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IB Visual SL

Course Outline Board Approved: March 27, 2012

I. Course Information

A. Course Title: International Baccalaureate Visual Art Standard Level

B. Course Code Number: 6FA701

C. Course Length: Two Years

D. Grade Level: 11 - 12

E. Units of Credit: 10 Credits (per year)

F. Prerequisites: Fine or Visual Course

G. Type of Course: Required: Meets the UC/CSU entrance “f” requirement

II. Course Description This is a two year course with emphasis on independent work. Students will prepare a portfolio of work and investigation workbook (IWB) based on media skill, project development, personal interest and independent study. Curriculum is designed to prepare students to exhibit and submit their portfolio and IWB to the IB exam in May of senior year. Successful on the portfolio, IWB and interview may qualify for college credit at some colleges and universities.

Diploma Programme subject outline—Group 6: the arts

School name Edgewood High School School code 6916

Name of the DP subject Visual Art

Level XX (indicate with X) Higher x Standard completed in two years x Standard completed in one year *

(indicate option(s) in ) (indicate option(s) in ) (indicate option(s) in music)

Option A

Name of the teacher who Lisa Kidd Date of IB Training 10/22/10 – 10/25/10 completed this outline

Date when outline was DP Visual Arts – Category 1 April 1, 2011 Name of workshop completed (indicate name of subject and workshop category)

* All Diploma Programme courses are designed as two-year learning . However, up to two standard level subjects, excluding ab initio and pilot subjects, can be completed in one year, according to conditions established in the Handbook of procedures for the Diploma Programme.

1. Course outline

– Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for example, national syllabus), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as you need.

– This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that students are prepared to comply with the requirements of the subject.

– This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should not just be a “copy and paste” from the subject guide.

– If you will teach both higher and standard level, make sure that this is clearly identified in your outline.

Topic/unit/assessment Contents Allocated time Assessment Resources component instruments to be List the main resources to be used (as identified in the used, including information One class is 55 minutes. IB subject guide) technology if applicable. State the In one week there are 5 classes.

topics/units/assessment components in the order you are planning to teach them.

Year 1 50 Variations Portfolio piece Summer work done prior to first day of Various assessment - Various students will create school instruments will be tools - develop skills and 50 works of art, utilized throughout the techniques of - Various based on the course as to ensure the investigation both tools exploration of one highest degree of visually and written object. The will learning for each - Various explore a wide individual student. sculptural/ variety of media and tools Internal assessment: styles, reviewing prior will take place in the art knowledge before - Personal mini laptop forms of the IWB the beginning of the (based on IB mark - Campus Wi-Fi school year. bands), it will include - Digital camera but not be limited to: Elements of Art and Review of the 2 weeks individual critique, - 8 ½ x 11 bound Principles of elements of art and group critiques, peer sketchbook principles of design - explore art elements critiques, journal - Various academic - Students will investigation and resources (see list - extend their design 2 responses, thumbnail provided under knowledge of design pieces that sketches and artwork question 7) demonstrate two mapping. different Evaluations emphasis principles will be placed on individual growth and personal goal setting. Introduction to Art Review of major art 3 weeks External Assessment : history movements students will also - relate art to its cultural from Lascaux caves partake in external and historical contexts to present examinations through - explore art concepts day. digital means via an online examiner. - Students will create a monotype inspired by an of study.

Media Identity Review of wide 3 weeks variety of media. - develop confidence and expertise in the - Students will use of various media create a mixed media piece that - extend their knowledge makes of design. connection to - make connections their life and between ideas and personality. practice

Art and Death Students will 3 weeks investigate the role of - extend individual art and death in investigation to inform various (e.g. practical work. day of the dead and the use of alters in Mexico) - Students will create a response work in a medium of their choosing based on the of study and their practices.

Non-Western Cultural Students will 3 weeks Study investigate the art of

another culture. - develop the skills and techniques of - Students will investigation both create a work of visually and written. art in response to the non-western - extend individual culture of study investigation to inform in the media of practical work. their choosing. - International Mindedness - contribute to the development of international mindedness through the exploration of a Western culture.

Community Artwork Students will visit an 3 weeks Exploration and

investigate the work of an or exhibition. - Students will create a in response to their exploration in a media of their choosing.

Photography Obsessions Students will explore 1 week obsessions of their - extend their knowledge own life and their of design identity. - develop confidence - Students will and expertise in the chose an object use of various media. and choreograph a series of digital photos of that object. Students will need to consider design principles and elements in their shooting.

Architecture Style-Period Students will 3 weeks Painting investigate a period or style of - relate art to its cultural . and historical contexts. - Students will - Extend individual create a painting investigation to inform around the practical work. investigated style of architecture. Painting must be multi-layered and be based on from assigned time period.

Social Injustice Students will 3 weeks investigate an issue - IB Learner Profile Link of social injustice that - contribute to the is relevant to their development of the IB life. learner profile by promoting caring - Students will leaner’s who shows create a painting empathy toward a in response to an cause of their issue of social choosing. injustice.

Sculpture/3D Reflection Students driven art 3 weeks project based on the - develop skills and creation of a 3D techniques of object. investigation both visual and written - IB Learner Profile Link - contribute to the development of the IB learner profile by promoting inquiry based learning and a risk taker approach in the use of an unfamiliar media.

Series of 2 inter-related Student driven series 6 weeks Artworks Proposal art project based on

student proposal. - IB Leaner Profile Link - contribute to the - Students will development of the IB create a series of learner profile by 2 inter-related promoting inquiry artworks based based learner showing on previous independence in their investigations. learning skill and

development.

Installed Student driven 1 week installation piece to - relate art to its cultural take place outside of and historical context. class. - TOK Link “Is the - Students will artist’s intention create a site relevant to the specific viewer?” installation artwork.

Art Show Students will 2 weeks complete body of - share their work with work and design an audience through exhibition space for displays and examiner. exhibitions or presentations

IWB investigation on Every 4 weeks On Going Artwork or Artist students will need to complete an analysis - develop and use the or critique on an process of art artwork or artist. and analysis. - TOK link “What are the standards by which we judge art? Can we justify these standards?”

2. Diploma Programme external and internal assessment components to be completed during the course

Briefly explain how and when you will work on them. Include the date when you will first introduce the assessment components to your students. Explain the different stages and timeline and how students will be prepared to undertake both.

Internal Assessment The internal assessment for the course will take place in the form of an investigation workbook (IWB). The IWB will document each student’s personal investigation into the visual arts. The IWB be introduced to students on the first day of class in August. The IWB will be turned in once a month to the teacher for internal assessment. The teacher will assess the IWB workbook according to the IB mark bands leaving remarks to the students via post-it notes. Students will be required to select and copy pages of their IWB to submit as part of their CRB with teacher guidance. Every month when students turn in IWB for assessment photo-copied pages will be due. These copies will be kept by teacher and later reflected on by students. Students will ultimately chose the final pages of their IWB for submission in the CRB based on the photo-copied pages they have provided. The IWB is a working journal which will reflect personal approaches, styles and interests. The IWB will be used to document idea development, subject research, research, /media research. The IWB will follow the content guidelines per by the IBO (Reflect personal interests, serve as a record of information, include class notes/handouts, contain local investigations, show studio work development, and have appropriate teacher feedback). For each topic of study in the course outline students will have work that is linked to the IWB. Below is an example of IWB assignment which corresponds with the unit Social Injustice. For this assignment you are expected to produce 4 entries into your IWB. These entries should demonstrate significant research, a confident use of

vocabulary, and a personal engagement with the topic of choice. 1. Research - Explore and engage your topic. Write and informed account of your issue and discuss why it is important to you. Include news clippings, , maps, and graphs to demonstrate a clear understanding of your issue. (1-2 pages) 2. Research - Explore other who have made statements regarding social issues and discuss a work that he/she produced. An example of this would be and his work entitled Guernica.(1-2 pages) 3. Record - Document and discuss your creative process. Include brainstorms, preliminary sketches, rough drafts. Discuss changes that you are making to your work and why you are making the change. Discuss your choice of medium, materials and subject matter. Discuss how you are hoping the artwork to interact with the viewer. (3-4 pages) 4. Reflect - Write an artist manifesto explain your work and your topic drawing on your research and personal feelings. Include a photograph of your finished work. (1-2 pages) External Assessment The external assessment preparation for the course will take place in the form of an . Over the course of the year students will develop a body of studio work. Student studio work should show personal growth as well as a development of artistic skills. Student work will reflect the exploration of media, design and element relationships, exploration of social and cultural issues as well as an appreciation of their own work and that of historical artists. Studio work will demonstrate understanding, relevance, sensitivity of materials, technical skill, confidence and independence. Students will be responsible for the development of exhibition themes and concepts, hanging of work and advertisement of the exhibition. The student exhibitions will take place on campus and evolve with time to a space in the immediate community. Students will be briefly introduced to the external assessment at the beginning of the year, August. At that time students will review expectations presented from the IBO and the mark band requirements. As stated by the IBO, studio work will reflect an exploration of media, demonstrate a development of artistic qualities, show the relationship between design elements, reflect social and cultural functions of art, and demonstrate an appreciation of art. Students will actively progress towards their external assessment throughout the entire year creating works of art for their exhibition. Students will prepare for the external assessment throughout the year by engaging in numerous activities, gradually scaffolded toward student independence while teacher models techniques, and effective medium application strategies. As the year progresses, students will move from the creation of directed studio works to producing works independently. The course outline in organized to support the advancement of independent work. An example of this can be seen in the above course outline under the topic of Social Injustice. For this topic students will create a work of art in response to a social injustice that they are passionate about. For the studio piece students are guided in their topic selection and directed through the stages of research and development. Later in the year students are encouraged to work independently creating artwork based on their own interests and skills set. An example of this can be seen under the topic of Series of 2 inter-related works. For this topic students will submit a proposal for a series of works on a topic of their choosing in medium of choice. Two weeks prior to exam students will begin to plan their exhibition. Students will be required complete a layout for the design on their exhibition in their IWB along with a postcard or poster design advertising their exhibition. The exhibition will take place on property either in the gym, cafeteria or vacant room. Student will be responsible for matting, framing and hanging all their work.

3. Links to TOK

You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course outline that would allow your students to make links with TOK. Describe how you would plan the lesson.

Topic Link with TOK (including description of lesson plan)

Installed Brief overview of topic selected: An installation is a form of art that transforms an environment to serve its purpose. It is part , part found object, part painting, part poem, part . An installation can be large or small but no matter what it is temporary!

IWB Research – investigate an installation artwork or artist. Give examples and consider the challenges that these artists/artworks faced in their conception. What was the artist’s intention, was that relevant to the viewer? (1 page) Record – Document your creative process include brainstorms, preliminary sketches, rough drafts. Discuss changes that you are making to your work and why you are making the change. What materials did you chose to use and how did you construct your piece. Discuss how you are hoping the viewer will interact with your work. (1-2 pages) Reflection – Discuss your topic and challenges that you faced during your installation. How did the viewer interpret the work? Include a photograph of your installation. (1 page)

Studio Create your own installation in an environment of your choosing. Your installation should have a clear intent. Remember that is just as much a part of the assignment as your installation. Make sure to well document your installation in your IWB. Link with TOK: During the topic of study students will be looking at how the viewer interacts with a work of art. This is an important question for installation works as these are often temporary works of art in very public spaces. Through the topic students will look at “Is the artist’s intention relevant to the viewer?”

4. International mindedness

Every IB course should contribute to the development of international mindedness in students. As an example of how you would do this, choose one topic from your outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will use to achieve this goal.

Topic Contribution to the development of international mindedness (including resources you will use)

Non-Western Cultural Study Brief overview of topic selected: IWB Research – Investigate a non-western art making tradition and it’s culture. Include a history of the tradition and illustrations demonstrating the process. Include facts, maps and your find interesting. (3-4 pages) Connection - Ask yourself “what aspect of this tradition can I adapt into my won art?” Deeply consider the difference between copying a tradition and adapting a style as a tool for your own expression. (1-2 pages) Record - Document and discuss your creative process. Include brainstorms, preliminary sketches, rough drafts. Discuss changes that you are making to your work and why you are making the change. Discuss your choice of medium, materials and subject matter. Discuss how your artwork reflects the culture of study. (3-4 pages) Reflection – Write an artist’s statement defending your work. Describe how the culture of study has influenced your work and the overall successfulness of your piece. Include a photograph of your finished work. (1-2 pages)

Studio Create a piece of art based on your culture of investigation. Consider the formal, social and symbolic nature of your work in regards to the culture you are investigating. Remember you are not copying a work of art from their culture. Instead you are using this culture and their art making traditions as a source of inspiration. Your artwork should reflect a clear understanding of the investigated tradition/culture; demonstrate technical skill and sensitivity to media selected show a confidence and independence of your artistic style.

Contribution to international mindedness: The topic of study directly contributes to the international mindedness of the IB program as it is an examination of a non- western culture. Through the topic students will be exposed to non-western art traditions such as Chinese , Japanese woodblock printing or even the art of ancient Egypt. Being a Western dominated this will introduce students to a wider variety of cultures, ethnicities and traditions.

Resources available to students: School issued laptop and Wi-Fi School and community Media Centers

Norton Simon Museum of Art Los Angeles County Museum of Art Long Beach Art Museum Pacific Asia Museum Variety and range of art media

5. Development of the IB learner profile

Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you will identify.

Topic Contribution to the development of the attribute(s) of the IB learner profile

Social Injustice Brief overview of topic selected: IWB Research - Explore and engage your topic. Write and informed account of your issue and discuss why it is important to you. Include news clippings, illustrations, maps, and graphs to demonstrate a clear understanding of your issue. (1-2 pages) Research - Explore other artists who have made statements regarding social issues and discuss a work that he/she produced. An example of this would be Pablo Picasso and his work entitled Guernica.(1-2 pages) Record - Document and discuss your creative process. Include brainstorms, preliminary sketches, rough drafts. Discuss changes that you are making to your work and why you are making the change. Discuss your choice of medium, materials and subject matter. Discuss how you are hoping the artwork to interact with the viewer. (3-4 pages) Reflect - Write an artist manifesto explain your work and your topic drawing on your research and personal feelings. Include a photograph of your finished work. (1-2 pages)

Studio Create a provocative work of art in response to or around the theme of social injustice. Be sure to include representational elements, and try the incorporation of text into your design (consider using font as a design element and layer your imagery)

Contribution to the IB learner profile: The topic of study will directly contribute to the development of a caring IB learner. As described by the IBO under the learner profile a student is to develop a caring, inquiring individual. According to the IBO these learners “show empathy, compassion

and respect towards the needs and feelings of other.” Through the topic of study students will research an existing social issue that is affecting themselves as well as society. Students will attentively investigate the issue in question and produce an informed opinion. Their work will then treat this issue with compassion and empathy as a response in the form of a work of art and communicate it to the viewer. Additionally, during the topic of study students are allowed to create their work in the media of their choosing. The media and along with topic selection promotes inquiry amongst the IB learner. According to the IBO these students “develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning.” During the topic of study students will have the opportunity to direct their own learning via their choice of topic and well as media. Students will research their topic of choice to develop an in-depth understanding of their social injustice.

6. Facilities and equipment

The teaching of this subject requires facilities and equipment to ensure a successful teaching and learning process. Describe the facilities and equipment that you have in your school to support the development of the course. Include any plans to further develop them and indicate the timeline.

The current facilities and equipment provided on campus directly support the development on the course. The course will take place in room F6 on the high School campus. This room is equip with adequate art storage space for both supplies and student work in the form on cabinets and a supply storage room. The room also features a canvas drying rack. The room also has three sinks available to students for the cleaning of supplies. Additionally, the room has adequate space for students to work featuring both desk and elevated work stations. Students will also have access to a light table and printing press in the room. Each student will also have access to a personal mini-laptop which are currently provided to students by the school, along with campus wide Wi-Fi, giving students instant access to the internet for research purposes. The West Covina Unified School District is committed to the IB program and is willing to further develop our facilities in order to promote this program. As a result I will be requesting the following equipment in the coming years in order to build and develop our program: Individual table easels Collapsible exhibition walls 1 Electric Kilns Various ceramics tools 3 Mac Color Printer Various drawing tools Various painting tools Various size stretched canvas

7. Other resources

Describe other resources that you and your students may use at school, whether there are plans to improve them and by when. Include any resources from the outside community that may contribute to a successful implementation of your subject.

Basic and supplemental instructional materials will be recommended by site staff and district instructional services. The District Curriculum Advisory Committee will review all recommended textbooks and resources. The West Covina Unified School District Board of will review all final recommendations prior to approval.