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Hey friends, has anyone made a rubric for the comparative study, or found one in the course material? I can't find it and would like to compare "command" language as I develop my own. Hope you are doing well! Thanks for your help!
-Stefani Thomas

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I have a general Visual and Performing Arts question for you all about your schools. Do students get to take the visual or performing arts class they want at your school if it's not an IB class? I know this was an IB Art class, but lets say you have a musician, or dancer, who wants to stay in their performing classes, and they are not IB? How does your school handle this? We're trying to figure this out at my school. 

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I have a general Visual and Performing Arts question for you all about your schools. Do students get to take the visual or performing arts class they want at your school if it's not an IB class? I know this was an IB Art class, but lets say you have a musician, or dancer, who wants to stay in their performing classes, and they are not IB? How does your school handle this? We're trying to figure this out at my school. 

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THANKS for any feedback.

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Thank You!!! You have been an amazing Group!

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Thank You!!! You have been an amazing Group!

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Enjoy the rest of your summer!

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easy PDF file from IB website

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Hey Friends! I start school next week and have 2 important questions. 

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Hey Friends! I start school next week and have 2 important questions. 

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1) Does anyone (Sandy included) have a sample syllabus to share? Is there something official from IB? I am definitely adding the pages about the requirements for SL versus HL.
2) What kind of notebooks are you getting for your students? I'm thinking of buying some 9x12 Strathmore multipurpose sketchpads and will clearly need to buy more for the year.
Thoughts? We do not do lab fees, so I'm providing everything.
Thanks. So great to meet you all!-Stefani
If you want ANYTHING Art History related, my email is sthomas@ghctk12.com

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Document that includes a class list for a clipboard with sections for "look fors" and a Modified CS Rubric - a little less accurate but written more directly for my students

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Document that includes a class list for a clipboard with sections for "look fors" and a Modified CS Rubric - a little less accurate but written more directly for my students

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IB Comparative Study Modified Rubrics/Clipboard class list - Look fors

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Task 1

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Task 2

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Task 3

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Comparative Study Scaffolded Project Launch Document

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Comparative Study Scaffolded Project Launch Document

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This is the syllabus I created for my students. Modify as needed.

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Sample Comparative Study Screens - from day 2

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Sample Comparative Study Screens - from day 2

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These slides will be formal analyses of two chosen works. They will then be compared side-by-side.

The image of the full work is not clear in slide 1. The clean view of it is transparent in the background. The analysis in slide 1 needs to be more succinct. There is too much description/not enough formal qualities analysis. Not all citations are included. Slide 2 is incomplete.

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You can modify for various media, subject matter ect.

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can someone share the AP HISTORY Pinterest? thanks :)

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can someone share the AP HISTORY Pinterest? thanks :)

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Material Reference Circle Sheet for Sketchbook

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Huge List of Contemporary Artists with LINKS

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Timed Figure Drawing Models - for projecting in classroom

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Timed Figure Drawing Models - for projecting in classroom

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New here? Learn how to make use of these tools to become a better artist.
How to use these tools

These tools are ideally suited for gesture drawing practice, but can be used with many styles of drawing practice.

Gesture drawings are works of art created in an extremely short amount of time, traditionally 30 seconds - and certainly no more than two minutes.

Why bother with drawing something in a time period so frustratingly short?

One of the most common mistakes that artists make is getting too detailed too soon. This often leads to heavily rendered individual body parts that don't work as a whole - tiny hands, giant heads, disjointed hips, and so forth. But if you know you only have 30 seconds or less to try and capture the entire "essence" of a pose, your attention will naturally be drawn to the whole.

By starting with short drawings and then slowly increasing the time available to you for each pose (as is the case in "class mode" with these tools), you can train yourself to start by working up a general picture before starting in on details. You will naturally stop focusing on any one place to the awkward exclusion of others.

By starting each gesture drawing with a single stroke called the "line of action," gesture drawings help artists to place emphasis on movement, action, and direction, which can be overlooked during a long drawing.

Remember: the point is NOT to have a beautiful finished drawing in 30 seconds. In fact, it may not look like anything but a few arcing lines. The point is simply to train your brain to look at the entirety of a pose and understand the direction, energy or twists that make it interesting and alive.

Regular gesture drawing can be a fantastic way to increase your artistic skill. We recommend you start every day with at least five minutes of 30 second gesture drawings. Or, use it as a warm up to a longer work session. You will be amazed at the difference it makes.

Detailed Instructions

Beyond gesture drawing

Gesture drawing is a great foundation skill, but of course there is so much more to becoming a capable artist. That's why we have an ever-growing wealth of practice suggestions in the Lessons & Tips session. You can also visit the forums to see what other self-taught artists are doing to hone their craft.

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Free digital practice sessions just like those found in art schools around the world. Practice figure study, animals, hands & feet, faces & expressions.

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mapping foundation VA HL Year 1 - Jordan Rosen

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Hi Guys! FYI, this middle piece is currently on exhibition at Luhring Augustine Gallery in Chelsea- like a luchas libres wrestling mask- very interesting work I think my students will respond to.  Go see it!

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Considering Non-Western Art: a lesson in Ethnocentrism

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Considering Non-Western Art: a lesson in Ethnocentrism

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I use this lesson before I show students any non-Western artwork as they need to understand the concept of "Ethnocentrism" and the cultural idea that what we do is the correct way to do things. Once we can identify these lenses, we are better able to "remove" them to consider and appreciate work from cultures that have very different art from ourselves.
Students read this article with the understanding that it is an Anthropological study, done in the 1950s, that describes a culture they might find really unusual. They are reminded to keep in mind that it is dated, as the tribe has likely changed quite a bit in almost seventy years! Students take notes and highlight the passages noting behaviors they find odd, and writing questions. Class discusses. Teacher shows powerpoint "revealing" the Nacirema. The point is that any culture seems odd to outsiders. Students then write about a cultural practice in objective, scientific language.
MOST IMPORTANT: DON'T GIVE IT AWAY!!! IF A STUDENT SEEMS TO GET IT, TELL THEM TO KEEP IT TO THEMSELVES. DON'T REVEAL UNTIL THE DISCUSSION OF BEHAVIORS IS DISCUSSED. #MINDSBLOWN
-Stefani Thomas
(If you want the reveal powerpoint let me know and I'll send it to you.)

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Miner's "Body Ritual among the Nacirema"

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Most cultures exhibit a particular configuration or style. A single value or pattern of perceiving the world often leaves its stamp on several institutions in the society. Examples are "machismo" in Spanish-influenced cultures, "face" in Japanese culture, and "pollution by females" in some highland New Guinea cultures.

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Analyzing the Elements of Art | Five Ways to Think About Space (Published 2018)

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The sixth in our seven-part series on the elements of art.

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For this assignment you will select an old masterpiece  (or a famous work of art that is at least 100 years old) and "update" it.

Assignment Steps:

Watch the videos below to  understand why and in what ways artists appropriate the work of others to create new meaning

Select a old masterpiece (resource sites below), and learn about the context in which it was made in order to understand its meaning and purpose/position in art history. Consider how the context can be transferred and updated to the present in order to say something personal, social, cultural, political, etc. about contemporary life and times

Show your research and composition planning in your sketchbook before starting your piece

Consider how the surface and media you choose contributes to the meaning of the artwork

Watch:

https://smarthistory.org/case-for-copying/

https://www.vice.com/en_us/article/43gmyd/street-artists-remix-old-masterpieces

Resources for finding an old masterpiece:

https://smarthistory.org/

https://www.theartstory.org/

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https://www.dia.org/laboroflove

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Creative Commons/citation connection

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Google slides with videos embedded - feel free to copy and use

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Painting technique development: shade/tint/color mixing

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Art criticism guidelines

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1: Description (It answers the question, "What do you see?")
Pure description of the object without value judgments (Elements of Art)
List what you can see in this artwork.

Objects, figures, colors, shapes, objects, background, etc.

Imagine you are describing it to a blind person. Do this in as much detail as possible and use art terms.

2: Analyze (It answers the question, "How did the artist do it?")

Determining what the features suggest and deciding why the artist used such features to convey specific ideas .

Composition (organization of shapes)

What types of shapes are used in this artwork (i.e. rounded, curved, straight-edged or geometric shapes)?

Is there a mixture of different types of shapes or are all the shapes similar?

Are some parts of the composition full of shapes and some parts empty, or are the shapes spread evenly across the artwork?

Are some shapes repeated or echoed in other parts of the artwork?

Does the whole composition look full of energy and movement, or does it look still and peaceful? How did the artist create this movement/stillness?

What is the center of interest in the composition?

How does the artist draw your attention to it?

Use the elements/principles to reflect upon the art form

Determination of subject matter through naming iconographic elements, e.g., historical event, allegory, mythology, etc.

Selection of most distinctive features or characteristics whether line, shape, color, texture, etc.

Analysis of the principles of design or composition, e.g., stable,

repetitious, rhythmic, unified, symmetrical, harmonious, geometric, varied, chaotic, horizontal or vertically oriented, etc.

Discussion of how elements or structural system contribute to appearance of image or function

Analysis of use of light and role of color, e.g., contrasty, shadowy,

illogical, warm, cool, symbolic, etc.

Treatment of space and landscape, both real and illusionary (including use of perspective), e.g., compact, deep, shallow, naturalistic, random

Portrayal of movement and how it is achieved

Effect of particular medium(s) used

Your perceptions of balance, proportion and scale (relationships of each part of the composition to the whole and to each other part) and your emotional

Reaction to object or monument

3: Interpretation ( It answers the question, "What is the artist trying to say? What is going on in the picture")

What do you think the artist is trying to say in this artwork? What does it mean?

What is the main theme or idea behind this piece?

If you were inside this artwork, what would you be feeling/ thinking?

Does the artwork have a narrative (tell a story)? Is it a religious artwork?

Is it abstract? Is it realistic? Why?

How would you explain this artwork to someone else?

Evidence: What evidence inside or outside the artwork supports your interpretation?

4: Evaluation (What do I think about this artwork? How do I feel about whether the artist was successful in conveying an idea? )

Based upon what you have observed already, give your opinion of the artwork. You MUST give reason.

Use aesthetic theories to help evaluate

Is it a good artwork?

Criteria: What criteria do I think are most appropriate for judging the artwork?

Evidence: What evidence inside or outside the artwork relates to each criterion?

Judgment: Based on the criteria and evidence, what is my judgment about the quality of the artwork?

"Franz Marc has created an effective expressive painting, because the hot colors and lively brush marks he has used add to the overall feeling of energy and excitement his is trying to create."

"The overall mood of this drawing would be improved if Kathe Kollowitz had used strong, dramatic shadows, instead of pale tones. Dark tones would develop the feeling of fear and loneliness in this image."

This artwork contains a sad little girl that is bleeding from the nose and holding a teddy bear, all while she is standing in a landscape of rubble. There are five people in the background that are looking directly at the little girl; two men are photographing her, a woman with a clip board and headphones has her arm extended that prevents two men wearing red crosses from interfering with the sad event that is occurring.

The artist used jagged lines to create the disorder and destruction surrounding the little girl. The little girl is placed slightly off-center in the foreground for the viewer in order to place greater emphasis on her, while placing the observers in the background. The most noticeable use of the elements of art is the use of only one color, red. The artist used an intense red to draw the viewer's attention to the blood on the girl's face and on the Red Cross men that want to help the child. The placement of the people in the artwork and the use of red place great emphasis on the child being depicted because it makes the viewer's eyes refer back to the little girl.

The destruction surrounding the child, blood on her face, and her facial expression tells us that it is a sad and uncomfortable environment. The scene is also disturbing because the adults are not helping the innocent and crying child. Instead, they are taking advantage of her situation and documenting it for their own benefit. The artist utilizes this scene to make his audience aware of the great lengths that the news media is willing to go to in order to obtain a "touching" story.

This artwork is very powerful and thought provoking because the artist provides a different perspective for his audience about the news media. He confronts the viewer with a dramatic scene of helplessness in order to get his social message across. Therefore, this artwork successfully achieves and meets the criteria for the aesthetic theory of instrumentalism.

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Analyzing Artwork (Art Criticism) - IB Art

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1: Description (It answers the question, "What do you see?") Pure description of the object without value judgments (Elements of Art) List what you can see in this artwork. Objects, figures, colors, shapes, objects, background, etc. Imagine you are describing it to a blind person.

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Vocab + definitions from the IB

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DP Visual Art IB Command Terms Flashcards | Quizlet

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Start studying DP Visual Art IB Command Terms. Learn vocabulary, terms, and more with flashcards, games, and other study tools.

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Found at the back of the Cambridge and Oxford texts, a few example pages to get you started....

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(from Mindy)

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May 2018

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This has been made for our IB Cat. 2 Visual Arts Workshop held in New York, UNIS.
July 2019. Please use this to share resources and to be inspired.
Sandy