Structure and Freedom

IB Visual Arts: Structure and Freedom

The IB Art course rests on a delicate but highly effective collaboration between student and teacher. One of the biggest challenges is finding an optimum balance between teacher guided instruction and independent student exploration.If teachers create a flexible framework for teaching skills, techniques, investigative strategies and subject language, then within that structure there is the possibility for different paths...


To access the entire contents of this site, you need to log in or subscribe to it..

Click the free stuff button on the home page to access free pages or check the blog (which is also free).

All materials on this website are for the exclusive use of teachers and students at subscribing schools for the period of their subscription. Any unauthorised copying or posting of materials on other websites is an infringement of our copyright and could result in your account being blocked and legal action being taken against you.

Comments 4

Catherine Hallam 10 March 2017 - 17:31

I echo this strongly "Personally, I was quite sad to switch to the new syllabus that places less than 50% of the final IB mark on the actual studio work. I believe it is the visual art-making and the exhibitions that excite students to choose IB Art. I do not feel we need to make IB Visual Arts appear more academic to justify its existence or value." The old HLA & HLB made the focus on studio vs written an option for students. I never had a student choose the written/research focus option

Tony Davidson 26 September 2017 - 03:32

The danger with putting the focus on writing and embracing subject-specific art-language is that they are almost compelled to pick up 'art critic jargon' which comes across as pretentious or just cringe-worthy if it's not sincere...

Daniel Banda 1 November 2017 - 08:41

Hi Heather,
I have 6 students this year and two of these students had a brief background of art during their middle year programme in year 9. My first students is fascinated with shoe designing using photography as a tool for his process portfolio and the second students is more interested in architecture by creating 3D models for his course and plans to use pictures for documenting. I have started off my classes with basic drawing skills and painting skills in order to ascertain their skills. I know that the should meet all the requirements for the art making table. My worry is that I don`t want to limit them with the amount of class work am giving them at the moment with documenting their investigations. My question is that can both students continue or have the freedom of using photography later on in the year for their 3D illustrations in their process portfolio with limited drawing or painting skills to show process for their investigations. Hope am making sense

Heather McReynolds 3 November 2017 - 14:39

Hi Daniel... not exactly sure of your question but in year 1 students can meet the art making forms requirements and in year 2 certainly choose to focus on their indiivdual interests more , sometimes even earlier, by semester 2 year 1. Once they have experimented with and documented the necc number of art making forms try easing up on teacher led assignments and see how they progress independently...hope this helps?


To post comments you need to log in. If it is your first time you will need to subscribe.