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Ib Visual Arts Syllabus 2016-2017 | El Dorado High School| International Baccaluareate Program

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Ib Visual Arts Syllabus 2016-2017 | El Dorado High School| International Baccaluareate Program IB VISUAL ARTS SYLLABUS 2016-2017 | EL DORADO HIGH SCHOOL| INTERNATIONAL BACCALUAREATE PROGRAM INSTRUCTOR INFORMATION Instructor Email, Extension, Conference Tutoring Hours Candace Printz [email protected] Wed, 4-5pm x73443 8th GENERAL INFORMATION COURSE DESCRIPTION The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to further study of visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts. EXPECTATIONS AND GOALS The aims of the arts subjects are to enable students to: 1. enjoy lifelong engagement with the arts 2. become informed, reflective and critical practitioners in the arts 3. understand the dynamic and changing nature of the arts 4. explore and value the diversity of the arts across time, place and cultures 5. express ideas with confidence and competence In addition, the aims of the visual arts course at SL and HL are to enable students to: 6. develop perceptual and analytical skills. 7. make artwork that is influenced by personal and cultural contexts 8. become informed and critical observers and makers of visual culture and media 9. develop skills, techniques and processes in order to communicate concepts and ideas. REQUIRED MATERIALS A hardback sketchbook (No smaller than 8”x10”) Pencils (You must bring a pencil everyday to the classroom) Pens Sharpener Erasers Something to be worn over school clothes so that they will not be ruined while doing messy projects (i.e. A baggy button-up shirt, a T-shirt, etc.) It must, of course, be acceptable under the guidelines for our school dress code. Page 1 Paper/notebook Ruler Glue Stick Masking tape Box/bag to keep art supplies in Portfolio FIRST 9 WEEKS UNIT TITLE OBJECTIVE(S) ADDITIONAL PROJECT/ASSESSMENT MATERIALS DESCRIPTION Facial Features To identify and create anatomically Sketchbooks Value scales, a progression of their correct drawings of faces using drawings in their sketchbook, pencil, charcoal, and various other research pages, and major pieces drawing tools. will be graded. Oil Painting To study painting masters and Brushes, Apron, Canvas Color theory charts, a progression become familiar with the media. of their paintings in their sketchbooks, artist and media experimentation in their books, and an original oil painting done by the student. SECOND 9 WEEKS UNIT TITLE OBJECTIVES ADDITIONAL MATERIALS PROJECT/ASSESSMENT DESCRIPTION Clay To study sculptors Aprons and plastic Maquettes, a progression of their And to experiment with handbuilding bags to store their sculptures in their sketchbooks, artist research and media and the pottery wheel. clay experimentation in their books, and an original sculpture done by the student. Page 2 UNIT TITLE OBJECTIVES ADDITIONAL MATERIALS PROJECT/ASSESSMENT DESCRIPTION Photography We will study the rules of Digital Camera I will evaluate their photos to see if photography and how to use a DSLR they utilized the rules of camera. Students will go on a photo- photography to get aesthetically shoot and learn how to alter their appealing photos, a progression of photos in PhotoShop their photo editing in their sketchbooks, artist and media experimentation in their books, and an photos taken by the students. THIRD 9 WEEKS UNIT TITLE OBJECTIVES ADDITIONAL PROJECT/ASSESSMENT MATERIALS DESCRIPTION Batik To see what modern vs. ancient Wax, Cloth, Dyes, Iron, Color theory charts, a progression batik techniques look like and to Apron of their batiks in their sketchbooks, implement this technique to create artist and media experimentation an original piece of artwork. in their books, and an original batik done by the student. Mosaic To see how mosaic has been used in Glass, tile, glue, A progression of their mosaics in art throughout history. Students substrate, grout their sketchbooks, artist and media will design and create their own experimentation in their books, and mosaic pieces. an original mosaic done by the student. FOURTH 9 WEEKS UNIT TITLE OBJECTIVES ADDITIONAL PROJECT/ASSESSMENT MATERIALS DESCRIPTION Printmaking To see how print has changed Inks, plexi, lino, cutting Art history research, a progression throughout the years and what tools, brayers, oil, rags, of their prints in their sketchbooks, impact it has had on propaganda aprons, vinegar, artist and media experimentation and education. spatulas, press in their books, and an original print done by the student. Color Pencil To study how colors can overlap to Color pencils, blenders, Art history research, a progression create the illusion of a photograph paper. of their drawings in their and to study drawing throughout sketchbooks, artist and media art history. experimentation in their books, and an original drawing done by the student. IB INTERNAL ASSESSMENT DEADLINES Deadline IA Item Page 3 Deadline IA Item February 1st Curatorial Rationale, Studio Photos Taken, Studio Pieces Completed, Process Portfolio in ppt Format, Comparative Study in ppt Format ADDITIONAL INFORMATION AND RESOURCES Please refer to studio dogma and good practice sheets given out on day 1 to ensure proper studio etiquette. Page 4 .
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