Course Title: IB Visual Arts (SL or HL)
Teacher: Ms. Chablis Bates – Rm M-8
Prep Period: 5th 11:34 am - 12:30 pm
Or by Appointment made in advance
School Telephone Number: (626) 965-3308 x 3308
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.
Rowland High School Mission
• Become critical thinkers, problem solvers, and effective communicators, using their skills in an integrated fashion
• Reach their fullest academic and personal potential
• Develop learning strategies and study skills that make them life-long learners
• Apply their knowledge and process skills to construct new knowledge
• Access an integrated core curriculum with real world application
• Have a broad range of interests and activities that will add to the quality of life
• Use technology in effective ways
• Progress to the world of work and/or post secondary education
• Become productive and responsible members of society
Rowland Raider Goals - Successful students will be:
• Ask Questions
• Set Goals
• Solve Problems
• Utilize Technology
• Work Collaboratively
• Act Responsibly
• Behave Appropriately
• See Globally
• Read for Understanding
• Write with Clarity
• Speak with Confidence
• Listen with Care
The visual arts core syllabus at SL and HL consists of three equal interrelated areas
￼Communicating visual arts
Visual arts in context
Visual arts methods
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 part of the syllabus 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.
Through the visual arts in context area, students will:
• be informed about the wider world of visual arts and they will begin to understand and appreciate the cultural contexts within which they produce their own works
• observe the conventions and techniques of the artworks they investigate, thinking critically and experimenting with techniques, and identifying possible uses within their own art-making practice
• investigate work from a variety of cultural contexts and develop increasingly sophisticated, informed responses to work they have seen and experienced.
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.
Through the visual arts methods area, students will:
• understand and appreciate that a diverse range of media, processes, techniques and skills are required in the making of visual arts, and how and why these have evolved
• engage with the work of others in order to understand the complexities associated with different art- making methods and use this inquiry to inspire their own experimentation and art-making practice
• understand how a body of work can communicate meaning and purpose for different audiences.
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.
Through the communicating visual arts area, students will:
• understand the many ways in which visual arts can communicate and appreciate that presentation constructs meaning and may influence the way in which individual works are valued and understood
• produce a body of artwork through a process of reflection and evaluation and select artworks for exhibition, articulating the reasoning behind their choices and 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 and encompasses many variables, but most importantly, the potential impact on audiences and viewers.
Components to the IB Visual Arts Assessment
Students complete 3 weighted portions of the IB Visual Arts Submission depending on Standard or Higher Level status in the Diploma or Candidate Certificate student is pursuing. Additional details on grading criteria, requirements and helpful information is included below in the Visual Arts Guide, students taking IB Visual Arts are encouraged to download and/or print Visual Arts guide as a personal resource and reference. The IB Visual Requirements, assessment examples and rubric are addressed in class depending on student's level and option.
Process Portfolio - A digital slide collection of the students development throughout the course reflecting their process and advancement through the IB Visual Arts course.
Comparative Art Study - Students examine and analyze different artworks from at least two artworks to form a comparison focusing on a standards address in the Visual Arts Guide.
Exhibition and Artworks - Demonstrating their experience and skills in visual arts students are to showcase their work in an exhibition and submit photographs of their completed work to IB Examiners for grading.
Homework: Two hours per week or more may be necessary to keep up. Some students will spend considerably more time than this, and some may be able to complete their work entirely in class.
Grades: Work is frequently so individual and experimental that grading is difficult. Yet there are standards of quality in student work, expectations are based on the range of accomplishments, and the evidence of thought, care, and effort demonstrated in the work. All of these elements are discussed with students, individually and in class critiques. Class critiques are a required component of the course. All students will engage in verbal and written critiques of their own work as well as the work of their peers and other artists.[C6] Students who have excellent attendance, turned in all assignments with a high standard of quality and maintained an excellent sketchbook should receive an “A”. A “B” indicates deadlines or some criteria are not being met. A “C” is average and means that the student should make more of an effort on class work.
All work must be original. If students use someone else’s work or image as a basis for their own pieces, there must be SIGNIFICANT alteration to the piece for it to be considered original! This may be demonstrated through manipulation of the formal qualities, design and/or concept of the original work. It is unethical, constitutes plagiarism, and often violates copyright law to simply copy an image (even in another medium) that was made by someone else. [C7]