During the course you will receive various supports and guides. You'll find the majority of them here, in the handbook.
IB Visual Art
Both GCSE and IB courses centre around the CREATIVE PROCESS. The Diagram above illustrates not only how that works but also the important skills students are able to develop through engaging in this way of working. The link below (Visual Arts and the learner profile) gives further detail about how the CREATIVE PROCESS supports IB students in developing the attributes of the IB LEARNER PROFILE.
Students following the IB Visual Arts course work towards producing a body of work for exhibition. This work is developed by the students working increasingly independently in order to pursue their own artistic and personal interests. The department encourages the development of strong technical skills alongside risk taking and contextual and critical understanding.
The grade 11 course starts with a thematic project with students developing technical skills, understanding concepts and the emphasis is placed on creative responses. Students learn about how to use their journals to support the creation of personal responses with an awareness of contextual and critical understanding.
The students then progress to pursue their own ideas, interests and themes, with guidance and support. This approach ensures each student produces a unique body of work which reflects their developing artistic maturity.
IB ART SOW Sept 20 - July 21
G11
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Autumn Term 1 |
HISTORY OF ART TIMELINE - Each week students learn about a period of time in western art history. They link these with what was happening elsewhere in the world and also with modern/contemporary artists who have responded to that time period. Students will respond to their learning in a variety of media, building their practical skills as they go. They will have regular opportunities to refine their responses and generate outcomes, culminating in a longer period nearing the end of term when they work independently, exploring ideas and methodologies independently. |
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Autumn Term 2 |
TIMELINE cont. as above. |
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Spring Term 1 |
3D unit - Students use a variety of media and explore form and space. They focus on ceramics, learning how to slab build and coil. |
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Spring Term 2 |
3D cont. Students develop their own ceramic work whilst learning about decoration techniques and materials. They will also focus on their comparative study at this time. |
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Summer term |
Independent study - students start to develop their chosen themes with greater independence. They continue to develop their written skills and aim to complete the first draft of their Comparative Study. |
G12
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Autumn Term 1 |
Development of individual themes - Students develop their own work with increasing sophistication through continually revisiting the creative process. They constantly reflect on their outcomes, refining their ideas and techniques in the light of what they learn from other artists. They also finalise their comparative Study. |
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Autumn Term 2 |
Development of individual themes cont. |
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Spring Term 1 |
Exhibition - students put the finishing touches to their exhibition, curatorial rational, comparative Study and process portfolio for assessment in March |