1. IB ARTS La Paz Community School

2. IB learner profile Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in- depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

3. Aims The aims of the visual arts course at HL and SL are to enable students to: investigate past, present and emerging forms of visual arts and engage in producing, appreciating and evaluating these develop an understanding of visual arts from a local, national and international perspective build confidence in responding visually and creatively to personal and cultural experiences develop skills in, and sensitivity to, the creation of works that reflect active and individual involvement take responsibility for the direction of their learning through the acquisition of effective working practices

4. Expectations respond to and analyse critically and contextually the function, meaning and artistic qualities of past, present and emerging art, using the specialist vocabulary of visual arts develop and present independent ideas and practice, and explain the connections between these and the work of others explore and develop ideas and techniques for studio work through integrated contextual study and first-hand observations develop and maintain a close relationship between investigation and a purposeful, creative process in studio work produce personally relevant works of art that reveal evidence of exploration of ideas that reflect cultural and historical awareness develop and demonstrate technical competence and artistic qualities that challenge and extend personal boundaries (option A) and technical competence and self-direction (option B).

5. Theory of Knowledge All Diploma Programme students participate in the three course requirements that make up the core of the hexagon. Reflection on all these activities is a principle that lies at the heart of the thinking behind the Diploma Programme. The theory of knowledge (TOK) course encourages students to think about the nature of knowledge, to reflect on the process of learning in all the subjects they study as part of their Diploma Programme course, and to make connections across the academic areas. The extended essay, a substantial piece of writing of up to 4,000 words, enables students to investigate a topic of special interest that they have chosen themselves. It also encourages them to develop the skills of independent research that will be expected at university. Creativity, action, service (CAS) involves students in experiential learning through a range of artistic, sporting, physical and service activities.

6. Standard Level (A) Standard level (A) (150 hours) Studio work (60%) / Investigation workbooks (40%) Option A is designed for students who wish to concentrate on studio practice in visual arts. Students will produce investigation workbooks to support, inform, develop and refine studio work through sustained contextual, visual and critical investigation. At both HL and SL, the investigation workbooks are integral to studio practice and should reflect the student’s critical visual and written investigation.

7. An integrated relationship between studio work and investigation work is essential throughout the course.

8. Learning Outcomes develop the skills and techniques of investigation— both visual and written relate art to its cultural and historical contexts explore art concepts explore art elements develop and use the processes of art criticism and analysis develop confidence and expertise in the use of various media extend their knowledge of design share their work with an audience through displays and exhibitions or presentations extend individual investigation to inform practical work make connections between ideas and practice—both their own and others’.

9. Studio Work the exploration of media, including the use of material and equipment the exploration and development of artistic qualities in visual arts the study of relationships between form, meaning and content in visual arts the study of a variety of social and cultural functions of visual arts the appreciation and evaluation of their own work and that of others.

10. Investigation Workbooks The investigation workbooks should incorporate contextual, visual and critical investigation. They should function as working documents and support the student’s independent, informed investigation and studio practice. Provide an opportunity for reflection and discovery and they play a key role in allowing ideas to take shape and grow. They should contain visual and written material that address contextual, visual and critical aspects of the investigation. They should also reflect the student’s interests and include wide-ranging first-hand investigations into issues and ideas related to visual arts. There should be a balance in the investigation between analytical and open-ended discussion, illustrating the student’s creative thinking.

11. Assessment Outline Studio / External assessment The student prepares a selection of his or her studio work in the form of an exhibition. This is externally assessed by a visiting examiner following an interview with the student about the work. Investigation / Internal assessment The student presents selected pages of his or her investigation workbooks that have been produced during the course. This selection is internally assessed by the teacher and externally moderated by the IBO at the end of the course. Requirements Selection of 8–12 photographs representing the works produced Extended Essay 15–20 A4/letter-size copies of workbook pages Video Interview Written Statement