PP Reminders: Pictures and Process

Two PP points! 1. Show me pictures (“visual evidence”) There must be visual as well as written/text documentation of process. It should be obvious - but of course just writing comments and explanations is not enough: is there visual evidence of what has been happening? Don’t just write about it; you must also show what has been considered, explored, etc. (Just saying that you did something is easy and lazy and open to question: how does the examiner know that you actually did ...

Collaboration? Huh! What is it Good For?

Do you have your students work collaboratively on art-making projects? In December 2015 I posted a blog about collaboration (To collaborate, or not to collaborate – that is the question!) But the issue has come up again, this time with some questions from teachers in a visual arts workshop I am running. My usual caveat is to do with problems with assessment of collaborative works, but to be honest that may not be the only problem. There is a general assumption ...

The Art of Protest

'Raising awareness' Art can do many things, and recently – certainly since the 1980s – we’ve seen a lot of artists focus on one thing in particular: the art of protest (or ‘raising awareness’). With seemingly more and more things to protest about and the ever-growing reach and power of social media to inform etc, ‘art’ has become the go-to vehicle to express angst, anger, frustration etc. and to ‘raise awareness’. We are more familiar now with a whole range of ecological and ...

Its All about RELATIONSHIPS (Thematic or Stylistic) in Your Visual Arts Exhibition

A long time ago, in a galaxy far, far away... I started teaching DP Visual Arts a little over thirty years ago, in Tanzania, in the 1980s (at ISM). At that time both the IB and ISM were relatively new – the IB started in 1968 and ISM started in 1969. I was entering a new stage in my life:  living in the foothills of Mount Kilimanjaro, going on regular safaris into the Serengeti, learning about a new school, a new country, new ...

Curious Curatorial Rationales

Curatorial issues As an examiner I've  read a lot of curatorial rationales over the last few weeks, and I wanted to share some rationale-related reflections. If you are a Visual Arts student in your first year (and in a May session school) then in around 9 months – or before – you will be writing one…  The words of the top HL Curatorial Rationale descriptor There are two strands – but many students hardly even address one. “…fully justifies the selection and arrangement of the ...

Become a Visual Arts Examiner!

Hi all, Like all May session Visual Arts teachers, a few weeks ago I uploaded a variety of files from my final year students - for assessment and moderation - to IBIS. If you teach IBDP Visual Arts, at some point you are going to do this: let go of your students’ work and offer it up to some distant and anonymous examiners and moderators, who will scrutinise the work, assess it (according to the descriptors for each of the three components) ...

7 Points from the Visual Arts Subject Report

The Visual Arts Subject Report for the last May session is in the shops now! (Not really – see the end of this post for how to get it.) This document is not a hypothetical aspirational document; it’s more of a reaction to and reflection on the things that you (teachers) uploaded for assessment. It’s a report and its based directly on the experiences of examiners, so it is valuable in a real and practical sense. It can be an interesting and revealing ...

Everything you always wanted to know about the Visual Arts upload process…but were afraid to ask

Ibis Yes, its time! Gather your files/digital documentation of student work and go to IBIS! No, not the bird: I mean IBIS: the International Baccalaureate Information System (https://ibis.ibo.org/)   Collect your students' files, take a deep breath, stay calm, try not to get flustered or exasperated...its UPLOAD time! Here is your upload overview/guide to enlightenment, with instructions, reminders, advice, file information and dates and deadlines...what more could you want? *** Don't be confused when you see two dates (e.g. 20 April/20 October). April is for most 'May session' ...

The Shape of Things to Come (in 2022)

The Visual Arts Curriculum Review—and the Shape of Things to Come! Things to Come, via YouTube The Shape of Things to Come is a work of science fiction by H. G. Wells, published in 1933, which speculates on future events from 1933 until the year 2106. In the book, a world state is established as the solution to humanity's problems. (Wikipedia)   Actually, ‘the shape of things to come’ - in the context of this blog - is more specifically related to the ...

6/VACAF, EE/RPPF and EE/CS

(Don't you love acronyms?) I lead DP visual arts workshops, both online and face-to-face, and just before Christmas finished my last visual arts workshop of 2017. It was a category 1 and these are invariable full, packed and busy—so much to cover, so little time to do it in! As ever it was a lively and enjoyable workshop, but a couple of things sometimes seem to get pushed to the back of the line and possibly overlooked—visual arts coursework authentication, reflection on the extended ...