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"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. " IB Visual Arts Guide 2016
"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. " IB Visual Arts Guide 2016
IB Visual Arts is a demanding, two-year course in which students create a body of work that demonstrates a solid understanding of the vocabulary of the artist. Students are expected to read, write, think, sketch, and question what they do as artists, showing evidence of systematic research and investigation. Art appreciation and art history are essential components of this program. Students who choose to study in visual arts will have the opportunity to work with a variety of different art-making techniques and media, with a focus on conceptual understanding of the ways in which artists and designers communicate and create works. They will make considered decisions to work across a wide range of visual art fields which may include painting, drawing, printmaking, sculpture, photography, design, spatial, graphic media or textile design.
In the second year, IB Visual Arts becomes self-directed, as students develop a personal visual style and symbol system appropriate to their chosen area of inquiry and work towards a final exhibition. The course is intended for self-motivated students who are seriously interested in the study of art.
Assessment Information
Internal:
40% – exhibition (at the conclusion of second year)
External:
20% – comparative study (analyse and compare artworks by different artists)
40% - process portfolio (digital workbook)
The internal component is an exhibition of 8 -11 (HL) or 4-7 (SL) works in visual arts supported by the externals comprising the process portfolio (digital workbook) and comparative study (digital investigation).
1. Process Portfolio is made up of a selection of work from your Visual Arts Workbook that shows experiments, exploration, manipulation and refinement of a variety of Visual Arts projects. Students show competency in: Exploring skills, techniques and processes; Investigations and making connections; Ideas and intentions; Personal reflections; Presentation and art vocabulary. This will account for 40% of your final grade. It is sent to IB and marked externally.
2. Comparative Study is written work that examines and compares at least 3 artworks by different artists and (in HL) analyses the extent to which the student’s work and practices have been influenced by the art and artists examined. This will account for 20% of your final grade. It is sent to IB and marked externally.
3. The Exhibition are resolved artworks that show technical accomplishment and understanding of materials, ideas and practices appropriate to Visual Communication. Each artwork must have text that explains the artist’s intention as well as the exhibition’s curatorial rationale text. It is marked internally and then sent to IB and checked by IB moderators. This will account for 40% of your final grade.
Difference Between Higher level & Standard Level in Visual Arts.
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.
To be successful you should:
· Have a passion for visual arts and creating unique and personal imagery
· Be confident in your abilities to create
· Be self-motivated Be open-minded to new ideas and artforms
· Be a risk taker: try new media, experiment, and be prepared to show your mistakes and processes.
· Have a desire to communicate your visions through a variety of mediums.
· Like to attend art exhibitions and galleries.
· Join art groups and follow artists on social media.
· Have good time management skills.
· Be prepared to devote time to creating and researching.
The Visual Arts core syllabus at SL & HL consists of three equal interrelated areas.
The Visual Arts core syllabus at SL & HL consists of three equal interrelated areas.
The three equal interrelated areas are;
The three equal interrelated areas are;
Communicating Visual Arts, Visual Arts in Context & Visual Arts Methods.
Communicating Visual Arts, Visual Arts in Context & Visual Arts Methods.
Students are required to understand the relationship between these areas & how each area informs & impacts their work in Visual Arts.
1. Communicating Visual Arts
1. Communicating Visual Arts
The Communicating Visual Arts part of the syllabus involves students investigating, understanding & applying the processes involved in selecting work for exhibition & public display. It engages students in making decisions about the selection of their own work.
Through the Communicating Visual Arts area, students will:
Understand the many ways in which Visual Arts can communicate & appreciate that presentation constructs meaning & may influence the way in which individual works are valued & understood
Produce a body of artwork through a process of reflection & evaluation & select artworks for exhibition, articulating the reasoning behind their choices & identifying the ways in which selected works are connected
Explore the role of the curator; acknowledging that the concept of an exhibition is wide ranging & encompasses many variables, but most importantly, the potential impact on audiences & viewers.
2. Visual arts in context
2. Visual arts in context
The Visual Arts in Context part of the syllabus provides a lens through which students are encouraged to explore perspectives, theories & cultures that inform & influence Visual Arts practice.
Through The Visual Arts in Context area, students will:
Be informed about the wider world of Visual Arts & they will begin to understand & appreciate the cultural contexts within which they produce their own works
Observe the conventions & techniques of the artworks they investigate, thinking critically & experimenting with techniques, & identifying possible uses within their own art-making practice
Investigate work from a variety of cultural contexts & develop increasingly sophisticated, informed responses to work they have seen & experienced.
3. Art Making Forms
3. Art Making Forms
Throughout the course students are expected to experience working with a variety of different art-making & conceptual forms.
SL students should, as a minimum, experience working with at least two art-making forms, each selected from the list below.
HL students should, as a minimum, experience working with at least three art-making forms from the below list.
Two-dimensional forms
Two-dimensional forms
Drawing: such as charcoal, pencil, ink Painting: such as acrylic, oil, watercolour Printmaking: such as relief, intaglio, planographic, chine collé Graphics: such as illustration and design
Three-dimensional forms
Three-dimensional forms
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 fibre, weaving, printed fabric
Lens-based, electronic & screen- based forms
Lens-based, electronic & screen- based forms
Time-based & sequential art: such as animation, graphic novel, storyboard
Lens media: such as still, moving, montage
Digital/screen based: such as vector graphics, software generated
Students are required to investigate the core syllabus areas through exploration of the following practices:
Students are required to investigate the core syllabus areas through exploration of the following practices:
1. Theoretical Practice
1. Theoretical Practice
Examine & compare the work of artists from different times, places & cultures, using a range of critical methodologies, considering the cultural contexts influencing their own work & the work of others.
2. Curatorial Practice
2. Curatorial Practice
Develop an informed response to work, with students beginning to formulate personal intentions for creating & displaying their own artworks.
3. Art-making Practice
3. Art-making Practice
Make art through a process of investigation, thinking critically & experimenting with techniques, applying identified techniques to their own developing work.
The main difference between the evidence required for standard level & higher level is quantitative
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