Diploma Programme subject outline—Group 6: the arts

School name Manara Leadership Academy

School code 060783

Name of the DP subject

(indicate language)

Visual Arts

Level

(indicate with X)

Higher X Standard completed in two years Standard completed in one year *

(indicate option(s) in visual arts) (indicate option(s) in music) (indicate option(s) in music)

Name of the teacher who completed this outline

Man Linda Tran

Date of IB training 2019

Date when outline was completed

Name of workshop

(indicate name of subject and workshop category) Visual Arts Category 1

* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages 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 component

(as identified in the IB subject guide)

State the topics/units/assessment

components in the order you are planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources

List the main resources to be used, including information

technology if applicable.

One class is 50 minutes.

In one week there are 4 classes.

Year 1 Unit 1: Drawing and Painting

Theoretical: -Elements of Art. Build an understanding of the formal elements of art. -Visual Analysis. Analyze artwork using the elements of art. -Compare and Contrast Exercise Compare and Contrast activity to teach and build skills that will prepare students to complete Comparative Studies. -Visual Arts Journal Reflections Students will use journals to investigate, analyze, and reflect on other artwork. They will also use it to refine their own work, explore ideas for their process portfolios, and maintain a space for self-reflection. Students will develop writing and critical thinking skills and expand their art vocabulary. Journal

3 months (Sept-Dec) Formative Assessments: -Classroom discussions and quizzes (testing understanding of elements, completing compare and contrast activities as a group). -Visual arts journal reflections/responses to weekly prompts as formative assessments. -Work in progress critiques of artworks to assess understanding of skills and techniques in the art-making process. Summative Assessments: -Final critiques of art-making skills and techniques -Critique of open-ended assignments - Review of Visual Arts Journals -Comparative Study,

Acrylic, watercolours, charcoal, pencils, linoleum or rubber for relief printing, acrylic sheets for monoprinting, inks, barens, brayers, paper, clay carving tools, clay, brushes, wire, yarn/string/fabric. Web Resources: Davis Digital Art: https://www.davisart.com/davis-digital/ Museum of Fine Arts, Houston: https://www.mfah.org/learn/practice-looking-art Print/Textbook Resources: Gardner’s Art Through the Ages. Museums/Gallery resources:

writing prompts will include questions regarding art and ethics, art and meaning, and art and originality. Students will receive a prompt at the beginning of every week for year 1, and will explore and develop their response to this prompt throughout the week. Year 2 will have monthly prompts for deeper exploration. Art Making: -Visual Arts Journal introduction. -Art Making Forms Table. -Visual Exploration Activity: Place Drawing: Students will first explore gesture drawings and contour drawings. They will then begin figure drawing and still-life drawing. Painting: Students will work with watercolour and acrylics to learn techniques and skills with these materials. Students will also explore portraiture and painted books.

Process Portfolio, and Exhibition (submitted by April Deadline). Internal Assessments: Exhibition and curatorial rationale. (40%) External Assessments: Comparative Study (20%) and Process Portfolio (40%).

Fort Worth Museum of Modern Art Kimbell Art Museum Dallas Museum of Art Irving Arts Center Nasher Sculpture Center Meadows Museum Libraries/Community Resources: West Irving Library South Irving Library Visiting Artists/Speakers

Curatorial: -Ways of Looking at Art (TOK) Museum of Fine Arts, Houston slideshow activity on viewing and analyzing art in a four-step process. -Exhibition visit TOK Questions for exhibition visit. -Studio response to exhibit Use visual arts journal and ways of looking at art to analyze and respond to exhibit.

Unit 2: Printmaking and Sculpture

Theoretical: -Function and Purpose in Art In their journals, students will analyze and explore the function and purpose of artworks, using sculptural and printmaking works as initial examples. This serves as practice for the CS. Classroom example will guide a discussion with TOK questions about function and purpose. -Comparing Images (CS Prep) Compare two images by identifying the cultural contexts of the work, the formal elements, and the

3 months (Jan-Mar)

functions and purposes and making cultural/historical connections. -Referencing and Citing Sources -Building art vocabulary and using art vocabulary in journal and other contexts. Art Making Practice: -Guided studio work (open ended assignments) -Guided VAJ Self-Reflection -Making Process Portfolio Screens from VAJ -Process Portfolio: Showing Ideas and Intentions. Printmaking: Relief printing and monoprinting. Chine-colle prints. Sculpture: Clay, wire, textile, found object sculptures. Curatorial: -Curating a virtual exhibition activity -Documenting Process: How to document studio work and process. -Visiting Artist: Printmaking/Sculpture.

Unit 3: Digital Illustration and Mixed Media

Theoretical: -Comparative Study work -Choosing artworks for CS, CS Guiding template -CS FIrst Draft -Secondary Sources- Locating credible sources and information Art Making Practice: -Studio work time, finding a focus for student body of work. -Create work for exhibition that links ideas and has continuity in concepts. The focus will help drive this continuity. -Classroom critiques and self-reflection. -Complete 13 screens minimum. -PP Review/Reflect/Refining Students must provide evidence of the ability to review, reflect, and refine in their PP. Digital Illustration: Digital speedpaints, character design, environmental design, digital painting, product illustration. Mixed Media:

3 months (April-May) Formative Assessments: -Classroom discussions and quizzes (testing understanding of elements, completing compare and contrast activities as a group). -Visual arts journal reflections/responses to weekly prompts as formative assessments. -Work in progress critiques of artworks to assess understanding of skills and techniques in the art-making process. Summative Assessments: -Final critiques of art-making skills and techniques -Critique of open-ended assignments - Review of Visual Arts Journals -Comparative Study, Process Portfolio, and Exhibition (submitted by April Deadline). Internal Assessments: Exhibition and curatorial

Watercolour and acrylic paints, glue, textile supplies, any previously stated resources with the addition of technology (computers, drawing tablets). Programs: Paint Tool Sai Photoshop Illustrator Web Resources: Davis Digital Art: https://www.davisart.com/davis-digital/ Museum of Fine Arts, Houston: https://www.mfah.org/learn/practice-looking-art Print/Textbook Resources: Gardner’s Art Through the Ages. Museums/Gallery resources: Fort Worth Museum of Modern Art Kimbell Art Museum

Advertising, Packaging, Visual communications, logos and branding. Curatorial: -Impromptu Curating Activity Students will develop curatorial skills and curatorial rationale by creating an impromptu exhibition using objects found in the classroom. -Curatorial Rationale Students will explain their choices of artwork and the selection, arrangement, presentation of artworks. -Documenting Artwork Proper formatting and file sizes/types for submission. -Visiting Artist- Digital Illustration/Media.

rationale. (40%) External Assessments: Comparative Study (20%) and Process Portfolio (40%).

Dallas Museum of Art Irving Arts Center Nasher Sculpture Center Meadows Museum Libraries/Community Resources: West Irving Library South Irving Library Visiting Artists/Speakers

Year 2 Unit 4: Studio Work Theoretical: -Art and TOK Questions Students will select Art and TOK question(s) from handout to reflect on an exhibition visit. -Complete Comparative Study Art Making Practice: -Focused independent studio

3 Months (Sept-Dec)

work for exhibition. -Continue work on digital portfolio/documentation and process portfolio pages. Use PP rubric for students to aid in review/refining of PP screens. Curatorial: -Exhibition Visit: Studio response on site-specific installations. -Reflection: Methods of display. Students will reflect on how coherent bodies of work are displayed in a gallery space, and apply it to their exhibition. Students will need to justify the selection and presentation of artworks in the curatorial rationale. -Discussion: Titling Artwork -Planning: Exhibition Space

Unit 5: Exhibition and E-Submissions

Theoretical: -Formatting Comparative Study and adding CS sources page. -E-submission of CS Art Making Practice: -Process portfolio final edits for e-submission of PP.

3 Months (Jan-April)

Curatorial: -Select works for Exhibition -Design/plan/layout Exhibition -Write exhibition texts and didactic tags -Write final curatorial rationale -Exhibition presentation for e-submission of exhibition.

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.

I will introduce students to external and internal assessment components during the first unit, beginning of year. Students will familiarize themselves with the IB criteria for each assessment type. Students will participate in and be assessed by classroom critiques and discussions, one on one teacher meetings, process journals, and exhibitions. Students will exercise their curatorial rationale when presenting small bodies of work in classroom critiques or work in progress critiques. Students will complete the CS and PP by the April submission date. Students will also complete their Exhibition by the April submission date. The first set of CS screens (13 screens) are due by the end of Unit 3, year 1. PP and journal checks will be weekly.

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 lessons.

Topic Link with TOK (including description of lesson plan)

Installation Art TOK: “Does art have a social function?” Class discussion where we look at artists that have used the arts as a voice for marginalized communities or a call to action. Look at: Giovanni Valderas and his “Casita Triste” installation series, a call to action and condemnation of gentrification and displacement of impoverished neighborhoods. Exhibition visit will allow students to answer this TOK question in a response to the installation works found at said exhibition. (FW MOMA, DMA).

4. Approaches to learning Every IB course should contribute to the development of students’ approaches to learning skills. As an example of how you would do this, choose one topic from your outline that would allow your students to specifically develop one or more of these skill categories (thinking, communication, social, self-management or research).

Topic Contribution to the development of students’ approaches to learning skills (including one or more skill category)

Exhibition Body of Work With their exhibition works, students are expected to research examples of artworks and analyze/explore an artist’s intent and process in their VAJ and PP. Students should also research the history and cultural significance of art forms and media. Students develop research and self-management skills, as well as critical thinking skills.

5. 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)

Mixed Media and Design Mixed media and design is broad, so it will allow me to pick from a variety of art forms. Students can look at examples of certain art forms across cultures. For example, mosaics are present across cultures and the content/design motifs are different. Islamic mosaics are different in content and aesthetics than Roman mosaics. They may also use different materials depending on geographic location. We could also look at how variation in cultural perspectives affects media and design as communication. Advertising and Design aesthetics across cultures would be a great open-ended topic for students to explore as a class discussion or reflection in their journals. Example question: “What is the significance of natural elements in Japanese product and packaging design, and how does it relate to their societal standards?”

6. 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

Sculpture Students will be communicators, risk-takers, and reflective (among other IB learner profile attributes). These attributes will be present in all topics, but as an example I will use the sculptural unit. Students will take risks with new media, techniques, and skills. Students will communicate with their peers and teacher about their artwork, their process, and their intent. They will reflective in this process as well, analyzing their work and how it relates to their cultural context, as well as how it has drawn from history.

7. 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.

We have sinks and countertops, as well as a good amount of storage space. We have plans to get industrial shelving for sculptural works. We also have plans to get more technology for screen-based art forms. I have compiled lists of supplies and submitted them to administration.

8. 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.

Web Resources: Davis Digital Art: https://www.davisart.com/davis-digital/ Print/Textbook Resources: Gardner’s Art Through the Ages. Museums/Gallery resources: Fort Worth Museum of Modern Art

Kimbell Art Museum Dallas Museum of Art Irving Arts Center Nasher Sculpture Center Meadows Museum Libraries/Community Resources: West Irving Library South Irving Library Visiting Artists/Speakers