Group 6: The Arts (and electives)

The subjects in the arts allow a high degree of adaptability to different cultural contexts. The emphasis is on creativity in the context of disciplined, practical research into the relevant genres

In group 6, students may opt to study an additional group 4 (Sciences) or group 3 (Individuals and Societies) subject instead of a course in the arts.

At the Australian International School we offer the following Arts subjects:

• Music

• Visual Arts

Music

Course description

The new DP music course, for the 21st century music learner, prepares musicians for a world in which global musical cultures and industries are rapidly changing. Students will approach creativity through practical, informed and purposeful explorations of diverse musical forms. This will equip them with strongly-developed creative thinking skills, holistic mindsets and flexible design and project-based skills, all of which are highly valued by universities and employers.

Prerequisites and prior learning:

This course is designed to give creative individuals the chance to explore and develop their musical skills. Whilst not a requirement, achieving a ‘C’ or above in IGCSE Music is desirable. If a student has not taken IGCSE then their ability in performance, creation and discussion of music will need to assessed by a teacher before acceptance onto the course. Ideally, students need to play an instrument and be familiar with a Digital Audio Workstation (DAW) in order to access the creating and performance aspects of the course.

Course content

The course allows students to embody three roles: the researcher, the creator and the performer. In these roles, they inquire, create, perform and reflect on the course’s three musical processes:

• Exploring music in context

• Experimenting with music

• Presenting music

Students will complete work based on different Areas of Inquiry (AOI).

Areas of Inquiry (AOI)

1. Music for sociocultural and political expression

• Examples may include protest songs, liturgical music, national anthems

2. Music for listening and performance

• Examples may include chamber music of the Western art tradition, cool jazz, experimental music

3. Music for dramatic impact, movement and entertainment

• Examples may include music for film, ballet or musical theatre

4. Music technology in the electronic and digital age

• Examples may include electronic dance music, technology in popular music production

Engagement with these AoIs takes place across three contexts:

• Personal Context – music that has significance to the student, and that they are most familiar with.

• Local Context – music that has local significance, but that might be unfamiliar to the student.

• Global Context – unfamiliar music from a variety of places, societies and cultures.

Assessment

These assessments take place across the two years of the course. It is important to note that all work takes the form of producing a portfolio of work. There are no examinations for IB Music.

External: Exploring Music in Context: Students select samples of their work for a portfolio submission (maximum 2,400 words) a. Exploring as a researcher

• written work demonstrating engagement with, and understanding of, diverse musical material from at least two areas of inquiry b. Exploring as a creator and as a performer

• one practical creating exercise (score maximum 32 bars and/or audio 1 minute as appropriate to style)

• one performed adaptation of music from a local or global context for the student’s own instrument (maximum 2 minutes) c. supporting audio reference material, (not assessed). a. Presenting as a researcher

External: Presenting Music: Students submit a collection of works demonstrating engagement with diverse musical material from four areas of inquiry.

• programme notes (maximum 600 words) b. Presenting as a creator

• composition and/or improvisation (maximum 6 minutes) c. Presenting as a performer

• solo and/or ensemble (maximum 12 minutes)

• excerpts, where applicable (maximum 2 minutes) a. Experimenting as a researcher

Internal: Experimenting with Music: Students submit an experimentation report with evidence of their musical processes in creating and performing focused through at least two areas of inquiry in a local and/or global context.

• a written experimentation report that supports the experimentation (maximum 1,500 words) b. Experimenting as a creator and as a performer

• Practical musical evidence of the experimentation process in the form of - three related excerpts of creating (total maximum 5 minutes)

- three related excerpts of performing (total maximum 5 minutes)

Internal: The Contemporary Music-Maker: Students submit a continuous multimedia presentation documenting their real-life project.

Multimedia presentation (maximum 15 minutes), evidencing: a. the project proposal b. the process and evaluation c. the realized project, or curated selections of it.

SL: 30% HL: 20%

SL: 40% HL: 30%

SL: 30% HL: 20%

HL only: 30%

Visual Arts

Course description

The DP Visual Arts course is designed to offer students the opportunity to build on prior experience while encouraging them to develop and use new skills, techniques and ideas.

Prerequisites and prior learning

While it is possible to take the course without previous experience, it is helpful to have had some, particularly for HL. Recommendations:

• At least a C at the IGCSE Art & Design examinations or 5 in MYP Visual Art

For students with no previous experience in art:

• A portfolio from their previous school

• An interview with the teacher who may want to give a small assignment to assess dedication, commitment, interest, attitude, aptitude, and the ability to reflect verbally and in writing about art.

Course content

The visual arts core syllabus at SL and HL consists of three equal interrelated areas:

• Visual arts in context

• Visual arts methods

• Communicating visual arts

Students are required to investigate the core syllabus areas through exploration of the following practices:

• theoretical practice

• art-making practice

• curatorial practice.

Visual arts assessment:

External assessment (60%)

• Part 1: Comparative study (20%)

Students at analyse and compare different artworks by different artists. This independent critical and contextual investigation explores artworks, objects and artifacts from differing cultural contexts.

SL and HL students submit 10–15 screens which examine and compare at least three artworks, at least two of which should be by different artists. The work selected for comparison and analysis should come from contrasting contexts (local, national, international and/or intercultural).

HL students also submit 3–5 screens which analyse the extent to which their work and practices have been influenced by the art and the artists examined.

• Part 2: Process portfolio (40%)

Students at SL and HL submit carefully selected materials which evidence their experimentation, exploration, manipulation and refinement of a variety of visual arts activities during the two-year course.

SL students submit 9–18 (HL 13-25) screens which evidence their sustained experimentation, exploration, manipulation and refinement of a variety of art-making activities. For SL students the submitted work must be in at least two artmaking forms (HL three), each from separate columns of the art-making forms table.

Internal assessment (40%)

• Part 3: Exhibition (40%)

Students at SL and HL 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.

¡ SL students submit a curatorial rationale that does not exceed 400 words (HL 700 words)

¡ SL students submit 4–7 (HL 8-11) artworks.

¡ Students submit exhibition text (stating the title, medium, size and intention) for each selected artwork