Grade 11 - Yearly Planner 2014 -15

   

Visual Arts Diploma - Yearly Plan 2014-15

Visual arts in context The visual arts in context part of the syllabus provides a lens through which students are encouraged to explore perspectives, theories and cultures that inform and influence visual arts practice. Students should be able to research, understand and appreciate a variety of contexts and traditions and be able to identify links between them. Through the visual arts in context area, students will:

• be informed about the wider world of visual arts and they will begin to understand and appreciate the cultural contexts within which they produce their own works

• observe the conventions and techniques of the artworks they investigate, thinking critically and experimenting with techniques, and identifying possible uses within their own art-making practice

• investigate work from a variety of cultural contexts and develop increasingly sophisticated, informed responses to work they have seen and experienced.

Visual arts methods The visual arts methods part of the syllabus addresses ways of making artwork through the exploration and acquisition of skills, techniques and processes, and through engagement with a variety of media and methods. Through the visual arts methods area, students will:

• understand and appreciate that a diverse range of media, processes, techniques and skills are required in the making of visual arts, and how and why these have evolved

• engage with the work of others in order to understand the complexities associated with different art making methods and use this inquiry to inspire their own experimentation and art-making practice

• understand how a body of work can communicate meaning and purpose for different audiences.

Communicating visual arts The communicating visual arts part of the syllabus involves students investigating, understanding and applying the processes involved in selecting work for exhibition and public display. It engages students in making decisions about the selection of their own work. Through the communicating visual arts area, students will:

• Understand the many ways in which visual arts can communicate and appreciate that presentation constructs meaning and may influence the way in which individual works are valued and understood produce a body of artwork through a process of reflection and evaluation and select artworks for

• Exhibition, articulating the reasoning behind their choices and identifying the ways in which selected works are connected • Explore the role of the curator; acknowledging that the concept of an exhibition is wide ranging and encompasses many variables,

but most importantly, the potential impact on audiences and viewers. Mapping the course Students are required to investigate the core syllabus areas through exploration of the following practices: These are elements or categories do not have clear boundaries, and they are not intended to. The different areas or lens are designed to overlap so that you can start to appreciate the complexities of the arts world.

• Theoretical practice • Art-making practice • Curatorial practice • All of the above – The unit at the beginning of the course is designed to give you an overview of the assessment

criteria and each component of the course: Comparative Study, Process Portfolio, Exhibition The table below shows how these will be used throughout the 2-year course.

           

Diploma  Course  Structure      Document:   to  be   reviewed  every  year   and  during   the  process  of  each   unit/body   of  work,   student   feedback   to  help  guide  future  planning.      

Weeks   Image Year one

August  1-­‐11  Weeks  Memories:    Medium    STUDENTCHOICE      

   

 

 INTRODUCTION  TO  COURSE    Memories  Collaborative  Exhibition    Six  week  project  based  task:  Introduction  to  the  course,  Comparative  Study  -­‐  Process  Journal  -­‐  Final  Piece  for  exhibition  –  feedback  to  be  centered  around  the  new  course  to  develop  concrete  understanding  and  structure  of  the  course.    Self  directed  study  -­‐    Comparative  study  with  just  two  artists.  Process  Portfolio  -­‐  Exhibition    

October  12  -­‐18  Weeks    Drawing:  such  as  charcoal,  pencil,  ink    •  Painting:  such  as  acrylic,  oil,  water  colour      •  Graphics:  such  as  illustration  and  design  (TEXT)      

     

 

 HELLO  LANDSCAPE:  INVESTIGATION  INTO  PAINT    Introduction  to  the  Visual  Arts  journal:  possible  journal  formats.  Respond  to  and  be  inspired  by  visual  art  painting.      Understand  it’s  importance  to  the  course.    

• Skills,  techniques  and  process  • Critical  investigation:  purpose,  relating  to  practice.  • Communication  of  intentions  and  ideas  • Reviewing  refining  and  reflecting  • Presentation  of  language  and  presentation    

 How  to  analyze  and  cite  work  in  visual  arts.  In  Landscape  painting  and  contextual  language  and  text.  To  communicate  significant  meaning.      

December  18  –  22  Weeks  My  Context  and  Culture    Sculpture  and  3D  works  of  art.      •    such  as  ceramics,  found  objects,  wood,  assemblage    •  Designed  objects:  such  as  fashion,  architectural,  vessels    •  Site  specific/ephemeral:  such  as  land  art,  installation,  mural    •  Textiles:  such  as  fibre,  weaving,  printed  fabric    

   

                 

 

 CONTEXT  –  ARTIST  (Cambodian  Context)    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.        STUDENT  ARTIST  –  ART  PRACTICE    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.      INTENTIONS  OF  IDEAS  (FINAL  PIECE  EXHIBTION)    Following  on:  The  visual  arts  journal:  develop  ideas  and  concepts  in  relation  to  selected  media  and  development  of  own  themes  and  ideas  (making  choices  in  techniques  when  art-­‐making)  in  response  to  and  alongside  critical  investigations.  What  do  you  want  your  work  to  be  about?    

WINTER  HOLIDAY  22  -­‐  26  Weeks  Independent  study  whilst  on  holiday    Drawing  &  Sketching    Environments      2D  MENSIONAL  WORK  

     

 

 LOOKING  AT  ART  –  CURATION      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?  What  was  the  purpose  of  the  exhibition?      THEORY  TO  PRACTICE    Exploring  the  relationship  between  research  and  creativity  using  the  Visual  Arts  Journal:  how  do  we  translate/transform  ideas  and  intentions  into  our  own  art.      

 •  Drawing:  such  as  charcoal,  pencil,  ink    •  Graphics:  such  as  illustration  and  design  

 

 PRACTICE    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  on  your  return.      

February  27  -­‐  34  Weeks  Self  selected  unit!    Time-­‐based  and  sequential  art:  such  as  animation,  graphic  novel,  storyboard    •  Lens  media:  such  as  still,  moving,  montage    •  Digital/screen  based:  such  as  vector  graphics,  software  generated  

         

 

 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.      ARTMAKING  FORMS  (TABLE)      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.      The  visual  arts  journal:  critical  and  contextual  investigation  (theoretical  practice)  leading  to  practical  explorations  and  experimentation  with  media/techniques.    

MARCH  34  -­‐  37  Your  Independent  Study    Themes  Narratives  Concepts  Ideas  

 DEVELOPMENT  OF  THEMES  AND  INDPENDENT  STUDY.    What  do  you  want  to  say  and  how  are  you  going  to  say  it?  Making  art:  consider  purpose  and  intentions  when  applying  techniques.  Evaluate  the  results  and  reflect  on  what  makes  art  effective/successful  (link  to  TOK).      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.    

37  Weeks    Working  towards  assessment  requirements    

 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?      Art  making  and  process:  links  between  concept,  intention  and  art  making.  Plan  and  develop  art.      

 Summer  requirements:  First  draft  of  the  Comparative  Study.  First  draft  of  the  comparative  study  must  be  completed  for  the  first  day  back  to  school.    

August  Working  towards  assessment  requirements  

Overview  of  the  assessment  tasks,  calendar  and  deadlines    Approaches  to  study  Approaches  to  assessments  Student  organization  working  to  deadlines  and  requirements  

 March    

Check  comparative  study  submission  (10–15  screens  that  examine  and  compare  at  least  three  artworks,  at  least  two  of  which  should  be  by  different  artists  from  contrasting  contexts).    Check  that  process  portfolio  submission  includes  work  from  the  correct  art-­‐making  forms  columns  (SL  students  submit  9–18  screens  with  work  in  at  least  two  art-­‐making  forms,  each  from  separate  columns  of  the  art-­‐making  forms  table).    Select  screens/pages  for  components  including  work  of  the  exhibition  (curatorial  rationale  of  400  words  maximum,  4–7  artworks,  exhibition  text).    

External  assessment  task  Part  1:  Comparative  study  Part  2:  Process  portfolio    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.    

Internal  assessment  task  Part  3:  Exhibition