DP Arts Curriculum

Group Six: The Arts Film Theatre Visual Arts

• • •

Film Studies 2-year outline 1 Lesson: 90 min.

1 Week average: 4.5 hrs

• Mon-Wed-Thu Year 1 Topic/ Unit 108 lessons

Sep 13 lessons

What is a movie?

Know your past: understand your future

Reading Film- 45 hrs. (30 lessons) Contextualizing Film 45 hrs. (30 lessons) Exploring Film Production Roles 60 hrs.

(40 lessons) Collaborative Film Project 90 hrs. (60 lessons)

Exam Component

RF FPR

RF CF

Content Film elements 3 Lessons Shot types 3 Lessons How to read a movie?

4 Lessons Cultural Context 3 Lessons Film History Europe 3 Lessons America 3 Lessons

Oct 10 lessons

FF: Film movements German Expressionism 1 Lesson South Korean New Wave 1 Lesson Nuevo Cine Mexicano 1 Lesson Dogme 95 1 Lesson

Nov 12 lessons Nov.1st MYP/G11 Interim report due (Letters only) 8am

Production Roles FPR CFP Film Analysis

TA formative

Jan

Analyzing films: Elements and Cultural context 3 Lessons Assembling Mock Portfolio pages for Production Role#1

Monday Nov. 9th 3-Way Conferences 12-8PM- MYP- G11

Dec 5 lessons

Production role #1 1-3 min production 6 Lessons

RF/T.A

Screening of Mock TA film.

3 Lessons Mock TA film. Outline and resources 2 Lessons

Mock Textual Analysis due 3 Lessons

Resources Pg 31 TSM

12 lessons

TA formative due

RF/T.A

Production Role# 2. 6 Lessons Assembling mock portfolio including pages for roles 1+2 3 Lessons Screen TA official T.A. Films 9 Lessons

T.A. Summative

Feb 12 lessons

March 11 Lessons

TA Summative outline and sources 3 Lessons TA Summative due (one month from the last screening) 6 Lessons

T.A.- final Due

FF: Film style/genre Comedy 5 Lessons

March 2nd, 3rd 3-way conferences 12-8 MYP/G11

April 9 Ramadan lessons

Formative Collaborative film (Comedy)

Practice Collaborative Film pre-production 3 Lessons Production 3 Lessons Post 3 Lessons CS/CFP

Collaborative film mock report due 4 Lessons Film Theory:

May 4 Ramadan lessons 7 lessons

Race and Ethnicity 2 Lessons Feminism 2 Lessons Marxism 2 Lessons

Film Theory

May 9th Interim Reports Due Grade 9-11

June 8 Lessons Pre reports

5 Lessons Post reports End of Year Reports Due- G11 gets written report

Written Quiz (reflective) 1 Lesson

Formative Collaborative film Report due

CFP/FPR

Production Role# 3 (Thriller) 6 Lessons Production Role# 3 portfolio pages 1 Lesson Film Festival

G12 Mon-Tue-Thurs Year 2 Unit/ Topic Exam Content 75 lessons Component View suggested films and samples of student work provided by teacher

Sep 12 lessons

“Only Foreign” This unit explores the concept of “foreign” by focusing on the prescribed aspect of Film Focus (movement, genre, style, theory) thought the study of 3 “foreign” films.

CF

Assessment instrument

Revisiting course expectations (assessed sample student work from IB) Film focus (FF) inquiry |action |reflection|: FF: Film genre/style – 2 lessons FF: Film theory – 3 lessons (+1 lesson quiz) FF: Film movements– 3 lessons (+1 lesson quiz)

Sep. 8th Grade 12 threeway conferences (26pm)

Comparative Study

Which Film Focus was most relevant to you? Which film focus will you choose for your CS? Formative Mini CS- for practicing FF and process of producing the CS. 2 lessons (unpacking, marking IB samples) What are these films telling us through their plots? (these messages/ lessons/ are consider film maker intentions) LAUNCH of CFP (begin brainstorm)

October 10 lessons 27th P. Grd due

They see me Rollin’: exploring Production Roles Cinematographer Director Editor Sound Writer

FPR CFP

Research into practitioners that we learned about in the previous unit (that interest you!) This knowledge will help you form an original filmmaker intention for the roles you are exploring in your portfolio.

CS draft (script form) 3 Lessons

Film Portfolio Coll. Film Project

Film production role #1 (cinematographer, director, editor, sound, writer) 3 Lessons CPF (Script completed, storyboard in progress) 4 Lessons

Nov 12 lessons

Preparing for Submission

FP Reel + Pages (formative) for Role#1 3 Lessons Film production role #2 (cinematographer, director, editor, sound, writer) 3 Lessons

Film Portfolio

CPF (Storyboard completed; preproduction completed) 3 Lessons CS due Summative Dec 5 lessons

Preparing for Submission

Dec. 6th Grade 12 reports due (Grade & Generic comment).

Out on 8th Jan 11 lessons 12th G12- 3 Way Conferences 2-5pm

FP Reel + Pages (formative) for Role#2 2 Lessons CFP (production) 3 Lessons

Preparing for Submission

Film production role #3 (cinematographer, director, editor, sound, writer) 3 Lessons CFP(Post-production) 6 Lessons CFP (Report) formative 2 Lessons

Feb 12 lessons

Preparing for Submission

FP Reel + Pages (formative) for Role#3 3 Lessons CFP (Report due) 6 Lessons

March 9 lessons Pre-reports due 23rd Grade 12 reports due (Grade & Generic comment).

Finalizing Submission

Assembling your IB submission Comparative- Study- formatting completed 3 Lessons Portfolio reel- title slides must correspond to pages Portfolio Pages- formatted 3 Lessons CFP (credits, titles) CFP Report 3 Lessons

April 4 lessons 15th IA work uploaded April 29th practical work uploaded May June

Uploading to IB!

Coll. Film Project

Core syllabus areas: Reading Film (RF): |Examine films as an art form| Analyse how cultural contexts and film elements work in tandem to convey meaning.

Contextualizing Film (CF): explore the evolution of film across time, space and culture| examine various areas of film focus| Exploring film production roles (FPR): explore film production roles engaging with all phases of the filmmaking process to fulfill their own filmmaker intentions.

Collaboratively producing film (CPF): students focus on the collaborative aspects of filmmaking and experience working in core production teams in order to fulfill shared artistic intentions. They work in chosen film production roles and contribute to all phases of the filmmaking process in order to collaboratively create original completed films. film focus has been chosen as an umbrella term for the frameworks that exist to help understand and categorize films in order to identify and explore connections, links and relationships between them. In both the taught syllabus and assessment tasks, areas of film focus include the following: • • •

Film movements (such as French New Wave, German expressionism, Third Cinema, and so on) Film genre and film style (such as film noir, romantic comedy, science fiction, Western, and so on) Film theory (such as auteur theory, feminist film theory, Marxist film theory, and so on)

Comparative Study

Film Portfolio

Collaborative Film Project

A recorded multimedia comparative study (10 minutes maximum).

Portfolio pages (9 pages maximum: 3 pages per film production role) and a list of all sources used.

A completed film (7 minutes maximum).

A list of all sources used.

A film reel (9 minutes maximum: 3 minutes maximum per film production role).

Inquiry Using both primary and secondary sources investigate possible areas of film focus and films for comparison from within the comparative study.

Using materials from a range of sources, including original films, critiques, publications and other media. While students may find it useful to source some information from informal film fan websites, they should seek to extend their research beyond casual reviews and opinions to include sources of academic criticism, film history and other scholarly analysis. (AKA- BOOKS) Student decides the selection of the task components, which includes a clearly defined topic

Each student reflects on their experiences of watching, discussing and writing about films. They identify an area of interest that excites and inspires them and develop appropriately creative and suitably challenging filmmaker intentions they would like to achieve through production work.

Using both primary and secondary sources, each student carries out research into three selected film production roles they would like to work in and acquires an understanding of how these discrete roles contribute to filmmaking, as well as an understanding of the

A project report (2,000 words maximum) and a list of all sources used.

Each student joins a core production team, making a group of two to four students from the school community.

Each member of the core production team discusses the contexts within which they will work, developing an overall framework for their original film (which is inspired by research), considering both theoretical approaches, such as genre and style, as well as practical considerations.

Each core production team collaboratively creates a production plan for an original film. The group also clearly articulate their agreed intentions for the film.

for the comparative study (which in most cases is likely to be expressed in the form of a research question). Define the cultural context of the selected films and justifies why these task components were chosen for the comparative study.

Undergo a process of comparing and contrasting their selected films in order to deepen their understanding of each film. It is likely that the student will consider the ways in which film elements work together to convey meaning in their analysis of how the selected films compare and contrast Action

Each student assembles their findings, developing a personal and critically reflective perspective, and identifies and gathers appropriate audio-visual material to support the study.

Prepares a recorded multimedia comparative study (10 minutes maximum) for submission, ensuring a balance between visual and spoken elements, while making clear reference to their sources as on-screen citations. The primary weight of evidence for the study should be selected from the two chosen films, which should be given equal consideration.

The resulting work should demonstrate the student’s engagement with both primary research (the viewing and analysing of significant moments in the chosen films) and secondary research (developing a balanced academic perspective), enabling the student to present a synthesis of their own research and their discoveries in terms of critical, academic, and technical research.

industry practices and techniques required to work in these areas.

Each student undertakes a series of preproduction tasks, including formulating a plan for practically exploring the chosen film production roles in order to acquire, develop and apply skills, and to fulfill their stated filmmaker intentions.

Each student undertakes a range of practical production activities in the chosen film production roles they have selected. They experience working both individually and collaboratively in a range of film activities, grappling with the skills associated with the film production roles and attempting to effectively fulfill their stated filmmaker intentions. This must include the creation of at least one completed film (3 minutes maximum).

Each student undertakes a range of experiments and explorations, demonstrating creative exploration and production skill in each chosen film production role. Activities may be teacher-led or studentled. Any teacher-led activities must allow room for student ownership and individual creativity. A literal remake of an existing film sequence, for example, could be considered a useful teaching activity, but could also be limiting for inclusion for assessment without adequate opportunities for student-led creative interpretation and flexibility.

Each core production team seeks approval for the plan for filming from the teacher. Once approved, each student begins planning their involvement in the production, including the selection of their one film production role.

Each core production team collaboratively engages in the pre-production, production and post- production phases in order to produce the completed film (7 minutes maximum).

Each student carries out their one film production role, making considered creative choices and deploying their skills in order to convey meaning and contribute to the overall effectiveness of the film.

Each student is expected to participate in all three phases of production regardless of the individual film production role they have taken for assessment purposes, in order to help fulfill the identified intentions of the group.

Reflection

Students reflect on the learning undertaken in this task, and review and refine their comparative study ahead of submission

Making clear links to the identified films and filmmakers that inspired this work, each student reflects on their explorations and on the impact this learning has had on their understanding of the three film production roles in which they have worked, and evaluates the extent to which they fulfilled their filmmaker intentions.

As a result of the outlined inquiry, action and reflection processes, each student compiles a film portfolio for assessment containing portfolio pages (9 pages maximum: 3 pages maximum per film production role), a list of all sources used and a film reel (9 minutes maximum: 3 minutes maximum per film production role, including one completed film).

Each core production team collaboratively writes a logline for the completed film (articulated in 50 words or less) which provides a very brief summary of the film.

Each student reflects on the creation of the original film and on the creative choices they made in their one film production role in order to convey meaning. They also reflect on the process of collaboration and the successes and challenges encountered as a member of the core production team in attempting to fulfil the agreed intentions of the group.

Each student documents and presents their reflections on the completed collaborative film project as a 2,000 word (maximum) project report.

G12s- 75 lessons Unit/ Topic Grade 12 DP Theatre Research Presentation

Exam Component

Content

Research Project

Rehearse/Redo filming for…

-Lucas, Farida, Cedric

Director’s Notebook

Students use chosen play, select 2 scenes, direct their peers (in class or out if allowed).

August 30September 9 Director’s Notebook

Director’s Festival (performances of student-directed scenesNovember ???)

Will decide after Mock Exams Schedule is released

September 12November 18 Submission of 1st draft reportNovember 25 Submission of FINAL DRAFT December 7 -Chosen practitioner

Students are encouraged to do exploratory research of theatre practitioners to prepare for their final assessment.

Winter Break

Solo Project -January 2February 20

Solo Project

-Students practically develop their practitioners’ work in class (Crit. B)

Draft Performances February 1-3 Final PerformancesWeek of February 27 Submission of 1st draft (report) Week of March 6 Submission of FINAL DRAFT March 20

-Students research a theatre practitioner, their techniques, practices, and context (Crit. A)

-Students present their solo work (Crit. C) -Students reflect on intended audience impact and learning experiences (Crit. D)

*Research Project -Maitha (courses)

G12s- 75 lessons Unit/ Topic Grade 12 DP Theatre Research Presentation

Exam Component

Content

Research Project

Rehearse/Redo filming for…

-Lucas, Farida, Cedric

Director’s Notebook

Students use chosen play, select 2 scenes, direct their peers (in class or out if allowed).

August 30September 9 Director’s Notebook

Director’s Festival (performances of student-directed scenesNovember ???)

Will decide after Mock Exams Schedule is released

September 12November 18 Submission of 1st draft reportNovember 25 Submission of FINAL DRAFT December 7 -Chosen practitioner

Students are encouraged to do exploratory research of theatre practitioners to prepare for their final assessment.

Winter Break

Solo Project -January 2February 20

Solo Project

-Students practically develop their practitioners’ work in class (Crit. B)

Draft Performances February 1-3 Final PerformancesWeek of February 27 Submission of 1st draft (report) Week of March 6 Submission of FINAL DRAFT March 20

-Students research a theatre practitioner, their techniques, practices, and context (Crit. A)

-Students present their solo work (Crit. C) -Students reflect on intended audience impact and learning experiences (Crit. D)

*Research Project -Maitha (courses)

Theatre

Theatre Studies Yr. 1 outline 1 Lesson: 90 min.

1 Week average: 4.5 hrs Year 1 108 lessons

Sep 13 lessons

Topic/ Unit

Introduction to practitioners

Bertold Brecht’s Caucasian Chalk Circle

Exam Component

Solo Performance

Solo Performance

Oct 10 lessons

Content Lesson 1/2: What is theatre theory?

Lesson 3/4: The birth of Naturalism: Stanislavski Lesson 5/6: Influence of WW1 on the Arts: Brecht Lesson 7: What is the Avant Garde?

Lesson 8: Grotowski Lesson 9: Beckett Lesson 10: Berkoff Lesson 11: Lecoq Lesson 12: Viewpoints Introduce the influences and themes if the play In depths study of Brecht’s ideologies and techniques Study key scenes from the play, with reference to how techniques are being used.

Working in pairs and groups to stage some of the key scene studied and apply techniques used by the practitioner.

Nov 12 lessons

Intro to the assessment and continuation of Brecht.

Nov.1st MYP/G11 Interim report due (Letters only) 8am

Solo Performance

Lesson 1: Outline of the assessment Lesson 2/3: Crit. A - theatre theory of Brecht Lesson 4-7: Crit. B - the process of using a practitioner to prepare for the solo performance.

Lesson 8-12: Crit C - prepare and perform the Solo piece using a scene from Caucasian Chalk Circle

Monday Nov. 9th 3-Way Conferences 12-8PM- MYP- G11

Write and reflect

Dec 5 lessons

Jan 12 lessons

Study of Beckett’s Waiting for Godot

Solo Performance

Director’s Notebook

Crit D – reflect on the performance and what was learned.

Complete/prepare and hand in reflection and journal for marking

Review Beckett’s and Theatre of the Absurd from Term 1 Introduction to the play and its influences Study key scenes practically in small groups

Intro to assessment and continue

Lesson 1: Types/styles of staging Lesson 2: Developing a vision Lesson 3: Of its time or contemporary?

Feb 12 lessons

studying Waiting for Godot

March 11 Lessons

Introduction to World Theatre Tradition

Lesson 4: The director and the production team Lesson 5/6: Review the assessment and the importance of the journal Lesson 7-10: Small group work – prepare a scene from Waiting for Godot, realizing the whole vision of the director.

Lesson 11/12: Present and reflect.

Research Project

Lesson 1: What are World Theatre traditions?

Lesson 2: Greek theatre and the 3 tragedians Lesson 3: Commedia Dell’Arte Lesson 4: Applying theatre conventions Lesson 5: British Renaissance Lesson 6/7: Asian Theatre Traditions Lesson 8-10: The research project Lesson 11: How to choose a world theatre tradition

Research Project

Students choose their World Theatre Tradition and research for Crit. A x3 lessons

March 2nd, 3rd 3-way conferences 12-8 MYP/G11

April 9 Ramadan lessons

Planning the Research Project

Students apply their findings to their own process in conjunction with the assessment (Crit. B) x3 lessons Students prepare their solo performance piece and peer assess x3 lessons

May 4 Ramadan lessons 7 lessons

Prepare and deliver the assessment

Research Project

End of Year Reports Due- G11 gets written report

Further breakdown of the assessment and formative feedback on each section.

Present to class once for peer feedback

May 9th Interim Reports Due Grade 9-11

June 8 Lessons Pre reports 5 Lessons Post reports

Students continue working on their research project

Present and record summative assessment.

Formative Collaborative performance Report due Reading list

Collaborative Project Director’s Notebook

Lesson 1-8 introduction to the collaborative performance.

Students prepare and perform a devised piece.

Lessons 9-13: Introduction to plays and further exploration of the Director’s Notebook

G12s- 75 lessons Unit/ Topic Grade 12 DP Theatre Research Presentation

Exam Component

Content

Research Project

Rehearse/Redo filming for…

-Lucas, Farida, Cedric

Director’s Notebook

Students use chosen play, select 2 scenes, direct their peers (in class or out if allowed).

August 30September 9 Director’s Notebook

Director’s Festival (performances of student-directed scenesNovember ???)

Will decide after Mock Exams Schedule is released

September 12November 18 Submission of 1st draft reportNovember 25 Submission of FINAL DRAFT December 7 -Chosen practitioner

Students are encouraged to do exploratory research of theatre practitioners to prepare for their final assessment.

Winter Break

Solo Project -January 2February 20

Solo Project

-Students practically develop their practitioners’ work in class (Crit. B)

Draft Performances February 1-3 Final PerformancesWeek of February 27 Submission of 1st draft (report) Week of March 6 Submission of FINAL DRAFT March 20

-Students research a theatre practitioner, their techniques, practices, and context (Crit. A)

-Students present their solo work (Crit. C) -Students reflect on intended audience impact and learning experiences (Crit. D)

*Research Project -Maitha (courses)

DP Visual Arts

TERM 1

Theoretical Practice

Art-Making Practice

Week 1 29 Aug - 2 Sept *Approaches to Learning skills (ATLs) in context

Intro to DP Visual Arts Course Components: 1.Comparative Study 2.Process Portfolio 3.Exhibition, Curatorial Rationale, Exhibition Text CS1.2, CS4 Cindy Foley – Learning art or learning to think like an artist?

Daily Drawing Process Portfolio Intro to criterion through review of examples.

Record key features using sketchnoting.

- create a one pager for reference.

Review visible thinking routines on Comparative Study Padlet

Week 2 5 – 9 Sept *Learner Profile (LP) in Context

Comparative Study (SL&HL): Intro to Criterion and planning document using examples of CS. Record key features using sketchnoting.

- create a one pager for reference.

CS3.2 Share examples of Comparative Study Slides to assess CS4 Review & apply key vocabulary: Elements & Principles of Art

Read and respond to: Gaudi vs Mies on the Comparative Study Padlet

Workshop & Studio Time: Developing the Visual Arts Journal (Sketchbook) Inquiring into, ‘What is line’.

PP2.1 ‘Take One’ challenge.

P4 Artist Focus: Michael Snow – The Walking Woman Generate ideas using one object/image and record thinking in Visual Arts Journal.

Elements of Art (EofA) focus: line Daily Drawing Process Portfolio Workshop & Studio Time: PP2.1 ‘Take One’ challenge.

P4 Research, review & apply Elements & Principles of Art & Colour Theory (EofA) – generate reference chart.

Media experimentation stations: collage, print making, markers, water colour, pastels, pencil

*LP - Knowledgeable

Curatorial Practice

Exhibition EX1.1 Share artworks of personal significance.

Intro to Spider Web Discussion What is the purpose of art?

Showcase & compare platforms for recording sources of inspiration and research.

Criteria & Deadlines PP-C&E Watch one episode of the BBC’s History of Art in 3 Colours & write a review on the Padlet

*Communication Skills Reflection

Exhibition: Intro to criterion through review of examples.

Record response through a Visible Thinking Routine.

PP-A,B,D Review LAD Website – explore collection and information online and add comment on the Rate & Review Padlet

Week 3 12 – 16 Sept *ToK connections

Comparative Study (SL&HL): CS2.1, CS3.1 Using examples from Louvre Abu Dhabi collection create comparative diagrams focusing on different techniques for making art using Calder & Mondrian as an example.

CS4 Develop approaches to documenting responses and research in VA Journal.

Review & apply key vocabulary: Elements & Principles of Art *Can art change the way we interpret the world?

(Perspectives)

Daily Drawing PP3 Process Portfolio: Intro to criterion through review and critique of examples.

Workshop & Studio Time: P4 Continue to research, review & apply the Elements of Art & Colour Theory Media experimentation stations: collage, print making, markers, water colour, pastels, pencil

Spider Web Discussion EX1.1 What are the similarities and differences between artifacts, artworks and objects?

Review & apply key vocab.

Visit Louvre Abu Dhabi

Spider Web discussion: EX1.1 How does an artist’s use of line impact your impression of the artwork?

PP-A&B PP-E EofA Quiz (key vocabulary & concepts)

Artist Focus: Durer, Van Gogh, Giorgio Morandi, Mike Parr

CS-D Generate shortlist of artworks, objects, artifacts & artists for comparison.

EX4 Compare and connect PostImpressionism, German Expressionism, Fauvism and Neo-Expressionism using https://www.tate.org.uk/ art/art-terms

CS-B 350-450 word artwork analysis (formative assessment)

CS-D PP A-E 1st Process Portfolio Slide

Transfer Visual Arts Journal snapshots and text into a 1st Process Portfolio Slide.

EofA focus: space

*Does art provide knowledge of the artist or of ourselves? (Scope) Week 4 19 – 23 Sept CAS connections

Week 5 26 -30 Sept *Learner Profile in Context

Comparative Study (SL&HL): CS2.2, CS4 Using examples from LAD collection focus on investigating and comparing how and why different techniques and processes have evolved.

Develop approaches to documenting work in VA Journal.

Review & apply key vocabulary: Genres of Art Share PPT template to guide & structure CS. Comparative Study (SL&HL): CS1.1 Analyze an artist’s use of the elements and principles of art in a composition. Record observations and ideas

Daily Drawing Workshop & Studio Time: PP4 Artist focus: Research Wassily Kandinsky’s Fairy Tale Series, 1866-1944 PP1.1, PP1.2, PP2.1 Explore with paper, texture, oil bars and pastels EofA focus: line

Daily Drawing Workshop & Studio Time: PP4 Research portraiture.

PP1.1, PP1.2 Trial spheres using oil bars and pastels on black paper

PP-C&D

using sketch noting and create a one pager.

CS1.2 Considering the contexts influencing your own work and the work of others – which artists, art forms and genres do you relate to?

EofA focus: colour

Watch Simon Schama’s, ‘Power of Art’ documentary series on Van Gogh.

CS4 Document decision making in VA journal using selected artworks from personal experience of the LAD collection.

*LP - Inquirer Week 6 3 – 7 Oct * ATLs in context

Comparative Study (SL&HL): CS1.2, CS3.2, CS4 6/VACAF Inquiry review conferencing.

Review PPT template to guide & structure CS. *Research Skills Reflection

Week 7 10 – 14 Oct *ToK connections*

Comparative Study (SL&HL): CS1.2, CS3.2, CS4 6/VACAF Inquiry review conferencing. *Can a work of art have meaning of which the artist themselves is unaware? (Perspectives)

Daily Drawing Workshop & Studio Time: PP2.1 Photographic techniques for portraiture. Plan and prepare composition.

Explore tonal rendering drawings based on photographs.

EofA focus: tone

Daily Drawing Workshop & studio time: PP1.1 Using oil sticks/pastel, copy and create trials of facial features based on Van Gogh portraits.

EX1.2 Generate plan for portraiture looking at previous student work and the work of photographers from the past and present. Analyze use of Elements & Principles of Art in portraits.

PP A-E 2nd Process Portfolio Slide EX-C Produce initial photographs for portrait

Artist focus: Gordon Parks, Yousuf Karsh, Cindy Sherman EX2.1, EX2.2 Critique selection of photographic portraits – What do you want your audience to think, feel and wonder?

How are you achieving this? What unifies a body of work?

PP A-E 3rd Process Portfolio Slide

EofA focus: colour schemes Week 8 17 – 21 Oct Week 9 24 – 28 Oct CAS connections

MID-TERM BREAK

Comparative Study (SL&HL): CS4, CS1.2, CS3.1, CS4

Daily Drawing Studio Time:

Spider Web Discussion: EX1.1 How do the choices you make with materials in your artwork connect

CS-B EX-B First artwork and text –

Week 10 31 Oct – 4 Nov *ATLs in context

Finalize artworks, objects, artifacts & artists for comparison.

Analyze and compare function & purpose of sample artworks, artifacts, objects.

PP1.2 Begin portrait on black paper using oil pastel/sticks.

Comparative Study (SL&HL): CS2.1, CS2.2, CS3.2 Reflect on connections between knowledge gained in CS with Process Portfolio & Exhibition CS1.1 Analyze and compare cultural contexts of sample artworks, artifacts, objects.

Daily Drawing Studio Time: PP2.2, PP3 Continue selfportrait on black paper using oil pastel/sticks.

Write first draft of text for artworks.

to and communicate your Photographic perspectives?

Portrait EX2.1, EX2.2 Write text for photographic portrait.

EofA focus: contrast

EX2.1, EX2.2 Critique – How effectively are your knowledge, skills and the aim of your photographic portrait informing your oil-based portrait?

CS-C PP- 4th Process Portfolio Slide

CS-C Part 1 of Comparative Study complete

*Self-Management Skills reflection

PP EofA Quiz (key vocabulary & concepts)

EofA focus: emphasis

Week 11 7 – 11 Nov Learner Profile in Context

Week 12 14 – 18 Nov Abu Dhabi Art Fair 1821st *ToK connections

Comparative Study (SL&HL): CS2.2 Analyze and compare how and why different techniques have evolved, and the processes involved over time.

Daily Drawing Studio Time: PP2.2, PP3 Continue selfportrait on black paper using oil pastel/sticks.

Share & edit artwork texts.

EX2.1, EX2.2 Critique How are the choices you are making with materials supporting your objectives? Evaluate your use of Elements & Principles of art.

EofA focus: texture

*LP - communicator

Comparative Study (SL&HL): Analyze and compare materials & techniques used in sample artworks, artifacts, objects.

Daily Drawing Studio Time: PP3 Complete oil pastel/stick portrait & text.

EX2.1, EX2.2 Write text for your oil-based portrait.

*Can some knowledge in the arts only be gained through experience? *How does the medium used change the way that knowledge is produced, shared or understood?

(Methods & tools)

EofA focus: balance

Watch the BBC’s, ‘What do Artist’s Do All Day?’ Featuring Polly Morgan CS-D PP-E 5th Process Portfolio Slide EX-A&C Second artwork & text – portrait in oil pastel/stick

Week 13 21 – 25 Nov CAS connections

Week 14 28 Nov – 2 Dec National Day *ATLs in context Week 15 5 – 11 Dec Learner Profile in Context

Comparative Study (SL&HL): CS2.2, CS3.1 Analyze and compare how the choices made in the compositions connect to the function and purpose.

Daily Drawing Workshop & Studio Time: Drawing – contour lines.

Artist Focus: Henry Moore

Comparative Study (SL&HL): CS3.1, CS3.2 Review formatting of Slides for content and consistency.

NATIONAL DAY HOLIDAY 1 & 2 December

*Thinking Skills reflection Extended Essay Introduction CS3.1, CS3.2 Review formatting of Slides for content and consistency.

EofA focus: line & form

EX3.1, EX3.2 Critique: first 2 artworks – How do the connections you made and overall choices impact your presentation?

EofA focus: space & emphasis

PP-E 6th Process Portfolio Slide EX1.1 Reflect on impact of curatorial practices based on experiences at LAD, Abu Dhabi Art and Qasr Al Hosn.

EX3.2 Establish theme for an exhibition to be held on International Day (Feb 5th) EX4 Intro to Curatorial Rationale.

*LP: Reflective Week 16, 17, 18 12 – 30 Dec TERM 2 Week 19 2 – 6 Jan *ToK connections

PP-A&B

CS-E

Daily Drawing

Daily Drawing Workshop & Studio Time: PP2.2 Drawing – negative space – Inspired by nature.

CS-A,B,C,D,E Part 2 of Comparative Study

CS-E PP-A&B PP-E EofA Quiz (key vocabulary & concepts) EX-D Visit Qasr Al Hosn’s House of Artisans – written curatorial review

WINTER BREAK Daily Drawing - Generate ideas in Visual Arts Journal and gather resources for International Day Exhibition 5th February Theoretical Practice

Comparative Study (SL&HL): CS3.1, CS3.2 Review formatting of Slides for content and consistency. *How have new technologies changed the nature and scope of the arts as an area of knowledge? (Scope)

Art History Show & Share: which artists and art movements connect to

Art-Making Practice

Daily Drawing Process Portfolio: 6/VACAF Inquiry review conferencing.

Workshop & Studio Time: PP2.1, PP2.2 Intro to weaving, mixed media & site-specific installation artwork. Experimenting with locally available materials to explore.

Artist Focus: Zainab Al Hashemi, Anthony

Curatorial Practice EX1.1, EX1.2 Formulate ideas for creating and displaying personal artworks in a group exhibition to be held on Int’l Day EX3.1 Establish possible locations for Int’l Day Exhibition to inspire site specific artworks.

Criteria & Deadlines CS-E Part 3 of Comparative Study PP-A&B

your developing aesthetic?

Gormley, Ebtisam Abdulaziz EofA focus: Form

Week 20 9 – 13 Jan CAS connections

Week 21 16 – 20 Jan ATLs in context*

Comparative Study (HL): CS1.2, CS4 Review approaches to developing slides to evidence influences of the CS on your art making practice.

Daily Drawing Process Portfolio: 6/VACAF Inquiry review conferencing.

Workshop & Studio Time: PP2.1, PP2.2 Experiment with diverse media and explore techniques developing concepts through the processes.

EofA focus: Texture & contrast Comparative Study (HL): Daily Drawing CS1.2, CS4 Review Workshop & Studio Time: approaches to developing PP3 Synthesize ideas and slides to evidence begin production of influences of the CS on artwork for Int’l Day your art making practice. Exhibition.

EX2.1, EX2.2 Evaluating how your ongoing work communicates meaning and purpose considering the potential impact of their work on different audiences and the overall dynamics of the exhibition.

CS-F (HL)

EX1.2, EX3.1 Reflect on and explain your personal intentions and discuss the ways in which the artworks of the group are connected.

CS-F (HL)

EX3.1 Establish which artworks will be presented in the Int’l Day exhibition and their installation requirements.

EX4 write exhibition and artwork text. Begin creating online exhibition presentation.

PP-C&D

CS-A,B,C,D,E (SL) Comparative Study Completed PP-C&D

PP-E 7th Process Portfolio Slide

EofA focus: Patterm

*Social Skills reflection Week 22 22 – 27 Jan School Photos Learner Profile in Context

Extended Essay 6/VACAF Inquiry conferencing

Daily Drawing Studio Time: PP3 Produce artwork for exhibition.

EofA focus: Movement

EX-D Third artwork & text

*LP - Risk-Taker Week 23 30 Jan – 3 Feb School Photos 5 Feb Int’l Day

Extended Essay 6/VACAF Inquiry conferencing

*Do the arts play a role in the development of our personal value systems?

(Ethics)

Daily Drawing Studio Time: PP3 Produce artwork for exhibition.

EofA focus: Contrast

EX3.1 Install the artworks and supporting text for the Int’l Day Exhibition.

EX4 Photograph and create online audio, video and still photography presentations to share

Extended Essay 1st Reflection & Research Question due

*ToK connections Week 24 6 – 10 Feb CAS connections

Comparative Study (HL): CS3.1 Review formatting of Slides for content and consistency.

Daily Drawing Workshop & Studio Time: Using artworks from exhibition as catalyst for new work.

EofA focus: Colour

Week 25 13 – 19 Feb Week 26 20 – 24 Feb ATLs in context*

PP-E 8th Process Portfolio Slide

EX-D 300400 word curatorial rationale

MID-TERM BREAK

Comparative Study (HL): CS3.1 Review formatting of Slides for content and consistency.

Daily Drawing Workshop: Combining printmaking with ceramics EofA focus: texture

Week 27 27 Feb – 3 Mar Learner Profile in Context

with wider audience (including audience feedback form).

EX3.2 Discuss how artistic judgments impact the overall presentation based on feedback from the audience.

Invite groups of students from across the school to respond to the exhibition.

EX1.1 Write curatorial rationale in response to International Day Exhibition.

Comparative Study (HL): CS3.1 Final Edit

Daily Drawing Workshop: Intro to linocut printmaking EofA focus: line

EX1.1, EX4 Artist Focus: Giacometti

CS-F (HL)

*Research Skills reflection EX2.1 Record an evaluation of how your ongoing work communicates meaning and purpose. What connections are you making with artists/art movements/material choices/concepts?

EX-A,B,C,D Fourth artwork & text

*LP - Caring Week 28 6 – 10 Mar ToK connections*

Week 29 13 – 17 Mar

Spider Web Discussion: What is original art and is originality important?

Does new knowledge in the arts always build on what is already known?

(Scope)* Artist focus: Gaudi and the Modernist Movement Art History Show & Share: which artists and art movements connect to

Daily Drawing Workshop: Intro to slab built clay forms EofA focus: form

Daily Drawing Studio Time: Printmaking & clay work

EX1.2, EX2.2 Critique work in progress.

Concept focus: Identity

EX3.2 Rate & Review: Curator, Thelma Golden:

CSA,B,C,D,E,F (HL) Comparative Study Completed

PP-E 9th Process

CAS connections

your developing aesthetic?

EofA focus: unity

How Art Gives Shape to Cultural Change

Portfolio Slide

Spiderweb discussion: Revisiting (ToK*) Can a work of art have meaning of which the artist themselves is unaware?

(Perspectives) Week 30 20 – 24 Mar ATLs in context*

Daily Drawing Studio Time: Printmaking & clay work EofA focus: balance

Week 31 & 32 27 Mar – 7 Feb

SPRING BREAK Ramadan Begins

E4 *Communication Skills reflection

TERM 3

Theoretical Practice

Art-Making Practice

Curatorial Practice

Week 33 10 – 14 Apr Ramadan hours Learner Profile in Context Week 34 17 – 21 Apr Ramadan hours *ToK connections

Comparative Study (SL): 6/VACAF Reflection conferencing (SL)

Daily Drawing Workshop: Still life drawing

EX1.1 Spider Web Discussion: How and why have exhibitions had an influence on your work? *LP - Reflective

EofA focus: Value & Emphasis

Comparative Study (HL): 6/VACAF Reflection conferencing *Can we separate the moral character of the artist from the value of the artwork? (Ethics)

EofA focus: Texture & Form

Criteria & Deadlines

Extended Essay Outline EX-B Stage 2 of clay work – glazing complete

EofA focus: Texture & Form

Daily Drawing Studio Time: Drawing, ceramics, print making

Week 35 24 – 28 Apr Ramadan hours CAS connections Week 36 1 – 5 May Eid Al Fitr DP Exams Week 37 8 – 12 May DP Exams

Daily Drawing Studio Time: Drawing, ceramics, print making

EX Stage 1 of clay work complete & ready to dry

EX4 Review Curatorial Rationale from previous exhibitions. Evaluate and brainstorm rationale for personal creative work.

EX-D PP-E 10th Process Portfolio Slide

EX3.1 Analyse and evaluate examples of prior student exhibitions.

PP-E 11th Process Portfolio Slide

EID AL FITR HOLIDAY

Student led: Examine and compare the work of artists from different

Daily Drawing Workshop: Intro to textiles with stations to explore media:

*ATLs in context

Week 38 15 – 19 May DP Exams Learner Profile in Context

cultural contexts related to your work.

Spider Web discussion: How does context influence your work and how do you identify this in the work of other artists? *LP-Thinker

watercolor painting, stencils, collage, pastels, photography, clay. *Self-management Skills reflection Daily Drawing Workshop: Intro to textiles with stations to explore media: watercolor painting, stencils, collage, pastels, photography, clay, printmaking.

Concept focus: Identity

Concept focus: Perspective Exhibition: 6/VACAF Inquiry review conferencing.

Week 39 22 – 26 May Gr 12 Grad *ToK connections

*Are the arts best seen as a system of knowledge, a type of knowledge or a means of expressing knowledge? (Scope)

Daily Drawing Workshop: Acrylic Painting & textiles

Exhibition: 6/VACAF Inquiry review conferencing.

Week 40 29 May – 2 June CAS connections

Analyze different techniques for making art by artists relevant to your current work.

Daily Drawing Studio Time: Acrylic Painting & textiles

EX2.2 Review a variety of exhibitions from different perspectives.

Week 41 5 – 9 June *ATLs in context

Art History Show & Share: Investigating and comparing how and why different techniques have evolved, and the processes involved.

Daily Drawing Studio Time: Acrylic Painting & textiles

Week 42 12 – 16 June Learner Profile in Context

Spider Web Discussion: What influences an audience’s reaction to an individual work of art or exhibition?

EX-B&C Fifth artwork & text

PP-E EofA Quiz (key vocabulary & concepts)

Concept focus: Aesthetics EX4 Review survey results EX-A,B,C,D from previous week.

Sixth artwork & text Concept focus: Change

*Thinking Skills reflection Daily Drawing Studio Time: Acrylic Painting & textiles PP4 Record experiences and learning, impressions, reflections and any relevant research to reference and support the creation of your Process Portfolio Slides.

EX3.2 Create surveys to gain feedback on current body of work. Modify the survey based on the various potential audiences. *LP - Balanced

PP-E 12th Process Portfolio Slide

Week 43 19 – 23 June *ToK connections

Review and compare methods of communicating through visual and written means. *Should your judgments about art be given the same weight as those of an expert? (Perspectives)

Daily Drawing Workshop: Drawing – charcoal

Week 44 26 – 30 June CAS connections

Spider Web Discussion: How do you effectively communicate your knowledge and understanding through your artistic choices?

Daily Drawing Studio Time: PP4 Recording experiences and learning, along with impressions, reflections and any relevant research needed to be able to reference and support the creation of your Process Portfolio Slides.

Prepare for Summer Holidays: Daily Drawing J Progress Visual Arts Journal Progress Extended Essay Document the creation and completion of a minimum of 1 artwork in any media.

Week 45 3 & 4 June END OF YEAR 1!

EX1.2 Establish personal theme for Exhibition pieces.

Concept focus: Communication

EX1.2 Formulating personal intentions for creating and displaying your own artworks.

Concept focus: Communication

EX4 Review and edit artwork texts to support current progress.

Extended Essay 1500 words

LEARNING EXPERIENCES COMPARATIVE STUDY CS CS1.Visual arts in context CS2.Visual arts methods CS3.Communicating visual arts CS1.1 Examining and comparing CS2.1 Looking at different CS3.1 Exploring ways of the work of artists from techniques for making art. communicating through visual CS2.2 different cultural contexts using Investigating and and written means.

Theoretical CS3.2 Making artistic choices a range of critical comparing how and why practice methodologies. different techniques have about how to most effectively CS1.2 Considering the contexts evolved, and the processes communicate knowledge and influencing their own work and involved. understanding. the work of others.

CS4 Recording their experiences and learning, together with impressions, reflections and any Visual arts relevant research that they need to be able to reference and support the creation of their journal comparative study slides.

A B C D E F (HL) Identification Analysis and Analysis and Making Presentation Making and analysis of understanding evaluation of comparisons and subjectconnections Criteria formal of function cultural and specific to own artqualities and purpose significance connections language making practice PROCESS PORTFOLIO PP PP1.Visual arts in context PP2.Visual arts methods PP3.Communicating visual arts PP1.1 Making art through a PP2.1 Experimenting with PP3 Producing a body of process of investigation, diverse media and explore artwork through a process of thinking critically and techniques for making art. reflection and evaluation, Art-making experimenting with techniques. showing a synthesis of skill, practice PP2.2 Developing concepts media and concept.

PP1.2 Applying identified through processes that are techniques to their own informed by skills, techniques developing work. and media.

PP4 Recording their experiences and learning, together with impressions, reflections and any Visual arts relevant research that they need to be able to reference and support the creation of their Process journal Portfolio Slides.

A B C D E Skills, techniques Critical Communication Reviewing, Presentation and Criteria and processes investigation of ideas and refining and subject-specific intentions reflecting language EXHIBITION EX EX1.Visual arts in context EX2.Visual arts methods EX3.Communicating visual arts EX1.1 Developing an informed EX2.1 Evaluating how EX3.1 Selecting and presenting response to work and their ongoing work resolved works for exhibition. exhibitions they have seen and communicates meaning and Explaining the ways in which experienced. purpose. the works are connected.

Curatorial EX1.2 Beginning to formulate EX2.2 Considering the nature of EX3.2 Discussing how artistic practice personal intentions for creating “exhibition” and thinking about judgments impact the overall and displaying their own the process of selection and the presentation. artworks. potential impact of their work on different audiences.

EX4 Recording their experiences and learning, together with impressions, reflections and any Visual arts relevant research that they need to be able to reference, and support the creation of their resolved journal artworks, curatorial rationale and artwork texts for the Exhibition.

Criteria

EX-A Coherent body of works

EX-B Technical competence

EX-C Conceptual qualities

EX-D Curatorial practice