IB+Visual+Arts


 * __ GRADE 11&12 IB __**
 * __ Course Description: __**

This studio-based course emphasizes both students' creative process and their final artistic product in 2-dimensional or 3-dimensional arts forms. As students develop their craft they will conduct thoughtful inquiry into their own thinking and art making processes—recording this learning in written and visual formats. Students are expected to be independently motivated as they research the history and practice of a chosen art form across cultures. They will learn how to connect their research to their own work, creating art that expresses personal meaning within a cultural context. In addition to learning how to appreciate and evaluate their own work and that of others, students will be encouraged to stretch and explore their own work and share it with an audience through exhibitions and presentations. Year one is guided and directed by the teacher. In year two students assume responsibility for the development of their art ideas, with the teacher functioning as facilitator and adviser.

**__IB offers two levels in the arts__**:

1. Standard Level - Students should, over the course of two years, try out many different media and styles to see what interests them. Gradually, they’ll identify themes in their own work. The formal exam will have 12+ pieces of studio work and the student will spend approximately 25 minutes with the examiner.

2. High Level - Students should concentrate their work in one or two media and focus on developing a strong, cohesive portfolio of art. Thematic series(Big/Enduring Ideas) are strongly recommended, and occur naturally in most cases. The formal exam will have 15+ pieces of studio work and the student will spend approximately 35-40 minutes with the examiner.

The IB program recommends that the class be 60 percent art production and 40 percent related research (Option A). Students are expected to participate in all educational field experiences, and in gallery exhibitions, especially in their senior year.

**__Big Ideas/Enduring Understandings:__**

Students will make connections to self and others, socially, culturally, historically and individually.

Students will understand how to develop an artistic voice.

Students will understand how to use the creative process to create original artwork with personal and global relevance.


 * Essential Questions Explored: **

How does an artist develop his or her own vision? How is an idea born?

Is it possible to have an original idea?

Is the artist's intention relevant to the viewer?

Is taste absolute?

What does quality look like in a given visual art form?

**__GOALS__**

* Discover role of creative process (brainstorm/sketch, rough draft, revise/reflect, final product) and experimentation in realizing a complex idea in one's own art form

*Apply the elements and principles of chosen visual art form in theory and in practice

*Discuss and write their analysis and interpretations of their own works of art and the art of others, using appropriate critical language.

*Identify, analyze, describe, and interpret the visual and sensory characteristics that they discover in art.

*Demonstrate the ways in which particular art works and artifacts reflect important aspects of the diverse cultures of the world.

*Research and investigate selected periods, movements, individuals, cultures and ideologies in art history

*Discover the relationship between form and meaning in visual arts

**Skills:**

* select and use tools and techniques of chosen visual art form to create original * and 3-D works

* develop strategies to investigate one's own ideas and practice

* integrate independent research into daily studio work

* develop complex approaches to one's own art form

* make cross cultural comparisons and connections in chosen art form

* critique one's own and others' work and processes in relation to the standards of the visual art field

* practice good studio habits

* work independently

* create an artist's statement

**Assessments:**

* informal and formal individual and peer critiques using mark band descriptor set by the IBO

* IB research workbook

* IB final exam: record booklet, studio work, research work book, interview Syllabus Grade Scale and Assessment Descriptors will be used as mandated by the IBO
 * ** Studio- 60 % **
 * ** IWB- 40 % **
 * Progress Grades assigned Bi-Weekly. Final grades assigned monthly.

*The IBO mandates IB assessments.


 * __ REQUIREMENTS __**

Digital camera on demand/as needed (first week) Art Journal. 9”x12” or 11"x14"blank pages Art smocks (Protect Clothing)

Click links for further details:
 * Guide to IWB**
 * [|Guide to Studio]**
 * ref: Ibart online Studio. www.ibart.wikifoundry.com**


 * __ Classroom Expectations __**

__ Classroom Procedures __

 * 1/Always enter classroom quietly and prepared for work
 * 2/ Stop, look, and listen when signal (bell, hand or voice) is given.
 * 3/ Follow directions the first time.
 * 4/ Respect (self, other students, teacher, tools, materials and art room).
 * 5/ Be safe. (Includes using safe movements in the classroom and using tools and materials properly and as directed).
 * 6/ Do your personal best. (Work hard, follow classroom rules and procedures, and try not to compare yourself with others.)

**Consequences:** (both positive and negative) occur as a result of your choices in the classroom.

Positive:

• I will let your teacher know about your great work.

• Special materials or projects for the class.

• Positive reports to parents or guardians.

Negative:

• 1/ one time: Verbal reminder.

• 2/ Two times: 1 conduct point (Conduct Log). Move and work by yourself. Head of Ms/HS informed.

• 3/ Three times: 2 conduct points. Parents/guardians will be contacted so that we can all work on solving the problem together. May be asked to put away materials and work in sketchbook. May be asked to come in on own time to work on the assigned project. May be asked to clean art room after school.

• 4/ Four times: 3 conduct points. (In addition to above consequences.)

• 5/ Five times: 5 conduct points. Student will be sent to the office and parents will be called. If a student makes a very poor choice about behavior (fighting, destruction of property, inappropriate language, etc.), they may bypass all of the above consequences and go the office.


 * __ Classroom Rules __**


 * __ AISK CORE VALUES __**

Every student has the right to a safe and secure classroom; you do not have the right to impede or jeopardize that in any way. Be respectful of yourself, your environment, your fellow classmates, and your teacher. Treat others the way you want to be treated.
 * LOCAL/ART ROOM **
 * Be Respectful ** :

The Oxford Dictionary defines responsible in this way: “Liable to be called into account. 2 morally accountable for one’s action, capable of rational conduct.” Act rationally; choose wisely. Recognize your own role in building a fun and productive community of learners. Understand there will be consequences, both good and bad, for your actions.
 * Be Responsible: **

Think about where you are and whom you are with. We must guarantee against harm or injury to another. Think. Ask yourself is it worth it? Would I want this done to me? I will not tolerate, nor should you, any behavior that takes away from the safety of this classroom, nor will the school.
 * Be Safe ** :

Time and again you will be asked to do something that you may not like or think is worthless. Be mature; work through it. You may find that “getting there” is half the fun. Our world demands that you work well with others. Think—choose wisely.
 * Be Cooperative: **

Do your job! Challenge yourself to be productive. You are here; use your time wisely.
 * Be A Worker: **

“Freedom from disorder. quiet; tranquility, serenity. a mental calm.” Simply put, be kind to each other—exercise self-control.
 * Be Peaceful: **