Year 1
Curriculum Plan in Units
Unit 1
Practical introduction to the course: explore the three core curriculum areas (visual arts in context, visual arts methods and communicating visual arts). Course at a glance SL Course at a glance HL
Introduction to the visual arts journal: possible journal formats. Respond to and be inspired by visual arts. Research art. How to analyse and cite work in visual arts. Framework for Analysis Analysis and Citation Information: Chicago Citation Style
Image Citation
Experiments with media and technology: explore practical options/ideas relating to art-making. Consider the implications of the art-making forms table and the need to develop knowledge and understanding of skills, techniques and processes.
Developing technical skills. Introduction and exploration of a variety of materials, techniques and processes both traditional and contemporary/emerging.
Composition Perspective Illusion video Value Practice shading Color Lighting
HL
How to structure the additional hours of the HL visual arts course.
Continue to explore the three core curriculum areas (visual arts in context, visual arts methods and communicating visual arts).
Consider the art-making forms table and the contents and opportunities in three art-making forms from at least two columns.
Unit 2
Visual arts in different times and cultures: how does context/culture influence/inform art? Select examples of artworks or artifacts to investigate: how have different times and cultures impacted the purpose/role of art created in those times and cultures? Understanding the relationship between context and the artist/the art.
Introduction to artists and art forms created in other times and places. Exploration of how a variety of different artists have responded to their contexts using inquiry, research, analysis and critical thinking. (http://learner.org/courses/globalart/)
Exploration of how art-making practices have transcended times and cultures and the impact these practices have had. Historically how has art-making been used to communicate?
Keep track of: Time Period/Culture/artist *each student will maintain a blank timeline that gets filled in as they research throughout the year, you may use online format like Dipity. Read this first.
Following on: reflect on the process of making art now. What are the factors influencing the students’ ideas and art-making? Discuss and make decisions about techniques and media. Consider the art-making forms table and explore some of the practical options listed in the columns.
Experimentation and manipulation of techniques. Finding inspiration from the work of others. Working towards innovation through open-ended projects that emphasize process over product.
The visual arts journal: develop ideas and concepts in relation to selected media (making choices in techniques when art-making) in response to and alongside critical investigations.
HL
Workshop with focus on art and artists. What are the starting points of creativity?
Following on: explore artifact/image development from idea to practical artwork.
Unit 3
Looking at art: find and compare artists and artworks. Gallery visits encouraged (take and use journal). Evaluate art practices and art-making experiences. Select artists to compare/contrast: what were the intentions of your artists and what makes their art successful or otherwise?
Developing a greater awareness of art-making through visits to galleries, museums, public areas, visiting artists. Using a range of critical methodologies to explore.
Exploring contrasting artworks and art-making practices. Developing comparative writing skills.
Exploring the relationship between research and creativity using the visual arts journal: translate/transform ideas and intentions into art. Art-making that shows evidence of skill and competence.
Developing a personal interest in styles, genres, mediums, materials, techniques and processes.
Process: experiment with media and techniques; consider possible art-making forms, creating art. Select and research artists from different times/cultures whose work links in some way to you or your ideas, present to class.
Refining work. Using reflection, critical thinking, feedback and evaluation as tools that can be used to progress art-making.
HL
Explore connections between the work of selected artists and student’s art-making practice. Identify links between investigation and student’s artistic development, art-making processes and practices.
Explore and compare the conceptual base and the practical nature (presentation ambience, format, curatorial statements, and so on) of at least two different exhibitions.
Unit 4
Local and personal culture: who and where are you? Where are you from? Respond visually to your current and previous locations, contexts and environments. (Local gallery visit if possible). Investigate artworks and their links to their culture.
Explore and develop skills through experimentation and practice with selected techniques and media. Refer to the art-making forms table. Demonstrate skill acquisition through sustained focus in a preferred media/technique.
Practically exploring independent concepts and ideas. Evaluating technical skills and an emphasis on developing technical ability.
The visual arts journal: critical and contextual investigation (theoretical practice) leading to practical explorations and experimentation with media/techniques.
HL
Workshop with focus on process (experimentation with media and exploring techniques).
Unit 5
Making art: consider purpose and intentions when applying techniques. What do you want to say and how are you going to say it? Evaluate the results and reflect on what makes art effective/successful (link to TOK).
Introduction to non-conventional forms of art and art-making. When is “art” not considered “art”?
Gallery/exhibition visit: respond to work seen, reflect on choices made when assembling an art exhibition. Analyse and compare at least three artworks/artifacts. Prepare a “virtual” exhibition including curatorial rationale and exhibition texts, and present to class.
Following on: consider your end-of-year 1 exhibition and review, evaluate and reflect on areas already explored. Identify challenges and achievements. Respond (written and visual), plan and start to work on further (practical art-making) directions.
HL
Identify and explain connections between one or more of the selected works and student’s art-making processes and practices.
Unit 6
Artists and art-making: what is successful visual communication? (Links to TOK) Look at exhibitions and select examples of successful exhibitions. Who judges or evaluates this? (Consider the role of the art critic and the audience). What can be learned and how can that inform your approach?
Conveying concepts and ideas visually and the process of transforming these into artworks. The challenge of communicating the creative thought process.
Art-making and process: links between concept, intention and art-making. Plan and develop art. Continue to develop work for the exhibition.
Encouraging technical excellence—identifying and recognizing strengths in technical ability and selected art-making forms.
Putting up your exhibition: preparing to present your art: consider your intentions, the selection process, resolved versus unresolved art, connections, arranging the artworks, ambience, your audience, exhibition texts and the curatorial rationale.
HL
Reflect and evaluate: consider progress so far in relation to core syllabus and components with particular attention to HL requirements.
Review the HL tasks in preparation for assessment task in year 2.