Ib Visual Arts Class

Key features of the curriculum model:
 To fully prepare students for the demands of the assessment tasks, teachers should ensure that their planning addresses each of the syllabus activities outlined below, the content and focus of which is not prescribed. Students are required to investigate

Eligibility: Std. 11th & 12th

Urmi’s Art Forum guides and trains students for creating a visually aesthetic process portfolio, comparative study & exhibition work.

VISUAL ARTS IN CONTEXTVISUAL ARTS METHODS VISUAL ARTS METHODS COMMUNICATING VISUAL ARTS
Theoretical
practice		Students examine and compare the work of artists from different cultural contexts. Students consider the contexts influencing their own work and the work of others. Students examine and compare the work of artists from
different cultural contexts. Students consider
the contexts influencing their own work and the work of
others. Students look at different techniques for
making art. Students investigate and compare how and
why different techniques have evolved and the processes
involved. 		Students explore ways of
communicating through
visual and written means.
Students make artistic choices about how to most
effectively communicate
knowledge and
understanding.
Art-making
practice		Students make art through a process of
investigation, thinking critically and
experimenting with techniques. Students
apply identified techniques to their own
developing work.		Students experiment with diverse media and explore
techniques for making art. Students develop concepts
through processes that are informed by skills, techniques
and media.		Students produce a body of artwork through a process
of reflection and evaluation,
showing a synthesis of skill, media and concept.
Curatorial
Practice		Students develop an informed response to work and exhibitions they have seen and experienced. Students begin to formulate
personal intentions for creating and
displaying their own artworks.		 Students develop an informed response to work and
exhibitions they have seen and experienced. Students begin to formulate personal intentions for creating and displaying their own artworks. Students evaluate how their ongoing
work communicates meaning and purpose. Students
consider the nature of “exhibition” and think about the
process of selection and the potential impact of their work on different audiences. 		Students select and present resolved works for
exhibition. Students explain the ways in which the works are connected. Students discuss how artistic judgments impact the overall
presentation.
Key features of the assessment model
  • Available at standard (SL) and higher levels (HL)
  • The minimum prescribed number of hours is 150 for SL and 240 for HL
  • Students are assessed both externally and internally
External assessment tasksSLHL
Task 1: Comparative study
Students analyse and compare different artworks by different artists. This independent critical and contextual
investigation explores artworks, objects and artifacts from differing cultural contexts.		20%20%
At SL: Compare at least 3 different artworks,
by at least 2 different artists, with commentary
over 10–15 pages. 		At HL: As SL plus a reflection on the extent to which
their work and practices have been influenced by any
of the art/artists examined (3–5 pages).
Task 2: Process portfolio
Students submit carefully selected materials which evidence their experimentation, exploration, manipulation and
refinement of a variety of visual arts activities during the two-year course.		40%40%
At SL: 9–18 pages. The submitted work should be in at
least two different art-making forms.		At HL: 13–25 pages. The submitted work should be in at
least three different art-making forms.
Internal assessment taskSLHL
Task 3: Exhibition
Students submit for assessment a selection of resolved artworks from their exhibition. The selected pieces should show evidence of their technical accomplishment during the visual arts course and an understanding of the use of materials,
ideas and practices appropriate to visual communication.		40%40%
At SL: 4–7 pieces with exhibition text for each. A curatorial rationale (400 words maximum). At HL: 8–11 pieces with exhibition text for each. A curatorial rationale (700 words maximum)