Group 6: The Arts

Group 6: Visual Arts

The Visual Art subject is designed to match the interests of students on the course. Students are expected to develop their practical skills over the two year and also they will conduct investigations into different pieces of art. There will be a mixture of written and practical assessment on this course. If you would like to do this course, you need to be creative, flexible and be open to exploring art from a range of artists. You will also need to be highly motivated and independent for this course. Students will be expected to produce an exhibition of studio work and a record of their work over time. Students will be given the opportunity to visit a range of galleries and exhibitions to build their knowledge of different artworks over the two years.

Key features of the assessment model

Available at standard (SL) and higher levels (HL)
The minimum prescribed number of hours is 150 for SL and 240 for HL
Students are assessed both externally and internally

External assessment tasks SL HL
Task 1: Comparative study

  • Students analyse and compare different artworks by different artists. This independent critical and contextual investigation explores artworks, objects and artifacts from differing cultural contexts.
20% 20%
At SL: Compare at least 3 different artworks, by at least 2 different artists, with commentary over 10–15 pages. At HL: As SL plus a reflection on the extent to which their work and practices have been influenced by any of the art/artists examined (3–5 pages).
Task 2: Process portfolio

  • Students submit carefully selected materials which evidence their experimentation, exploration, manipulation and refinement of a variety of visual arts activities during the two-year course.
40% 40%
At SL: 9–18 pages. The submitted work should be in at least two different art-making forms. At HL: 13–25 pages. The submitted work should be in at least three different art-making forms.
Internal assessment task SL HL
Task 3: Exhibition

  • Students submit for assessment a selection of resolved artworks from their exhibition. The selected pieces should show evidence of their technical accomplishment during the visual arts course and an understanding of the use of materials, ideas and practices appropriate to visual communication.
40% 40%
At SL: 4–7 pieces with exhibition text for each. A curatorial rationale (400 words maximum). At HL: 8–11 pieces with exhibition text for each. A curatorial rationale (700 words maximum)

Group 6: Theatre Studies

Theatre is a dynamic, collaborative and live art form.

THEATRE IN CONTEXT THEATRE PROCESSES PRESENTING THEATRE
HL ONLY Creating theatre based on theatre theory At HL, students research and examine the various contexts of at least one theatre theorist. At HL, students practically explore at least one theatre theorist collaboratively and engage with the process of creating a piece of theatre based on their theory. At HL, students create, present and evaluate at least one theatre piece based on an aspect(s) of a theatre theorist’s work they have explored.
SL & HL Working with play texts Students research and examine the various contexts of at least one published play text and reflect on live theatre moments they have experienced as spectators. Students take part in the practical exploration of at least two contrasting published play texts and engage with the process of transforming a play text into action. Students direct at least one scene or section from one published play text which is presented to others.
SL & HL Examining world theatre traditions  Students research and examine the various contexts of at least one world theatre tradition. Students practically examine the performance conventions of at least one world theatre tradition and apply this to the staging of a moment of theatre. Students present a moment of theatre to others which demonstrates the performance convention(s) of at least one world theatre tradition.
SL & HL Collaboratively creating original theatre  Students reflect on their own personal approaches, interests and skills in theatre. They research and examine at least one starting point and the approaches employed by one appropriate professional theatre company, and consider how this might influence their own personal approaches. Students respond to at least one starting point and engage with the process of transforming it collaboratively into an original piece of theatre. Students participate in at least one production of a collaboratively created piece of original theatre, created from a starting point, which is presented to others.

External assessment tasks                                                

Task 1: Solo theatre piece HL only (35%)

Students at HL research a theatre theorist they have not previously studied, identify an aspect(s) of their theory and create and present a solo theatre piece (4–8 minutes) based on this aspect(s) of theory.

Task 2: Director’s notebook SL (35%) and HL (20%)

Students at SL and HL choose a published play text they have not previously studied and develop ideas regarding how it could be staged for an audience.

Task 3: Research presentation SL (30%) and HL (20%)

Students at SL and HL plan and deliver an individual presentation (15 minutes maximum) to their peers in which they outline and physically demonstrate their research into a convention of a theatre tradition they have not previously studied.

Internal assessment task   SL (35%) HL (25%)

Task 4: Collaborative project (SL and HL)

Students at SL and HL collaboratively create and present an original piece of theatre (lasting 13–15 minutes) for and to a specified target audience, created from a starting point of their choice.

Group 6: Film

This course is only available at Standard Level (SL).
Film is both a powerful communication medium and an art form.

The creation, presentation and study of film requires courage, passion and curiosity: courage to create individually and as part of a team, to explore ideas through action and harness the imagination, and to experiment; passion to communicate and to act communally, and to research and formulate ideas eloquently; curiosity about self and others and the world, about different traditions, techniques and knowledge, about the past and the future, and about the limitless possibilities of human expression through the art form.

At the core of the IB film course lies a concern with clarity of understanding, critical thinking, reflective analysis, effective involvement and imaginative synthesis that is achieved through practical engagement in the art and craft of film.

Film syllabus outline

Textual analysis
The detailed study of film sequences

Film theory and history
The study of films and film-making traditions from more than one country

Creative process—techniques and organisation of production
The development of creative, analytical and production skills within film-making.

Key features of the curriculum and assessment models

Students are assessed both externally and internally. External assessment consists of a) the Independent study (rationale, script and list of sources for a short documentary production on an aspect of film theory and/or film history, based on particular films from more than one country), and b) the Presentation (an oral presentation of a detailed critical analysis of a continuous extract from a prescribed film). Internal assessment consists of the Production portfolio (a student’s completed film project and its accompanying documentation).

Group 6: Music

Through the music course students develop their knowledge and potential as musicians, both personally and collaboratively.

Involving aspects of the composition, performance and critical analysis of music, the course exposes students to forms, styles and functions of music from a wide range of historical and socio-cultural contexts. Students create, participate in, and reflect upon music from their own background and those of others. They develop practical and communicative skills which provide them with the opportunity to engage in music for further study, as well as for lifetime enjoyment.

Music syllabus outline

Music perception
Study, analysis and examination, comparing and contrasting of musical cultures

At Standard Level students choose one option from among the following: a) Creating, b) Solo performing, c) Group performing:

Creating
The development of creative skills through exploration, control and development of musical elements
The following options are available:

composing
music technology composing
arranging
improvising
stylistic techniques.

Solo performing
The development of performance skills through solo music making

Group performing
The development of performance skills through group music making

Assessment

Students are assessed both externally and internally. External assessment consists of a) the Listening paper (musical perception questions), and b) the Musical links investigation (a written media script investigating the significant musical links between two or more pieces from distinct musical cultures).  Internal assessment consists, of  a) Creating, b) Solo performing, c) Group performing.

Group 6: Additional subject from Group 2-4

You may choose an additional subject from Groups 2-4, instead of the Visual Arts or Theatre Studies.