# data[].attributes.body
DP pilot unit planner 3

| Teacher(s)  | Toufiqur Rahman | Subject group and course | Visual art 6
| Course part and topic | Illustration(Art making practice) | SL or HL/Year 1 or 2 | HL+SL | Dates | June 5
| Unit description and texts | DP assessment(s) for unit 6 weeks
|   In this unit learners should be able to identify the objects, develop skills in observational   drawing - draw from life or image – Create interesting composition of illustration using overlapping - create eye movement through use of lights and darks, apply new vocabulary with Elements of Art.   | Class test Project Group presentation Self evaluation Peer assessment   Term test

INQUIRY: establishing purpose of the unit

| Transfer goals List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer”, or apply, their knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.
|
1. Recognize the skills, techniques, media, forms and processes associated with the visual arts 2. Express concepts, ideas and meaning through visual communication          3. Experiment with different media, materials and techniques in art-making

| Essential understandings List here the key content/skills/concepts that students will know/develop by the end of the unit.
| Students will know the following content: • 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.
Students will develop the following skills:      1.Students will be able to identifying and discussing the formal qualities of particular works as a whole class 2.Students will be able to technical instruction and demonstrations in the use of particular media (such as oil painting, ink drawing, clay modeling, digital techniques and so on) with reference to particular artists 3.learning how to engage in art criticism or responding to art  • learning specialist art vocabulary and terms through the use of a glossary.  4. Students will be able to identifying and engaging with primary and secondary sources such as galleries, libraries and working artists  5. Students will be able to demonstrations, discussions, oral and written presentations about how to begin critiquing artworks, with reference to various cultural contexts, differing art forms and artists Students will grasp the following concepts:     1.investigating how processes in art have changed and how media or techniques have developed or technologically evolved over time 2. familiarization with various art genres, styles, regional schools and associations Syllabus content Visual arts guide 25 3. presentation of the range of media, techniques and equipment available to students within the art department and elsewhere within the school 4 identification of expertise available to students, within the school and locally (such as local practicing artists, the areas of special interest of art department staff and other relevant staff expertise in ICT, design technology and so on)   5. Demonstrations of available practices and techniques as used by a range of artists and provision of practical guides (such as books, audio-visual material and so on) which deal with specific techniques.

| Missed concepts/misunderstandings List here likely misunderstandings students may have during the unit with relation to skills, content and concepts.
| Content-based: landscape is easier to do   then still life 2.drawing & painting go hand in hand 3.Quantity equals quality Skills-based: 1. Art must be perfect. 2. More color is always better. 3.Small canvases over big canvases. Concept-based:         1. The quality is not as good as classical art.  2. Painting is easy.  3. We judge everything we see.
| Inquiry questions List here the understandings above written in question form, preferably as ones that inspire students to answer them. Feel free to create additional questions that help inspire further inquiry in the unit but may not directly connect to an above essential understanding.
| Content-based:          1. Why we should be informed about the wider world of visual arts?           2. What are the different between experiment and technique?           3 What are the basic elements of art? .  4. What are the similarities and dissimilarities between watercolor & poster color?  Skills-based: 1. How these shape connected each other? 2. How the main characters play a vital role for book illustration? 3. How to identify the main purpose of the illustration? 4. How the art eras influence the artist? 5. What is the relationship between art & artist? 6. Why should responses to first-hand observations? 7. Why personal reflections are so important? 8. Why it is so important the development of art-making skills and techniques? Concept-based:           1.What are the standards by which we judge artworks? 2. Why might we be more concerned with process rather than product in the search for knowledge? 3. Do the arts have a social function?

ACTION: teaching and learning through inquiry

| Essential understanding goals Copy and paste the essential understanding goals from above “Inquiry” section. | Assessment of essential understanding goals Write a 1:1 matching assessment for all goals. Assessments should be labelled formative (F) or summative (S).  | Learning process Check the boxes for any pedagogical approaches used during the unit. Aim for a variety of approaches to help facilitate learning.
| Students will know the following content: 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.  Students will develop the following skills:      1.Students will be able to identifying and discussing the formal qualities of particular works as a whole class 2.Students will be able to technical instruction and demonstrations in the use of particular media (such as oil painting, ink drawing, clay modeling, digital techniques and so on) with reference to particular artists 3.learning how to engage in art criticism or responding to art 4. Learning specialist art vocabulary and terms through the use of a glossary.  5. Students will be able to identifying and engaging with primary and secondary sources such as galleries, libraries and working artists  6. Students will be able to demonstrations, discussions, oral and written presentations about how to begin critiquing artworks, with reference to various cultural contexts, differing art forms and artists Students will grasp the following concepts:         1.investigating how processes in art have changed and how            media or techniques have developed or technologically evolved over time     2. familiarization with various art genres, styles, regional schools and associations Syllabus content Visual arts guide 25     3.presentation of the range of media, techniques and equipment available to students within the art department and elsewhere within the school    4. identification of expertise available to students, within the school and locally (such as local practicing artists, the areas of special interest of art department staff and other relevant staff expertise in ICT, design technology and so on)   | Content-based:    1. Short quizzes 2 Sketchbook journal. 3 Student interviews 4. Student reflections 5. Graphic organizers 6 Classroom discussions 7.  examine and compare the art  work
Skills-based: 1.Portfolios 2 Group projects 3 Progress reports 4 Class discussions 5.sketch book 6. Identified the techniques for developing work. Concept-based:    1.Predicted outcome    2.Vovubulary test 3.Flashcards 4.Brainstorming 5.Role playing 6.Problem solving 7.Debating 8. Creating visuals   | ☐Lecture ☐Socratic seminar ☐Small group/pair work ☐PowerPoint lecture/notes ☐Individual presentations ☐Group presentations ☐Student lecture/leading ☐Interdisciplinary learning Details: ☐Other/s: Formative assessment: Practice oral presentation on picture/painting. Conferencing/ individual/small  group based assignment on  types of short stories/compare  and contrast.  Open discussion on how short  helps us to understand ones  point of view and thought.  Observations during in-class  activities; of students’ non- verbal feedback during lecture.  Praise, questions and  suggestion (PQS) activity. Chart paper presentation based  on picture making Summative assessment:  1. Character analysis. 2. Comparison between two painting era.  3. Essay writing on  positive and negative  Aspects of the art era.  5. Projects, term

| Resources
| 1.      https://www.creativebloq.com/illustration/top-book-illustrations-11121235 2.      https://www.pinterest.com/pin/836754805759997567/ 3.      https://www.pinterest.com/pin/486881409715189600/

| Approaches to learning (ATL) Check the boxes for any explicit approaches to learning connections made during the unit. For more information on ATL, please see the guide. | Metacognition Check the boxes for any metacognitive approaches used that ask students to reflect on unit content, their own skills, or unit concepts. For more information on the IB’s approach to metacognition, please see the guide. | Differentiation: For more information on the IB’s approach to differentiation, please see the guide.
| ☐Thinking ☐Social ☐Communication ☐Self-management ☐Research Details:   Learners will develop their comunation & thinking skills during skill work. This process of observation and study helps teach students to more closely observe and analyze the world around them—skills that make up the bedrock of critical thinking. The video link

| ☐Reflection on content ☐Reflection on skills ☐Reflection on concepts  Details:  Learners will reflect upon the content, skills, and concepts both during the unit and at the end of the unit through participating in self-assessments, peer assessments, class tests | ☐Affirm identity—build self-esteem ☐Value prior knowledge ☐Scaffold learning ☐Extend learning Details: Initial discussion engaging students to briefly communicate their understanding of the skill work and its value in modern context thereby getting an idea of the level of expertise they have in their art language skills.
| Language and learning Check the boxes for any explicit language and learning connections made during the unit. For more information on the IB’s approach to language and learning, please see the guide. | TOK connections Check the boxes for any explicit TOK connections made during the unit. | CAS connections Check the boxes for any explicit CAS connections. If you check any of the boxes, provide a brief note in the “details” section explaining how students engaged in CAS for this unit.
| ☐Activating background knowledge ☐Scaffolding for new learning ☐Acquisition of new learning through practice ☐Demonstrating proficiency Details: Students will identify the shape from first hand observation and they will write a critique which is a new thing for them on the influence of various artist..

| ☐Personal and shared knowledge ☐Ways of knowing ☐Areas of knowledge ☐The knowledge framework Details: The topic of identify &examine the shape illustration is a relevant topic in the global context. Students of the arts subjects study the various artistic ways through which knowledge; skills and attitudes from different cultural contexts are developed and transmitted. These subjects allow students to investigate and reflect on the complexities of the human condition. By exploring a range of materials and technologies, students should aim to develop an understanding of the technical, creative, expressive and communicative aspects of the arts. Students will be required to inquire about the illustration of different types or perspectives and get critically engaged in a debate attempting to answer the TOK question. | ☐Creativity ☐Activity ☐Service Details: Students will produce a sketchbook journal for illustration which will reflect the aspect of skill with knowledge, such as plot,  setting, character, conflict, climax, and resolution etc. In this process students will creatively think what are the basic elements of the book illustration? How book illustration represent an authors mind. Students’ critical thinking and analyzing skills will be developed creatively  through this activity.

# data[].attributes.body
I found this section to be extremely useful. The unit plans and lesson examples really helped me to get a better understanding of TOK lessons.

# data[].attributes.body
Here is my edited version of the overview

# data[].attributes.attachment_link.title
Mahvash - Activity 5 Mapping a foundation 

# data[].attributes.headline
Subject 	Class 	Date 	Duration  Art  	IB2 	 3RD November 	 80 minutes  Topic 	How to research online and write in your own wordsPicking out relevant information related to their CS project and artistic knowledge  SoW/syllabus ref 	  Lesson Objective/s 	Students will be able to: (Single lesson: 45 minutes) CS research skills -	Learn and review the importance of the purpose to investigate other artists-	Review and highlight useful information such as the context, formal qualities and processes in a passage-	Learn and revise key word searches online -	Learn and apply skim and scanning techniques  to write a passage in own words(single lesson: 35 minutes)  PP Continuation -	Carry on with PP project research and practical studies -	1:1 support provided and form 1 filled in further for Assignment 3    Links to previous lesson 	 Links to CS writing Links to future lesson 	  Links to Function and Purpose, Cultural significance parts of CS which require more research and deeper understanding/more sources to be investigated,   Lesson 	Time 	Activity  teacher                        student 	Resources   Introduction         Main Activity         Close  	    5 minutes 10  minutes  30 minutes      35 minutes    	Think and share activity: Choose one artist from below and ask the class how this artist or genre / movement of their work has developed your artistic style and development. Teacher will go through the PowerPoint review context, formal qualities, processes when investigating artwork.Briefly recap how to search for key words, introduce some shortcuts to make searches more effective. Introduce first exercise of the lesson, which is Skimming and Scanning techniques, then apply this process to write a passage from TATE website in own words. Brief plenary slip activity for end of first sessionTeacher will ask students to continue with their PP screens or assignment three preparation, inviting students to have a 1:1 meeting if they require further development or advice. Distribrute the image of an illustrator’s process	Students have one minute to write down as many ideas as they can and share with the class. Ask questions to students throughout, checking what they already know and what they can develop and build upon. Students will take notes and use the handout provided to first skim the passage they research, then scan the passage. From the scanned information, and depending what the students are looking for , they may apply this exercise to write a passage in their own words. Other knowledge can be learnt too. Distribrute slips to test student’s learning.continue with their PP screens or assignment three preparation, in sketchbooks or on laptops. Discuss the importance of a process, sketches, trying new versions, identifying what worked well and what could have been better. 	 . PowerPointPowerPoint PowerPoint ‘’exit slip’’ PP screens on laptops, sketchbooks. 

# data[].attributes.subject
Subject 	Class 	Date 	Duration  Art  	IB2 	 3RD November 	 80 minutes  Topic 	How to research online and write in your own wordsPicking out relevant information related to their CS project and artistic knowledge  SoW/syllabus ref 	  Lesson Objective/s 	Students will be able to: (Single lesson: 45 minutes) CS research skills -	Learn and review the importance of the purpose to investigate other artists-	Review and highlight useful information such as the context, formal qualities and processes in a passage-	Learn and revise key word searches online -	Learn and apply skim and scanning techniques  to write a passage in own words(single lesson: 35 minutes)  PP Continuation -	Carry on with PP project research and practical studies -	1:1 support provided and form 1 filled in further for Assignment 3    Links to previous lesson 	 Links to CS writing Links to future lesson 	  Links to Function and Purpose, Cultural significance parts of CS which require more research and deeper understanding/more sources to be investigated,   Lesson 	Time 	Activity  teacher                        student 	Resources   Introduction         Main Activity         Close  	    5 minutes 10  minutes  30 minutes      35 minutes    	Think and share activity: Choose one artist from below and ask the class how this artist or genre / movement of their work has developed your artistic style and development. Teacher will go through the PowerPoint review context, formal qualities, processes when investigating artwork.Briefly recap how to search for key words, introduce some shortcuts to make searches more effective. Introduce first exercise of the lesson, which is Skimming and Scanning techniques, then apply this process to write a passage from TATE website in own words. Brief plenary slip activity for end of first sessionTeacher will ask students to continue with their PP screens or assignment three preparation, inviting students to have a 1:1 meeting if they require further development or advice. Distribrute the image of an illustrator’s process	Students have one minute to write down as many ideas as they can and share with the class. Ask questions to students throughout, checking what they already know and what they can develop and build upon. Students will take notes and use the handout provided to first skim the passage they research, then scan the passage. From the scanned information, and depending what the students are looking for , they may apply this exercise to write a passage in their own words. Other knowledge can be learnt too. Distribrute slips to test student’s learning.continue with their PP screens or assignment three preparation, in sketchbooks or on laptops. Discuss the importance of a process, sketches, trying new versions, identifying what worked well and what could have been better. 	 . PowerPointPowerPoint PowerPoint ‘’exit slip’’ PP screens on laptops, sketchbooks. 

# data[].attributes.headline
Assessment Procedures doc. 2021 Location of size of files, types of files and all things you need for assessment uploads.

# data[].attributes.subject
Assessment Procedures doc. 2021 Location of size of files, types of files and all things you need for assessment uploads.

# data[].attributes.body
MODULE 4 - UPDATED MAPPING THE COURSE DOC.

# data[].attributes.attachment_link.title
Updated Mapping a foundation IB - Balamurugan

# data[].attributes.body
https://www.royalacademy.org.uk/exhibition/helene-binet

# data[].attributes.attachment_link.readable_text
Please note:

- Visitors are required to wear a face covering inside the RA (unless exempt). Find out more about visiting safely. - Download our large print guide.

Over the past 30 years, Hélène Binet has travelled the world to photograph historic and contemporary buildings, as well as projects in the making. Considered "the architect's photographer" by many, Binet has worked closely with Zaha Hadid RA, Daniel Libeskind Hon RA and Peter Zumthor Hon RA among others, who have turned to her to interpret their work.

In this intimate exhibition of around 90 photographs, spanning projects from across Binet's career, we foreground her ability to capture the essential elements of architecture. A number of the works are handprinted in black and white at her North London studio, using an analogue camera and film. Binet's powerful, thought-provoking images reveal the light, space and form that unites architecture, be it 1970s brutalism or an 18th-century City church.

A key highlight will be a section focused primarily on Binet's work with Zaha Hadid RA, with whom she built a close professional relationship and captured almost all of the late architect's projects. Other buildings featured include the Thermal Baths at Vals by Peter Zumthor Hon RA, Le Corbusier's La Tourette monastery in France and the Jantar Mantar Observatory in India. Binet's enquiring, contemplative approach to photography extends into her recent work, which includes a set of Five Churches in Cologne by Gottfried Böhm, commissioned to celebrate the architect's centenary, and an iconic yet rarely-seen private house, Can Lis, by Jørn Utzon.
#BinetLightLines

Tues-Sun: 10am-6pm

Tickets £17. Concessions available. Everyone, including Friends of the RA must book a ticket before arriving.

The Jillian and Arthur M. Sackler Wing of Galleries, Burlington House, Royal Academy of Arts

# data[].attributes.attachment_link.title
Light Lines: The Architectural Photographs of Hélène Binet | Exhibition | Royal Academy of Arts

# data[].attributes.attachment_link.description
Visitors are required to wear a face covering inside the RA (unless exempt). Find out more about visiting safely . - Download our large print guide. Over the past 30 years, Hélène Binet has travelled the world to photograph historic and contemporary buildings, as well as projects in the making.

# data[].attributes.headline
Lesson on: How will audience view the exam?

# data[].attributes.subject
Lesson on: How will audience view the exam?

# data[].attributes.attachment_link.title
EXhibition Prototype with images for teachers

# data[].attributes.headline
Marking guide (from Visual Arts Guide first exam 2017)  

# data[].attributes.subject
Marking guide (from Visual Arts Guide first exam 2017)  

# data[].attributes.attachment_link.title
Marking Guide -Updated VA Criteria (Please use this from May 2017 on....  8pages

# data[].attributes.attachment_link.title
My life as a work of art | Daniel Lismore

# data[].attributes.body
My name is Toufiqur Rahman.   I have been teaching Art & Design IGCSE grade 6 to 9  for almost twelve years in Bangladesh,   I love both as a painter & teaching profession. I like to paint, especially watercolor and acrylic on canvas. Moreover, I like to do exhibitions and also to work on the big surface but one thing is true the teaching profession is mixed with my blood. I hope I will learn so many things from this workshop and I believed the IBDP is the best curriculum ever in the educational system, at last, I must say our facilitator is the most experience in this work field. Although I am a newborn baby in this field. But  I know I shall learn so many things from all of you which will be the best support for my students

# data[].attributes.body
I am a Visual Arts Teacher at Redlands, Cremorne in Sydney Australia. I am fortunate  part of a dynamic Visual Arts faculty, with wonderful colleagues who are generous and passionate educators. Next year I will be teaching the IBDP to our Year 11 students and I am excited to refine programming to support this new cohort.
I enjoy drawing, printmaking and painting.
My hobbies include running, reading and going to the beach.

# data[].attributes.headline
Mapping the Course -- Instructions for Group work

# data[].attributes.subject
Mapping the Course -- Instructions for Group work

# data[].attributes.headline
Mapping the Course Template-- use in your group activity 

# data[].attributes.subject
Mapping the Course Template-- use in your group activity 

# data[].attributes.body
It's my 7th year as a Art teacher in "Lalaji Memorial Omega International School - India".
I have been taking IBDP since 2015 and IGCSE since 2014.
I like to do experiment with media like Resin and plaster, Pottery making, Clay modelling, Paper crafts based on physics and Maths. Some chemical colour painting was done with my IBDP students.
My hobby was playing Cricket, sketching something in journal, finding relevant art subject course videos, digital painting.

# data[].attributes.attachment_caption
Hello from The British School, Caracas, Venezuela. 

# data[].attributes.body
I  just started at this school having done 5 years at another international school in the city of Maracaibo also in Venezuela. UK, Japan, Southern Africa and Kuwait were my other places of work over the last few decades. Here besides IB, I teach IGCSE art, mentor the HS art teacher and I am form tutor to year 11.

My personal interests in the creative arts are Ceramics in all its forms and sculpture with whatever materials are available.

In my spare time I like cycling. hiking and any other outdoor activity. I also enjoy racket sports. During summer vacations I like to step out of the teacher role and find work in totally different areas. Some worth mentioning are working on a construction site, on a fishing trawler, as a carpenter, as a mechanic and gardener. I am hoping to join a boat building workshop next year during the summer vacation.

# data[].attributes.body
Hello from beautiful Arizona. I am Megan and I am an artist, mother, and scientist. I teach many levels of visual arts at North Canyon High School. This is my first year as an IB teacher so I am learning all that I can to support my students in their journey through the program. My past occupations have been in the areas of soil and equine research and I have sold my pottery in street fairs and galleries with my work being in several gallery exhibitions. I am excited to work with students to help them develop their art skills through inquiry and problem solving.

# data[].attributes.body
My name is Camila and I'm a Visual Arts Teacher at the Pan American School of Bahia (PASB), in Brazil. Besides the IBDP I also teach Middle and High School.

# data[].attributes.body
Greetings!
My name is Jignyasa Patel, learner, Arts educator, artist, and graphic designer. Originally from India, working in the UAE with 10 years of teaching experience. My experience of working the students of determination led me to explore the field of Art Therapy. This has given me a broad perspective allowing me to let go of my fear or expectations to evolve based on my heart callings, visions, and play by mixing different art forms, eventually leaving to pursue my own ambitions in the field of art and creativity.
The IBDP Visual Arts is a beautiful course that allows flexibility of learning and I am looking forward to an exciting collaborative learning:)

# data[].attributes.body
My name is Mahvash Salim Raza. I am a visual arts teacher for DP and MYP year 4 and 5 in my school. I also run the metal workshop there and at times I teach at an art university as a visiting faculty.

When I am not teaching, I make jewellery, paint, travel and read a lot of books. I enjoy exploring new mediums to create art.

# data[].attributes.headline
Workbook Created for you by Susan- Ideas for success

# data[].attributes.subject
Workbook Created for you by Susan- Ideas for success

# data[].attributes.attachment_link.title
Workbook for the workshop in Houston oct. 2021

# data[].attributes.headline
Welcome to our Padlet for the online November 2021 Visual Arts IB workshop.

# data[].attributes.subject
Welcome to our Padlet for the online November 2021 Visual Arts IB workshop.

# data[].attributes.body
Please join padlet!  You can post your activities, documents, videos and photos for this workshop here.  Make sure you login each time you use the padlet, as it authors your work and allows you to comment.

# data[].attributes.body
Please add a photo of yourself and tell us your name and role at your school.

# data[].attributes.body
Write a Curitorial Rationale from this video

# data[].attributes.attachment_link.readable_text
Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

# data[].attributes.attachment_link.description
How do you stage an international art show with work from 100 different artists? If you're Shea Hembrey, you invent all of the artists and artwork yourself -- from large-scale outdoor installations to tiny paintings drawn with a single-haired brush.

# data[].attributes.body
another great video for you to share with students

# data[].attributes.attachment_link.title
Janet Echelman: Taking imagination seriously

# data[].attributes.attachment_link.description
Janet Echelman found her true voice as an artist when her paints went missing -- which forced her to look to an unorthodox new art material. Now she makes billowing, flowing, building-sized sculpture with a surprisingly geeky edge. A transporting 10 minutes of pure creativity.

# data[].attributes.body
The Art of wearable communication

# data[].attributes.attachment_link.description
Artist Kate Hartman uses wearable electronics to explore how we communicate, with ourselves and with the world. In this quirky and thought-provoking talk, she shows the “Talk to Yourself Hat”, the “Inflatable Heart”, the “Glacier Embracing Suit”, and other unexpected devices.

# data[].attributes.body
The Birth of Venus and Phi

# data[].attributes.attachment_link.title
Girl With a Pearl Earring, Physics of Seduction

# data[].attributes.headline
Comparative Study template to use with students

# data[].attributes.subject
Comparative Study template to use with students

# data[].attributes.headline
Formal Analysis is the principles and elements

# data[].attributes.subject
Formal Analysis is the principles and elements

# data[].attributes.attachment_link.title
Formal Analysis-principles and elements poster

# data[].attributes.body
student handout to give during CS

# data[].attributes.body
Can search artworks through Medium, Art Movement, Theme, Collections, etc. Is great for teaching how to properly cite artwork, and introduction to basic art research.

# data[].attributes.attachment_link.description
Google Arts & Culture features content from over 2000 leading museums and archives who have partnered with the Google Cultural Institute to bring the world's treasures online.

# data[].attributes.body
nice design and use of Venn diagram

# data[].attributes.headline
Understanding the IA-Internal Assessment with the EA -External Assessment and the VAJ Visual Arts Journal-sketchbook

# data[].attributes.subject
Understanding the IA-Internal Assessment with the EA -External Assessment and the VAJ Visual Arts Journal-sketchbook

# data[].attributes.body
These reports come out once a year, after the November exam for the Southern Hemisphere.  They are the remarks from the examiners and chief examiners.

# data[].attributes.headline
Visual Arts Guide- This is the instruction booklet to teach this course.

# data[].attributes.subject
Visual Arts Guide- This is the instruction booklet to teach this course.

# data[].attributes.body
Please print this so you will have a paper copy to use as we work online.

# data[].attributes.attachment_link.title
Group 6—the arts (for May and November 2021 and 2022, unless otherwise stated)

# data[].attributes.body
Fill out MY ROLES, it will then send a note to your coordinator and they will allow you to have access.
Once in, Click on Programme Resource Centre, then click on Dipoloma Program LOGO, scroll to the ARTS, then click on Visual Arts, under TEACHING MATERIAL is Visual Arts Teacher Support Material, open this and the blue box and you will find a pleathora of material to help you teach.  All student assessment samples are on the left column at the bottom.   https://resources.ibo.org/dp/subject-group/Visual-arts/resource/11162-33737/?

# data[].attributes.body
I am your facilitator, Susan Tadlock Bond.  I am an artist, teacher and consultant.  I have taught IB in public school, private school and overseas in Nanjing China. I have been a director of the Fine Arts at Allen High School in Allen, Texas for 13 years and taught Art over 30 years from primary to university level. Leading online and face to face workshops, reading visual arts applications and being an exam inspector is a part of my IB positions. I love to paint and teach adult painting workshops in my home and week long Watercolor Workshops in Taos, New Mexico every June. Pottery is my second love.  I am married and have four grown children and five grandchildren.