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Welcome to our Padlet for the online March 2022,Visual Arts IB Cat. 1 workshop.

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Welcome to our Padlet for the online March 2022,Visual Arts IB Cat. 1 workshop.

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Please join Padlet. You can post your activities, documents, assignments, videos and photos, for this workshop here. Make sure you login each time you use Padlet, as it authors your work and allows you to comment.

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There is a lot of information and ideas that you can use for your class.

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VAJ Head, Heart and Hand Inspiration page.  What would this look like as a journal page.

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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.

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Show your students and do an Exhibition Text sample over a piece of her work.

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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.

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Motoi Yamamoto's "Return to the Sea: Saltworks" -- Spoleto Festival USA at the College of Charleston

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Video on Culture

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Thelma Golden, curator at the Studio Museum in Harlem, talks through three recent shows that explore how art examines and redefines culture. The “post-black” artists she works with are using their art to provoke a new dialogue about race and culture -- and about the meaning of art itself.

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Important to read

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Show your students the Venn Diagram

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Assessment Table

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We will be using this Monday night.

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One sheet explaining all three tasks. (for teachers and students)

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6/VACAF (Authentication Form) - Sandy Stewart

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6/VACAF (Authentication Form) - Sandy Stewart

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Form

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Sample of a PP.

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Go to the My IB homepage and click on “New User?” to complete your registration. Log into My IB with your new account and click on “IB roles”.Select and register for each role you fulfill at your school. After registering, your IB coordinator will receive an email to confirm the details of your account. Once confirmed you can login to My IB and access the Programme Resource Centre.

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Go to the My IB homepage and click on “New User?” to complete your registration. Log into My IB with your new account and click on “IB roles”.Select and register for each role you fulfill at your school. After registering, your IB coordinator will receive an email to confirm the details of your account. Once confirmed you can login to My IB and access the Programme Resource Centre.

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One sheet explaining all three tasks. (for teachers and students)

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Are you writing your Visual Arts Subject Outline for your school?
Here is a working copy.  This is only for new schools in the application process. Only a couple of you need this.

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Powerpoint for IA-Internally Assessed (Exhibition Task)  show your students

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Powerpoint for IA-Internally Assessed (Exhibition Task)  show your students

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Powerpoint for EA -Externally Assessed (Comparative Study & Process Portfolio) show your students

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Powerpoint for EA -Externally Assessed (Comparative Study & Process Portfolio) show your students

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Comparative Study template to use with students

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Comparative Study template to use with students

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VAJ -Visual Arts Journal (sketchbook that is used in all three tasks)  This is the place to process art pieces and then scan to create the PP.

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VAJ -Visual Arts Journal (sketchbook that is used in all three tasks)  This is the place to process art pieces and then scan to create the PP.

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Critique using the Exhibition rubric

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use for yourself or your kids.

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share with your students

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short video on how to use IBIS and how to upload

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eCoursework tutorial: Uploading and submitting candidate portfolios

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Part of the assessment video tutorials series. This video introduces the eCoursework system and details the process of uploading and submitting candidate portfolios for assessment.

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TOK idea to start your class with Questioning.

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TOK idea to start your class with Questioning.

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10 ATL words

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This is the big assessment procedures 2021 document that has dates, sizes and types of files for uploads.

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This is the big assessment procedures 2021 document that has dates, sizes and types of files for uploads.

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This Schedule for Virtual Cat.1 Workshop 

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To explore risk taking in art students will create a symbolic self portrait that expresses emotion, or something meaningful about themselves. They will explore contemporary artists, concepts and conceptual portraits to inspire deeper thinking.

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Open-mindedness
Can be explored in two different ways:
1) Cultural Exploration
- Research on different folk art in various cultures around the world
2) Personal Exploration
- Visual Art Journal activity on switching what they are already comfortable with.
-- Start with a questionnaire, consider their strength and comfort zone as an artist.
--Create an artwork that is completely different from the response.

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Students move through different stations where they have to use materials in unconventional ways to express a personal characteristic. At the end of each station they write a short reflection or share how they used the material and how they solved the visual problem of how to express themselves. For example, students use ink and toothpicks to draw themselves as a plant. In this way they are taking risks with materials as well as taking a personal risk to be vulnerable.

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1. "Moving Still Life"
Students would paint or draw from observation from a still life. Each day or over a period of time, the still life would change. Objects would move around or be added or removed. Students would learn how to complete/ resolve a work of art that is in flux.

2. "2 Left Turns"
Students would conceive of a project. Then then would take a "left turn", meaning they would change the direction of the project in an unexpected way. They would fully commit to this new direction before taking a second "left turn" and then resolving the work of art. For example, a student makes an abstract geometric painting. Her left turn was cutting out shapes of a certain color out of the painting and un-stretching the canvas to make the painting into tapestry. Her second left turn was spray painting through the holes of the tapestry onto a piece of salvaged fabric to create another painting.

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RISK-TAKERS - Students (year 1)  will be given a choice of three unconvencional materials (that would be set by the teacher) and create anything they feel inspired to create. At the end, students must share what they felt during the experience.

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From Liz, Samira, Gabriel, Mansi

Student Lead workshops

All students will research about a medium the student is good at under a theme like Sustainability or Equity… or other. They will research artists that use that medium or skill to talk about that theme in their work. So for example maybe the student is great at textile art and wants to talk about sustainability in textiles. So they find artists that use sustainable practices to create textiles, or use textiles as a way to communicate about sustainability.

The students would then create a mini workshop for the rest of the class where they would both teach about the artists they researched and about the skill they feel confident in.

Students would practice that skill.

In the end the students would create a piece of work in a different medium from the one they presented in that still ties to the concept of sustainability. (or whatever topic was the theme)

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The overarching goal is to expose students to a variety of artists and artworks, explore how to express their own personal meaning in their own artwork, and make decisions based on what is the best way to communicate their ideas and experiences

1. Give students a this or that choice of two artists to choose from each day

2. Students keep a record of artists they are interested in in their sketchbook or on notecard that they can compare them later or make on connections

3. Have students focus on one artist or artwork each week, with different focuses of research or observation each day

4. Research artists and then make an artwork based on the same big idea that is personal to the student.  Applying your own experience or context to an artwork

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1. Compare two landscapes: one impressionist landscape and another post impressionist (neo impressionist). As a class, we will start with making simple visual observations. We will discuss the similarities and differences in technique, mark, color ect.
Students will begin a project experimenting with using two different techniques typical of impressionism and post impressionism, or more specifically, pointillism. They will choose a subject from a folder of choices. These choices will be simple line drawings of landscapes and still lives. On half the canvas, they will use directional, opaque brush strokes typical of Monet. On the other half of the painting, they will use dots of paint typical of George Seurat's work.
On day two, do a deeper dive on art historical context of impressionism and post impressionism, including scientific advances in optics and the development of photography.
We will conclude the project by giving a self assessment and conducting a critique where students can give feedback to one another.

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Cultural & Personal Context Lesson

Students each select a universal concept or theme they are intrigued by  (i.e. Identity, Sustainability, etc) and select 2 or 3 artists from diverse cultural contexts that have explored this theme in their work.  They will then begin by creating a Venn diagram comparing and contrasting the artworks (prepare them for CS).

They can then create their own artwork examining the concept/theme considering the context influencing their own work (prepare for IA) while documenting their development and process in the visual arts journal (possible PP screen).

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Lesson 1 : syllabus content : (Focus : Comparative study)

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Lesson 1 : syllabus content : (Focus : Comparative study)

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Part 1:

Students each create an expansive list of artists and artwork that inspire them which focuses primarily on quantity. Through brainstorming and discussion, students begin to narrow down or categorise their lists and focus more on quality. This results in students identifying which pieces of art they will analyse in further depth for the comparative analysis.

Part 2:

Stations for initial reaction questions. Each station has a different approach. (Feelings, emotions, personal connections, personal experiences, possible interpretations of messages, connections to other pieces of work, connections to their own work, connections to popular culture, connections to musique/danse/drama/etc.)

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Syllabus Lesson Plan (Emily, Angel, Tracie, Yea, Michelle)

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Syllabus Lesson Plan (Emily, Angel, Tracie, Yea, Michelle)

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Brainstorming for CS
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Initial Reaction
1) Set up multiple stations with guiding prompts/questions.
2) In quantity, students can look into based on various geographic locations, periods/eras, or dive deeper into one particular cultural heritage.

Investigate different techniques
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1)

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Lesson 2 : Syllabus (Focus : Comparative study)

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Lesson 2 : Syllabus (Focus : Comparative study)

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Part 1 (Stations: descriptor words):

Students are divided into stations/groups. Each group focuses on descriptor words that can be used to describe each element and principle of art.

Part 2 (Stations: description of visuals):

(Describe : elements, symbols, objects, techniques, medium, tools, material, subject, theme, mouvement, time period, historical context, exposition, etc.)

Part 3 (Stations: analysis of visuals):

(Describe : interactions between elements (principles), dominance, subordination, atmosphere, effects, interpretation of message, unity, variety, etc.)

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formal analysis is the elements and principles of art

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formal analysis is the elements and principles of art

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Formal Analysis-principles and elements poster

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student handout to give during CS

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The Birth of Venus and Phi- great art history video site, show your students to interest them in the CS.

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How to Write a Curatorial Rationale and Exhibition Text

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How to Write a Curatorial Rationale and Exhibition Text

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I share this with my students at the start of the year, and tell them they must choose one to model their pages after for our first assignment. it helps them visualize the spreadsheet - JM

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something i've been growing and adding to when an artist catches my attention, hope it helps you

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Mrs. Raff's resources: contemporary artist list

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I got this from the Facebook Group... not mine but offered up to others by the author

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Teacher Resource Four Step Comparative Study Unit_ Lesson Slides.pptx

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Could be used in the class for assessment.

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Great way to get students to dive deeper into their concepts. Research can be done about EVERY idea they write down. Down the rabbit hole status!
Create a large-scale mind map that students all write on. Requirement is to fill the whole page. Ideas and contexts of written/drawn information can be personal, cultural, social, local.

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Beginning of Semester Collaborative Project (Thornton High School)

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Beginning of Semester Collaborative Project (Thornton High School)

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https://docs.google.com/presentation/d/1ZuZjW9CE2Dl23XhHfpluadmof6BwTb9u0wmhsW3c3Hw/edit?usp=sharing

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Name Tag Introduction Presentation Slides

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Name Tag Introduction Presentation Slides

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https://docs.google.com/presentation/d/1EZZ5j6-kpNt9F0MXqw7xwTBAfSq2jEf9R5rCOq1NETg/edit?usp=sharing

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lafleurhuntere@csviamonde.ca

or

e.lafleur.hunter@gmail.com

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Good day everyone,

I want to take this time to say “Thank you”. I hope you walked away from this workshop with a little more confidence in delivering this program.  It was also a wonderful chance to meet incredible art teachers from around the world. I realize there was a lot of info but things will start to come together.

Thank you for everyone that contributed and helped all of the “Newbies”. Heidi, it was wonderful meeting your doggie and Yea, your cat.  Izabela, I didn’t get a chance to thank you and Poland, Canada is proud of what your country is doing at this time of craziness. Thank you!

Best wishes with your IB journey. I am here for you, if you need me. My personal email is sandy.stewart@belliant.net.

Warm regards,

Sandy