1. IB Visual Arts:
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

2. 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.

3. 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

4. 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)

5. 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

6. 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.

7. 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

8. 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 screens
HL screens & 3-5 screens comparing own work

9. 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.

10. 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