assessment criteria are differentiated according to option and level.
IBO Mission Statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
GLOBAL ENGAGE - This website supports members of the IB community, and particularly teachers, in engaging with our global world. Here you will find information, resources, ideas and opinions, links, and suggestions for action concerned with global issues - and reports of actions taken by the IB community.
IB VISUAL ARTS CURRICULUM
The impulse to make art is common to all people. From earliest times, human beings have displayed a fundamental need to create, and to communicate personal and cultural meaning through art. Visual arts continually open up new possibilities and challenge traditional boundaries. This is evident both in the way we make art and in the way we understand what artists from around the world do. 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 objectives and course contet are the same for visual arts students at both Standard Level (SL) and Higher Level (HL). Students at HL have the opportunity to develop ideas and skills, and to produce a larger body of work, or work of greater depth. In order to reflect this, the assessment criteria are differentiated according to option and level.
NEW VISUAL ARTS COURSE AT A GLANCE
The IBDP Visual Arts Curriculum has gone through a major change with a new Visual Arts Guide in place from September 2014 with first exams in 2016. Most of the ideas and values that underpin the current course will remain unaltered and much of the teaching of the course will be the same, however, there are some key changes. Below is a mini overview of some of the changes.
A mini overview of some of the changes. The core syllabus is composed of 3 parts.
Visual Art in Context:
The cycle of inquiry, considering and comparing work from a variety of cultures, historical, social contexts. Analyzing, interpreting, comparing, evaluating, using art vocabulary. Reflection and understanding.
Visual Arts Processes:
Experimenting with techniques, media, processes, developing a body of resolved and unresolved work, self review and critique, documentation in a Visual Arts Journal (formerly the Investigation Workbook - IWB).
Presenting and Communicating Visual Arts:
This 3rd part has to do with understanding curatorial processes, what makes an effective exhibition and selecting and presenting the students own work.
How will this be Assessed?
Assessment will be divided into 3 parts, with the following breakdown. Go to the linking site pages for each component for more detailed discussion.
Part 1: The Comparative Study Externally Assessed - 20% of final grade
Compare and contrast the work of (at least 2) different artists, different techniques for making art and theory behind the work (HL students will also include a reflection of how this relates to their own work)
SL 10-15 screens
HL 10-15 screens & 3-5 screens comparing own work
Part 2: Process Portfolio Externally Assessed - 40% of final grade
The students journey of art‐making, their engagement with different media and techniques, and processes involved in making their own body of works.
SL: 9‐18 pages/screens submitted.
HL: 13‐25 pages/screens submitted.
Part 3: Final Exhibition (with a written rationale) Internally Assessed by Teacher - 40% of final grade
Students reflect on changes made during the process of creation and provide a rationale for the decisions regarding the selection of certain pieces for exhibition.
SL: 4‐7 artworks, exhibition text and a curatorial rationale of max 400 words
HL: 8-11 artworks, exhibition text & curatorial rationale max 700 words
VISUAL ARTS AIMS:
- Develop skills in 2D, 3D, and digital media to communicate concepts
- Approach visual inquiry with depth and breadth in exploration and experimentation
- Focus on the importance of observation and visual culture
- Develop a range of ideas through the process of reflection and evaluation
- Explore the diversity of the arts across time, place, and cultures
- Express ideas with confidence and independence
- Make art that is influenced by personal and cultural contexts
- Enjoy lifelong engagement with the arts
ART-MAKING FORMS:
- 2D: Drawing, Painting, Printmaking
- 3D: Ceramics, Sculpture, Fashion, Architecture, Installation, Textiles
- Digital: Animation, Photography, Graphics
VISUAL ARTS JOURNAL:
It is required to maintain a visual arts journal throughout the two year course. Much of its contents will be selected, adapted, and presented for assessment.
The journal aims to support and nurture student growth in:
- acquiring new skills and ideas
- media experimentation
- personal reflections
- recording artistic developments and
- responding to first-hand observations
- evaluating artworks from a variety of artists from different cultures
- critiquing personal challenges and successes
RESEARCH & ACADEMIC HONESTY:
Students are encouraged to consult a range of primary and secondary sources including books, websites, videos, DVDs, and articles. Other research experiences may include workshops, lectures, direct correspondence with artists, and visits to exhibitions. All sources consulted during this course must be cited and presented in a bibliography or as footnotes using a consistent referencing style. The minimum information given includes: name of author, date of publication, title of source, and page numbers as applicable. Artwork citations should outline the artist, title, medium, size, date of completion, and the museum or owner. All coursework is to be authentic, based on the student's individual and original ideas. When writing text, students must clearly distinguish between their words and those of others by the use of quotation marks followed by an appropriate citation. The ideas and works of others must be fully acknowledged.
Effective Citing and Referencing
TEACHER RESOURCES:
2016 Visual Arts Guide
E-Submission Guide
Teacher Guidance Material - IBO Document
Teacher Support Material - OCC Website
Unpacking the Course
Mapping the Foundation
IB Visual Arts HL Course at a Glance
IB Visual Arts SL Course at a Glance
2016 Planning and Progress Form
IN THINKING IB - VISUAL ARTS
Note: students must log in using the student interface at www.student.thinkib.net
Year 1
username: IBSTUDENT
password: JUL1BD2
Year 2
username: IBSTUDENT
password: JULA06B
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 objectives and course content are the same for visual arts students at both Standard Level (SL) and Higher Level (HL). Students at HL have the opportunity to develop ideas and skills, and to produce a larger body of work, or work of greater depth. In order to reflect this, the assessment criteria are differentiated according to option and level.
IBO Mission Statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
GLOBAL ENGAGE - This website supports members of the IB community, and particularly teachers, in engaging with our global world. Here you will find information, resources, ideas and opinions, links, and suggestions for action concerned with global issues - and reports of actions taken by the IB community.
IB VISUAL ARTS CURRICULUM
The impulse to make art is common to all people. From earliest times, human beings have displayed a fundamental need to create, and to communicate personal and cultural meaning through art. Visual arts continually open up new possibilities and challenge traditional boundaries. This is evident both in the way we make art and in the way we understand what artists from around the world do. 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 objectives and course contet are the same for visual arts students at both Standard Level (SL) and Higher Level (HL). Students at HL have the opportunity to develop ideas and skills, and to produce a larger body of work, or work of greater depth. In order to reflect this, the assessment criteria are differentiated according to option and level.
NEW VISUAL ARTS COURSE AT A GLANCE
The IBDP Visual Arts Curriculum has gone through a major change with a new Visual Arts Guide in place from September 2014 with first exams in 2016. Most of the ideas and values that underpin the current course will remain unaltered and much of the teaching of the course will be the same, however, there are some key changes. Below is a mini overview of some of the changes.
A mini overview of some of the changes. The core syllabus is composed of 3 parts.
Visual Art in Context:
The cycle of inquiry, considering and comparing work from a variety of cultures, historical, social contexts. Analyzing, interpreting, comparing, evaluating, using art vocabulary. Reflection and understanding.
Visual Arts Processes:
Experimenting with techniques, media, processes, developing a body of resolved and unresolved work, self review and critique, documentation in a Visual Arts Journal (formerly the Investigation Workbook - IWB).
Presenting and Communicating Visual Arts:
This 3rd part has to do with understanding curatorial processes, what makes an effective exhibition and selecting and presenting the students own work.
How will this be Assessed?
Assessment will be divided into 3 parts, with the following breakdown. Go to the linking site pages for each component for more detailed discussion.
Part 1: The Comparative Study Externally Assessed - 20% of final grade
Compare and contrast the work of (at least 2) different artists, different techniques for making art and theory behind the work (HL students will also include a reflection of how this relates to their own work)
SL 10-15 screens
HL 10-15 screens & 3-5 screens comparing own work
Part 2: Process Portfolio Externally Assessed - 40% of final grade
The students journey of art‐making, their engagement with different media and techniques, and processes involved in making their own body of works.
SL: 9‐18 pages/screens submitted.
HL: 13‐25 pages/screens submitted.
Part 3: Final Exhibition (with a written rationale) Internally Assessed by Teacher - 40% of final grade
Students reflect on changes made during the process of creation and provide a rationale for the decisions regarding the selection of certain pieces for exhibition.
SL: 4‐7 artworks, exhibition text and a curatorial rationale of max 400 words
HL: 8-11 artworks, exhibition text & curatorial rationale max 700 words
VISUAL ARTS AIMS:
- Develop skills in 2D, 3D, and digital media to communicate concepts
- Approach visual inquiry with depth and breadth in exploration and experimentation
- Focus on the importance of observation and visual culture
- Develop a range of ideas through the process of reflection and evaluation
- Explore the diversity of the arts across time, place, and cultures
- Express ideas with confidence and independence
- Make art that is influenced by personal and cultural contexts
- Enjoy lifelong engagement with the arts
ART-MAKING FORMS:
- 2D: Drawing, Painting, Printmaking
- 3D: Ceramics, Sculpture, Fashion, Architecture, Installation, Textiles
- Digital: Animation, Photography, Graphics
VISUAL ARTS JOURNAL:
It is required to maintain a visual arts journal throughout the two year course. Much of its contents will be selected, adapted, and presented for assessment.
The journal aims to support and nurture student growth in:
- acquiring new skills and ideas
- media experimentation
- personal reflections
- recording artistic developments and
- responding to first-hand observations
- evaluating artworks from a variety of artists from different cultures
- critiquing personal challenges and successes
RESEARCH & ACADEMIC HONESTY:
Students are encouraged to consult a range of primary and secondary sources including books, websites, videos, DVDs, and articles. Other research experiences may include workshops, lectures, direct correspondence with artists, and visits to exhibitions. All sources consulted during this course must be cited and presented in a bibliography or as footnotes using a consistent referencing style. The minimum information given includes: name of author, date of publication, title of source, and page numbers as applicable. Artwork citations should outline the artist, title, medium, size, date of completion, and the museum or owner. All coursework is to be authentic, based on the student's individual and original ideas. When writing text, students must clearly distinguish between their words and those of others by the use of quotation marks followed by an appropriate citation. The ideas and works of others must be fully acknowledged.
Effective Citing and Referencing
TEACHER RESOURCES:
2016 Visual Arts Guide
E-Submission Guide
Teacher Guidance Material - IBO Document
Teacher Support Material - OCC Website
Unpacking the Course
Mapping the Foundation
IB Visual Arts HL Course at a Glance
IB Visual Arts SL Course at a Glance
2016 Planning and Progress Form
IN THINKING IB - VISUAL ARTS
Note: students must log in using the student interface at www.student.thinkib.net
Year 1
username: IBSTUDENT
password: JUL1BD2
Year 2
username: IBSTUDENT
password: JULA06B
The information on this website has been modified from various sources including IB Visual Arts Guide, the IBO OCC, InThinking, and with http://www.mrsleeart.com/