Process Portfolio thoughts and reminders

Happy New Year! I’m going start the year by reminding my 2nd year students of the Process Portfolio. These students will be uploading their PP screens/pages in March/April so my first blog posts of 2017 relate to the PP. I don’t want in inundate you with too much too soon so will be posting in two installments, January and February. Duplication? First of all, be careful with some of the current OCC Teacher Support Material for the Process Portfolio. Some examples have a text-only ...

Everything you wanted to know about your PP and your VAJ (but were afraid to ask)

One issue seems to puzzle some students: What is the relationship between the Process Portfolio and the Visual Arts Journal (henceforth referred to respectively as the PP and the VAJ)? Some students feel the VAJ has little importance because they see that the PP gets 40% of the marks and the VAJ does not appear to be assessed at all (in the sense that there is no VAJ assessment component) …Hence the feeling that the PP is essentially the same as the VAJ ...

Visual Arts Process Portfolio: choices (and some points)

I think one point needs making at the start: there is no single route to process portfolio success. Examiners are not expecting one ‘style’ or format, or that all Process Portfolios will look the same: it is assumed that you (e.g. different students) will adopt different approaches. However, its important to be aware of the following points: 1 What’s in a ‘screen’? The main dilemma for some is whether to make the process portfolio a primarily digital construct with screens assembled on a ...

Gallery Visits

PLEASE visit art exhibitions – not just because it’s a great experience but because it could improve your grade! I recently visited the Tate Modern and the Tate Britain Galleries in London. Of course, many schools are nowhere near a big city and/or a large, prestigious and internationally acclaimed gallery. For eight years I taught art in a school situated on the lower slopes of Mount Kilimanjaro – the excellent and unique International School Moshi – and we visited small local galleries or ...

The NEW visual arts course

  In my last blog I made some mention of the new DP visual arts course and suggested the 'top 4' differences between the current and the new course, but it’s probably about time to start talking about it in a bit more detail. Hopefully quite a few of you will already have participated in a workshop, either online or face-to-face. IB Diploma Programme subjects usually have a seven year lifespan. The current visual arts course (started in 2009) still obviously has ...

CONCEPTUAL QUALITIES (and experimentation, cliché, objet trouvé & the senses)

Conceptual art can be stimulating, provocative and even fun, so it’s no surprise that DP visual arts students occasionally upload files for their final assessment  that have an emphasis on idea and concept rather than, say, technical skill. They are often in the form of a found object – a feather, a glove, a light-bulb, a chess piece, rubbish, a clock, a computer circuit board, dead flowers - not forgetting, of course, Barbie (etc.) They all represent something and - given the ...

Making your examiner happy

It’s May, which means that most IBDP schools in the northern hemisphere will not have to worry about the visual arts course that started in 2009 ever again! It’s over, ladies and gentlemen!  Well done for persevering with those somewhat convoluted assessment criteria, containing multiple ideas and issues. They were always a little too complex, and I sympathise with all teachers and students who struggled to understand them. Now we have a new set of components - but I think that this time ...

“Forget the Process Portfolio! The Process Portfolio does not exist!”

Ah, the sparkling skyscrapers of Dubai. I was there fairly recently, involved in a visual arts teacher-training workshop, with a focus (of course) on the new programme. For those participants who were there and who may now be reading this I’d like to say thank you once again for all your creative and positive contributions! Your willingness to share was itself a great reflection of the philosophy of the International Baccalaureate. 1 One area that seemed to cause some confusion for some was ...

COMPARING OLD AND NEW: SIMILARITIES (Visual Arts courses)

In my last post, (Are you ready for the new visual arts course?)  I encouraged teachers to attend a visual arts workshop to learn all about the new course - which many (including me) will be teaching next month. For those new to the DP a comparison with the old (but still current) course may have no relevance, but if you have been and are teaching the ‘2009 onwards’ course, it may be useful to note similarities/differences. Here I am going to ...

INVESTIGATION WORKBOOK, VISUAL ARTS JOURNAL, PROCESS PORTFOLIO etc = BFF

The pages of your journal or workbook document the development of your ideas and help the creative process. I love pages, the process, the growing ideas and the mistakes - yes, I love the mistakes. The mistakes show your struggle, they let readers see the directions you were thinking of going in, they are evidence of the ideas that we otherwise would not know about…   Within the IB Diploma Programme visual arts course we currently have an INVESTIGATION WORKBOOK. In a few ...