IB DP Visual Arts - Category 2, Hong Kong Feb 17th-19th 2024 by Liz Schulze

ATL Guide in the DP

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Approaches to teaching and learning website

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IB Inquiry Cycle

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Visual Arts in Brief

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Create a visual arts journal page in response to the “3 H” criteria: Head, Heart and Hand. Upload a photo of your compelted journal page here.

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“He who works with his hands is a laborer. He who works with his hands and his head is a craftsman. He who works with his hands and his head and his heart is an artist.”

-Attributed to St. Francis of Assisi

HL comparative study sample B with marks

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Extended Essay Sample A

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SL comparative study sample A

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Sample B- SL

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EE Sample B

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SL Exhibition Sample B

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Tool for inquiry

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A very useful website for this workshop!

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Mapping a foundation

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For electronic: https://docs.google.com/document/d/1xyf51emmn9MjeLxWN0XjvXaZdtXttTt2/edit

Please make your own copy before editing

Unit Planner

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Reflection Tool- GTP1

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We will use this as part of this session

Inquiry Questions

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Identify powerful questions that will guide inquiry and deepen understanding (breadth) when analysing the semiology of the artwork. We need questions that are both generative (that take us somewhere) and genuine (that we care about).

Please post your 3 best questions in this session.

IBVA Viusal summary of Assessment

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Sharing resources

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Please post 3 websites that you have found useful for IBDP Visual Art

1: metmuseum.org

2: artsandculture.google.com

3: https://www.theartstory.org/

IBDP Arts- Disucssion Forum

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HL Exhibition Sample A

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Example of Inquiry-

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How did “becoming 100 artists” impact the way the work changed and evolved?

How does culture come into this discussion?

How does the curating of the exhibits impact different audiences?

Culture in context

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Function of communication in art

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Function and audience

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HL Exhibition Marks

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IBDP Visual Arts Guide

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IBDP Visual Arts Subject Report- May 2023

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Agenda for the workshop

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What-Why-How worksheet

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Guidelines for AI- Academic integrity policy

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Key points to explain the use of Artificial Intelligence (AI) tools (one page fact sheet)

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The interrelationship of concepts, content and skills

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International Baccalaureate Organization (2015). Diploma Programme: From principles into practice. p.g. 71

Art making table

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Diploma Programme: From principles into practice (For use from August 2015)

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Academic integrity poster

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Mapping a Foundation

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tok2022.net

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theoryofknowledge.net

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9 areas represent the content we will be delivering to our classes

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AI DP AI e-learning resource

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Improving thinking and research skills in visual arts - Case study

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Asking Questions- Tool for Inquiry

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What does the titles of each work tell us about the work ?
Whose bedrooms are these and what do the objects in the rooms tell us about each person?
What artistic influences impacted these works?
How does the artists life experience help determine the work?

Group discussion: Allison, Michael, Ben, Luke

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Get students to look at the work for 3-5 minutes , eg look for symbolism , then take it away and ask students to talk about what they remembered about the work. They look again, then take it away and get them to sketch it.
Describe it to someone who cant see it - back to back
Get students to look and discuss one of the criteria e.g function, context, meaning, cultural significance
Get students to show one of their works and write about / communicate what its about
Allow students to be free and respond in ways they are comfortable with .
"I see, I think , I wonder", allows students with limited vocabulary to participate in analysis and not worry about the grammar / writing/spelling. Can break this down into simple questions, to get them thinking rather than focused on vocabulary
Give a list of emotional words and ask students to select the word/s that the image suggests to them.

Wonder wall

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Gallery- Reflection of VA Aims/Objectives/Core

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Parking lot

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Concept- skills- Content

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Anderson and Krathwohl (2001) argue that conceptual knowledge plays a crucial role in moving students from knowledge to understanding. They argue that “Students understand when they build connections between the ‘new’ knowledge to be gained and their prior knowledge. More specifically, the incoming knowledge is integrated with existing schemas and cognitive frameworks. Since concepts are the building blocks for these schemas and frameworks, conceptual knowledge provides a basis for understanding”

(2001: 70)

Concepts- big ideas, purpose, function, intention, what it is the student/artist is communicating.

Guidance On Artificial Intelligence: How Your Students Can Correctly Reference AI Tools

lizschulze1 — 2024-02-18 04:49:04 UTC

AI common concerns or questuons

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Sample- HL (new)

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Templete for CS

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SL Sample- Commentary

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Resource - theme based projects

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Resources: Ishraki

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www.Archive.org
SculptGL (free web-based sculpting platform)
NYC gallery websites: Hauser and wirth, david zwirner, gagosian, sperone westwater, marian goodman, marlboro, the hole, perotin, mark goodman, bartalomi, etc.
https://bluelavaart.com/art-education/ib-visual-art-main-page