IB Visual Arts: 2015-16 This presentation will outline everything you need to know, both juniors and seniors, in order to be successful. It would be wise to take a few notes

The new curriculum will include: Skills in teaching 2D, 3D and digital media A process of visual enquiry, including depth and breadth in exploration and experimentation A focus on the importance of observation and visual culture A range of opportunities for students to develop ideas through the process of reflection and evaluation.

Culture, context and critical thinking The core of the syllabus consists of 3 linking areas: (you must know and understand all of these in order to be successful) Visual Arts in Context Culture, context and critical thinking Keeping an active VJ for investigations, inquiry and cite sourcing Analyzing, critiquing and interpreting artworks within a cultural context; exposure to a range of artists and artworks Self review and critique Engaging with galleries, exhibitions and working artists Learn specialist art vocabulary and terms put into practice

Visual Arts Methods/Processes: Exploring and acquiring skills, techniques and processes involved in making artwork Thoughout the course students are expected to experience working with a variety of different art-making and conceptual forms (documentation in VJ) (SL with at least 2 different art forms, each selected from separate columns of the table on the next screen. HL students with at least 3 art making forms, selected from a minimum of at least 3 art making forms from a minimum of 2 columns)

Lens-based, electronic and screen -based forms Drawing: charcoal, pencil, ink, etc Sculpture: subtractive, additive, ceramics, found objects, wood, metal, assemblage Time-based and sequential art: animation, graphic novel, storyboard Painting: acrylic, oil, watercolor, fresco, etc. Designed Objects: fashion, architectural, vessels, models Lens media: such as still, moving, montage Printmaking Site Specific: land art, installation, mural Digital/screen based: vector graphics, software generated Graphics: illustration and design Textiles: fibre, weaving, printed, dyes

Communication the Visual Arts the processes involved in selecting work for the exhibition and public display As students develop a body of work, they are encouraged to engage with curatorial strategies that underpin exhibitions and the presentation of work fro an audiance. This means thinking about the process of selecting and rejecting works to exhibit, and considering how they can be displayed. They will consider methods of display, chronological or thematic, and explore how meaning is communicated through presentation.

Submission requirements 2016 Assessment will be divided into 3 parts, with the following breakdown: Part 1:The Comparative Study  for points 20% Externally Assessed Part 2, Process Portfolio  for points 40% Externally Assessed Part 3, The Exhibition  (with a written rationale)  for points 40% Internally Assessed by Teacher

Breakdown of Submission requirements: Part 1,The Comparative Study for points 20% Externally Assessed compare and contrast the work of (at least 2) different artists from different cultural contexts (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 for points 40% Externally Assessed the students journey of art‐making: their engagement with different media and techniques, documentation of process, reflections on artists & artworks and the development of ideas. SL: 9‐18 pages/screens submitted. HL: 13‐25 pages/screens submitted.

Part 3, The Exhibition with a written rationale for points 40% Internally Assessed by Teacher Students reflect on their chosen body of work 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