Contour drawing– Use of line to define edge: Contour/Blind contour
Use of line to create volume: cross contour
Printmaking– Intaglio Engraving
PCUP (eAssessment): Open-ended techniques – in this unit, each student can choose which media to focus on, as they respond to a prompt given by the IB
Skills
Drawing from observation
Watercolor
Creating a dynamic composition
Intaglio printmaking
PCUP: Skills and techniques depend on students’ choices
Visual Art
Arts - Visual Arts
Grade 11
Content
Visual Arts in Context
What are the social, historical, political, and intellectual contexts of each of the works explored?
How do the artworks reflect aspects of the world in which they were created?
What experiences of the world does the audience bring to their interpretation and appreciation of the artworks?
Which critical methodologies are most appropriate to analyse, interpret and evaluate the artworks?
How has exploring these contexts influenced the students’ own art-making? (HL only)
Process Portfolio
Investigating how processes in art have changed and how media or techniques have developed or technologically evolved over time.
Familiarization with various art genres, styles, regional schools, and associations.
Workshops in and experience with a range of media, techniques, and equipment available to students within the art department and elsewhere within the school.
Identification of expertise available to students, within the school and locally (such as local practising artists, the areas of special interest of art department staff, and other relevant staff expertise in information and communication technology (ICT), design technology, and so on).
Exhibition
Informed by their responses to work and exhibitions they have seen and experienced, students formulate personal intentions for creating and displaying their own artworks.
Visual Arts Methods
Evaluating how their ongoing work communicates meaning and purpose.
Producing and selecting a body of artwork through a process of reflection and evaluation, showing a synthesis of skill, media, and concept.
Considering the nature of “exhibition” and thinking about the process of selection.
Skills
Students will be able to analyse artworks, structures, and form of the pieces of artworks.
Visual Arts Methods
What media, processes, and techniques have been used in each of the artworks?
What aspects of the processes and techniques are conventional or innovative?
How have formal qualities, such as the elements and principles of design, been used and to what effect (or affect)?
What motifs, signs, and symbols have been used in the works and what do these communicate to the audience?
How are the artworks evaluated?
How have the artists’ methodologies influenced the student’s own art-making? (HL only)
Communicating Visual Arts
What methods of organization and presentation most effectively communicate knowledge and understanding?
How can visual organizers and graphics be used to convey information more effectively than words alone?
Who is the audience for the comparative study? What prior understandings can be assumed?
Process Portfolio
Visual Arts Methods
Art-making experiences to facilitate individual experiences in media and techniques (including two-dimensional, three-dimensional, and lens-based, electronic, and screen-based forms) with particular reference to the historical development of processes and techniques, and different cultural and traditional uses of these.
Investigating the art-making practices of other artists and allowing their techniques and practices to inform student art-making.
Considering and recording the potential of these experiences in the visual arts journal, reflecting on intentions and ideas.
Visual recordings of practical processes.
Exploring digital means of capturing art-making practice as it occurs and creating a record of experimentation and exploration with acquired skills.
Communicating Visual Arts
Reflecting upon their developing work with particular focus on how the intended meaning and purpose are communicated.
Identifying opportunities for further development in the work being undertaken.
Critiquing their successes and failures in relation to their intentions and considering how their developing work might impact an audience if presented for public display.
Communicating Visual Arts
Selecting and presenting resolved works for exhibition.
Explaining the ways in which the works are connected.
Discussing how artistic judgments impact the overall presentation.
Considering and explaining the impact of their work on different audiences (HL only).
Timeline
Initial planning for the Comparative Study(June)
First draft(August, week after the summer holidays)
Comparative Study (final draft)(early October)
Semester 1 critique(HL 5 pieces, SL 3 pieces)
Exhibition work(4-7 pieces SL, 8-11 pieces HL, completed by early March)
Process Portfolio(complete by mid March)
Visual Art
Arts - Visual Arts
Grade 12
Content
Visual Arts in Context
What are the social, historical, political, and intellectual contexts of each of the works explored?
How do the artworks reflect aspects of the world in which they were created?
What experiences of the world does the audience bring to their interpretation and appreciation of the artworks?
Which critical methodologies are most appropriate to analyse, interpret and evaluate the artworks?
How has exploring these contexts influenced the students’ own art-making? (HL only)
Process Portfolio
Investigating how processes in art have changed and how media or techniques have developed or technologically evolved over time.
Familiarization with various art genres, styles, regional schools, and associations.
Workshops in and experience with a range of media, techniques, and equipment available to students within the art department and elsewhere within the school.
Identification of expertise available to students, within the school and locally (such as local practising artists, the areas of special interest of art department staff, and other relevant staff expertise in information and communication technology (ICT), design technology, and so on).
Exhibition
Informed by their responses to work and exhibitions they have seen and experienced, students formulate personal intentions for creating and displaying their own artworks.
Visual Arts Methods
Evaluating how their ongoing work communicates meaning and purpose.
Producing and selecting a body of artwork through a process of reflection and evaluation, showing a synthesis of skill, media, and concept.
Considering the nature of “exhibition” and thinking about the process of selection.
Skills
Students will be able to analyse artworks, structures, and form of the pieces of artworks.
Visual Arts Methods
What media, processes, and techniques have been used in each of the artworks?
What aspects of the processes and techniques are conventional or innovative?
How have formal qualities, such as the elements and principles of design, been used and to what effect (or affect)?
What motifs, signs, and symbols have been used in the works and what do these communicate to the audience?
How are the artworks evaluated?
How have the artists’ methodologies influenced the student’s own art-making? (HL only)
Communicating Visual Arts
What methods of organization and presentation most effectively communicate knowledge and understanding?
How can visual organizers and graphics be used to convey information more effectively than words alone?
Who is the audience for the comparative study? What prior understandings can be assumed?
Process Portfolio
Visual Arts Methods
Art-making experiences to facilitate individual experiences in media and techniques (including two-dimensional, three-dimensional, and lens-based, electronic, and screen-based forms) with particular reference to the historical development of processes and techniques, and different cultural and traditional uses of these.
Investigating the art-making practices of other artists and allowing their techniques and practices to inform student art-making.
Considering and recording the potential of these experiences in the visual arts journal, reflecting on intentions and ideas.
Visual recordings of practical processes.
Exploring digital means of capturing art-making practice as it occurs and creating a record of experimentation and exploration with acquired skills.
Communicating Visual Arts
Reflecting upon their developing work with particular focus on how the intended meaning and purpose are communicated.
Identifying opportunities for further development in the work being undertaken.
Critiquing their successes and failures in relation to their intentions and considering how their developing work might impact an audience if presented for public display.
Communicating Visual Arts
Selecting and presenting resolved works for exhibition.
Explaining the ways in which the works are connected.
Discussing how artistic judgments impact the overall presentation.
Considering and explaining the impact of their work on different audiences (HL only).
Timeline
Initial planning for the Comparative Study(June)
First draft(August, week after the summer holidays)
Comparative Study (final draft)(early October)
Semester 1 critique(HL 5 pieces, SL 3 pieces)
Exhibition work(4-7 pieces SL, 8-11 pieces HL, completed by early March)
