Group Six: Visual Arts

At Lyceum-School 6, we offer Visual Arts. This course 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. The course is designed for students who want to go on to study visual arts in higher education, but by instilling discipline and refining creative communication and collaborative skills, it is also valuable for students who may wish to pursue a career or study in areas unconnected to the arts.

Students have a free choice to identify, select and explore artists, artworks, cultural contexts, and media and forms for study which interest and excite them. Students learn to make decisions about what is relevant and useful for their own investigations and how to put their knowledge and understanding into practice, transforming ideas into action.

The visual arts course at both SL and HL requires no previous experience. The art work below is by Lyceum-School 6 students:

Art-makingThroughout the course students are expected to experience working with a variety of different art-making and conceptual forms which may include two-dimensional forms, three-dimensional forms, Lens-based, electronic and screen-based forms

ResearchStudents consult a range of primary and secondary sources. This will include workshops, lectures taking place in the Baku area and visits to exhibitions. Personal responses to these experiences will be documented in a visual arts journal.

The visual arts journalThe journal is the student’s own record of the two years of study, and documents the development of art-making skills and techniques, experiments with media and technologies, personal reflections, responses to first-hand observations, creative ideas for exploration and development, evaluations of art practices and art-making experiences etc. Students have free choice in deciding what form the visual arts journal should take.

External assessment

Component Weighting Details

Part 1: Comparative study

20%

Analysis and comparison of different artworks by different artists, exploring artworks, objects and artefacts from differing cultural contexts Submission is electronic: Students submit 10–15 screens which examine and compare at least three artworks, at least two of which need to be by different artists, from contrasting contexts (local, national, international and/or intercultural). HL students also submit 3–5 screens which analyse the extent to which their work and practices have been influenced by the art and artists examined.

Part 2: Process portfolio

40%

Submission is electronic: SL students submit 9–18 screens (HL: 13–25) which evidence their sustained experimentation, exploration, manipulation and refinement of a variety of art-making activities during the course. The work must have been created in at least two art-making forms (HL: 3).

Internal assessmentComponent Weighting Details

Part 3: Exhibition

40%

Submission is electronic: Students submit a selection of artworks from their exhibition to show evidence of their technical accomplishment, understanding of the use of materials, and ideas and practices appropriate to visual communication. This is accompanied by a curatorial rationale (SL: 400, HL:700 words).

BibliographyACS International Schools. (2012, Autumn). Global Connectivity and Choice; The views of university admissions officers on post-16 qualifications.

Retrieved January 23, 2013, from ACS International Schools: http://www.acs-schools.com/about-acs/press-office/acs-research.aspx

HESC. (2011, April). IB Students studying at UK Higher Education Institurions: How do they fare? Retrieved January 23, 2013, from International Baccalaureate Organisation: http://www.ibo.org/research/programmevalidation/documents/HESAUKPostsec_Final_Report.pdf

International Baccalaureate Organisation. (n.d.). On Line Curriculum Centre. DP/ MYP/PYP Subject Guides and a range of other curriculum support materials. International Baccalaureate Organisation. Retrieved from http://occ.ibo.org/ibis/occ

Inugai-Dixon, A. H. (2011). Inspiring international mindedness. Retrieved from International Baccalaureate Organisation AEM: www.ibo.org/ ibaem/conferences/ documents/ Whatdoesitmeantobeinternationally-minded-PEllis.pdf

Library of Congress. (1595). Antique Historical World mercator map. Retrieved March 16, 2014, from collection of vintage maps: http://www.freeusandworldmaps.com/html/AntiqueMaps.html

Lusi. (2010, January 29). Study hour 1. Retrieved March 16, 2014, from Rgbstock photos: http://www.rgbstock.com/photo/mgyUhNc/study+hour+1