Course Planning Curriculum
Design Your Course to Fit
How do you integrate the various course requirements into your particular schedule and location?
In workshops we always do a session on course planning and it is interesting to observe how many different approaches there are to scheduling activities, assessment deadlines, the quantity of guided work vs. independent work etc.. The bottom line is there is no prescribed method to teaching IB art, but there are certainly many tips and useful models to look at. As each school is different in it's breakdown of the academic calendar, I suggest you take your own yearly planner or a big sheet of paper and make notes from the examples in these pages, inserting activities and evaluations where they fit with your particular needs.
Design the course that fits your school, your schedule, and your students using the resources available on this site. Everything you need is at hand.
Points to consider when designing your IB Art course
Help students develop good working habits in the Visual Journal form the start and with Design and Layout Skills for the Process Portfolio
And of course, ease the crunch that inevitably accompanies the final month/s before exams by planning well!! See E submission Guidelines for deadlines
When to do the CS?
Teachers and schools vary on the timing for the CS: One option might be to complete the bulk of the CS by the end of year 1 and add only the HL element ( connections with own art) early in year 2. On the other hand, SL students could very well complete the CS earlier in the course. Many teachers would prefer to have it finished by the end of year 1 simply to get it out of the way.
You will notice that in the planner below I have put the final CS in term 4, mostly because of the HL element that requires students to relate their own work to the work being compared. My thinking is that earlier in the course students may not have yet developed their own work to the extent that they have something more individual to compare.
- Introduce The Comparative Study
- Show students the examples in the Comparative Study Gallery
- Give them a Summer CS Research
Meeting the IB Requirements
The beauty of this course is the freedom allowed teachers in how they approach the structure and teaching of the subject. Your goal is to prepare students to meet the submission requirements, that can be found in the Assessment pages of the site, how you get there is up to you. Read more at Inspired Teaching
When mapping your course, it is useful to keep in mind the 3 overlapping areas that underpin the IB Art as set forth in the latest syllabus.
- Theoretical Practice
- Art Making Practice
- Curatorial Practice
Structuring a Course Outline
If you are looking for a course outline to customize with your own projects and assignments try this General Course Outline, a template for you to tweak and add to as you wish, or if you want something more complete try the hyperlinked 18 month course planner below and make adjustments and modifications to suit your specific needs. Have you seen the student access feature? You can select the site pages for your students and design your course content term by term.
18 month planner
The IBDP course is actually less than 2 years since assessment material must be submitted in April of year 2.
I have used terms rather than months or semesters because of time tabling and global calendars. Term 1 refers to September-December in the western hemisphere, term 2 January- March, in roughly 3 month blocks. Term 5 refers to the final run up to exams.
All of the suggested activities in the outline below are linked to pages on this website with full descriptions.
|IB Visual Arts||Theoretical Practice||Art Making Practice||Curatorial Practice|
Teaching visual analysis of an artwork The Formal Elements
Comparing two artworks given by teacher Compare and Contrast
(journal) Journal Reflections
Introduce the Art Making Forms Table
Introductions to techniques Workshop Style Sessions
Guided Studio Work Open Ended Assignments
Guided Visual Journal Work Self-Reflection
How to make PP screens from the Journal and ongoing experiments Process Portfolio Format
Curating an imaginary exhibition activity Curating a Virtual Exhibition
Documenting your studio work, establishing good practice. Documenting Process
invite an artist in or schedule a visit Visiting Artists
First draft The Comparative Study
use CS Guiding Template if needed
Select Art and ToK topics from Art and Theory of Knowledge pages
Studio Work, more independent Finding a Focus
Visual Journal/PP more independent Uncovering Bigger Ideas
Writing the Curatorial Rationale Curatorial Rationale
Documentation of work Documenting Artwork
Complete the individual The Comparative Study (CS)
Focused Independent Studio Work A Coherent Body of Work
Continue to build digital portfolio of completed work and PP pages, begin to select PP Rubric for Students
Exhibition Visit Gallery Visit on Curatorial Practice
Reflecting on different approaches to curation ( journal) Methods of Display
Planning Exhibition Space Exhibition Hanging Styles
complete all tasks well in advance of scheduled deadlines, see E submission Guidelines
and Internal Assessment for teachers
|Formatting CS for E submission E submission Comparative Study||Process Portfolio assembling for E submission E submission Process Portfolio||
Selecting works for and designing The Exhibition
writing Exhibition Texts
Writing Final Curatorial Rationale Writing Guidelines for Rationale
Putting together Exhibition Presentation for E submission E submission for Exhibition