IB learner’s profile in Visual arts lessons

1. Introducing the IB Learner Profile: Start by introducing the ten attributes of the IB Learner
Profile to your students. You can create a visual display of the Learner Profile in your
classroom or use the IB Learner Profile posters available on the IB website. As you introduce
each attribute, provide a brief explanation and examples of how it can be demonstrated in
art. For example, when introducing the attribute "Inquirer," you could explain how artists
often explore new materials, techniques, and ideas in their work.

2. Choosing Relevant Attributes: Choose one or two attributes that are most relevant to your
current lesson or project. For example, if your lesson focuses on creating art inspired by a
particular culture, you might highlight the attributes of "Open-mindedness" and "Cultural
Awareness." If your lesson focuses on environmental issues, you might highlight the
attributes of "Thinker" and "Reflective."

3. Incorporating Attributes into Lesson Objectives and Rubrics: Incorporate the chosen
attributes into your lesson objectives and rubrics. For example, if your objective is for
students to create an artwork that demonstrates "Open-mindedness," you might provide
prompts that encourage students to explore new ideas, techniques, or perspectives. In your
rubric, you could include a category for "Open-mindedness" and evaluate students on their
ability to experiment with new ideas and approaches.

4. Providing Examples: Provide examples of artworks that exemplify the selected attributes. For
example, if you are highlighting the attribute of "Cultural Awareness," you could show your
students works of art that incorporate elements from different cultures or demonstrate an
understanding of cultural symbolism. For the attribute of "Risk-taker," you could show
examples of artists who have pushed the boundaries of their chosen medium or taken risks
in their subject matter.

5. Encouraging Reflection: Encourage your students to reflect on how they are demonstrating
the selected attributes in their own artwork. For example, if you are highlighting the
attribute of "Thinker," you could ask your students to reflect on how they have used critical
thinking skills in their creative process. You could also ask students to write a reflection on
how they have demonstrated the attribute of "Caring" in their art.

6. Providing Opportunities for Sharing and Discussion: Provide opportunities for your students
to share their artworks and discuss how they have incorporated the IB Learner Profile into
their creative process. For example, you could organize a class critique where students can
discuss each other's artwork and evaluate how well each work demonstrates the selected
attributes. You could also ask students to present their work and discuss how they have
demonstrated a particular attribute.
 IB ATL in Visual arts lessons

1. Approaches to Learning (ATL) skills are an important part of the IB program, and integrating
them into your Visual Arts lessons can help your students develop essential skills that will
serve them well in all areas of their lives. Here are some ideas on how to implement ATL
skills in your lessons with real examples:

2. Communication Skills: Visual Arts is a great medium for developing communication skills,
both verbal and nonverbal. For example, you could have students present their artworks to
the class and explain their creative process. You could also have students create a visual
response to a written prompt or poem, and then discuss how their artwork communicates
their interpretation of the text.

3. Research Skills: Encourage your students to conduct research as part of their creative
process. For example, if you are working on a project inspired by a particular artist or artistic
style, you could have students research that artist or style and present their findings to the
class. You could also have students create a research-based artwork that explores a
particular theme or topic.

4. Self-Management Skills: Visual Arts projects often require students to manage their time and
materials effectively. You could provide students with a timeline for a project and encourage
them to set goals for each stage of the process. You could also have students create a
materials list and budget for a project, and then reflect on how well they managed their
resources.

5. Thinking Skills: Visual Arts is a great way to encourage students to think critically and
creatively. For example, you could provide students with a prompt that challenges them to
think outside the box and create an artwork that pushes the boundaries of their chosen
medium. You could also have students analyze and interpret artworks created by their peers
or by professional artists, and then discuss their findings with the class.

6. Social Skills: Collaborative projects are a great way to develop social skills in Visual Arts. For
example, you could have students work together to create a mural or installation that
addresses a particular theme or issue. You could also have students participate in a peer
critique, where they provide constructive feedback on each other's artwork.

7. Self-Awareness Skills: Visual Arts projects often require students to reflect on their own
creative process and personal experiences. For example, you could have students create a
self-portrait that represents their personal identity and values. You could also have students
create an artwork that explores a particular emotion or experience, and then reflect on how
their artwork represents their feelings or thoughts.
By implementing ATL skills into your Visual Arts lessons, you are helping your students develop
essential skills that will serve them well in all areas of their lives, not just in their academic pursuits.

IB TOK in Visual arts lessons

Theory of Knowledge (TOK) is a critical component of the IB program, and integrating TOK concepts
into your Visual Arts lessons can help your students develop a deeper understanding of the nature of
knowledge and the role of the arts in human experience. Here are some ideas on how to implement
TOK in your lessons with examples:

1. Perception: Perception is a key area of study in TOK, and it is particularly relevant to Visual
Arts. You could have students create an artwork that challenges their perceptions of space,
color, or form. You could also have students analyze how their own perceptions and biases
influence their interpretation of artworks.

2. Emotion and Reason: The relationship between emotion and reason is another key area of
study in TOK, and it is particularly relevant to Visual Arts. You could have students create an
artwork that explores the relationship between emotion and reason, and then reflect on
how their artwork represents these concepts. You could also have students analyze how
emotions and reason influence their interpretation of artworks.

3. Culture and Context: Visual Arts is deeply influenced by culture and context, and exploring
these concepts is a great way to incorporate TOK into your lessons. You could have students
research a particular cultural context and create an artwork that represents their
understanding of that culture. You could also have students analyze how cultural context
influences the creation and interpretation of artworks.

4. Language and Representation: Language and representation are key concepts in TOK, and
they are particularly relevant to Visual Arts. You could have students create an artwork that
challenges conventional representations of a particular subject or theme. You could also
have students analyze how language and representation influence the creation and
interpretation of artworks.

5. Knowledge Claims and Evidence: Knowledge claims and evidence are central to TOK, and
they can be integrated into Visual Arts lessons in a variety of ways. You could have students
create an artwork that challenges a particular knowledge claim, and then present evidence
to support their perspective. You could also have students analyze the evidence used to
support different interpretations of artworks.

By incorporating TOK concepts into your Visual Arts lessons, you are helping your students develop a
deeper understanding of the nature of knowledge and the role of the arts in human experience. This
will not only benefit them in their academic pursuits, but also in their personal and professional
lives.
 IB TOK Visual arts lesson example

Designing an IB lesson in the TOK context for Visual Arts involves integrating key TOK concepts and
skills into your teaching approach. Here's an example of what a lesson plan could look like:

Lesson Plan Title: "Perception and Representation in Visual Arts"

Grade Level: 11th grade

Duration: 90 minutes

Learning Objectives:

 Students will understand the role of perception in the creation and interpretation of visual
artworks.

 Students will analyze how cultural and personal biases influence their interpretation of
artworks.

 Students will develop critical thinking skills by examining different perspectives on the same
artwork.

Materials:

 PowerPoint presentation on perception and representation in visual arts

 Images of artworks from different cultures and time periods

 Whiteboard or chart paper and markers

Introduction (10 minutes):

1. Begin by asking students what they think perception means and how it relates to visual arts.

2. Introduce the key concepts of perception and representation in visual arts, and how these
concepts relate to TOK.

Direct Instruction (20 minutes):

1. Use the PowerPoint presentation to teach students about perception and representation in
visual arts.

2. Provide examples of how artists use different techniques to challenge our perception and
representation of visual artworks.

Activity 1: Cultural Biases (30 minutes):

1. Divide students into small groups.

2. Provide each group with an image of an artwork from a different culture or time period.

3. Ask each group to analyze how cultural biases may influence their interpretation of the
artwork.

4. Have each group present their analysis to the class.

Activity 2: Multiple Perspectives (30 minutes):

1. Choose an artwork that has multiple interpretations.

3. Assign each group a different perspective or interpretation of the artwork.

4. Ask each group to analyze the artwork from their assigned perspective.

5. Have each group present their analysis to the class.

Conclusion (10 minutes):

1. Summarize the key concepts of the lesson.

2. Ask students to reflect on how their understanding of perception and representation in

3. Encourage students to apply what they have learned to other artworks they encounter in
the future.

Assessment:

 Observe students during group work activities to assess their critical thinking and
communication skills.

 Assign a reflective writing assignment where students describe how their understanding of
perception and representation in visual arts has changed after completing the lesson.

By integrating TOK concepts into your Visual Arts lessons, you are helping your students develop
critical thinking and analytical skills that will benefit them in all areas of their lives.

IB CAS Visual Arts lesson

CAS (Creativity, Activity, and Service) is an essential component of the IB program. Here are some
ideas for how you can integrate CAS into your visual arts lesson:

1. Creativity:

 Assign students a creative project that involves creating an artwork that reflects a social
issue they are passionate about.

 Ask students to create an artwork that represents their personal identity and cultural
background.

 Challenge students to create a piece of art that incorporates recycled materials.

2. Activity:

 Organize a field trip to a local museum or art gallery.

 Encourage students to participate in a community art project, such as painting a mural or

 Organize a class art exhibition or showcase that involves physical activity, such as setting up
and taking down the artwork.
 3. Service:

 Encourage students to use their artistic skills to create artwork for a local charity or
nonprofit organization.

 Assign a project that involves creating artwork that promotes a social or environmental
cause.

 Have students create art pieces that can be donated to a local nursing home or hospital to
brighten up the environment.

By incorporating CAS into your visual arts lessons, you are encouraging your students to become
well-rounded individuals who are committed to making a positive difference in the world.

How does an external assessment look like in visual arts for IB?

The external assessment in Visual Arts for the IB program consists of two components:

1. Exhibition: The exhibition component involves students selecting a range of their best
artworks to showcase their skills and understanding of the course. This exhibition is typically
displayed in a public space, such as a gallery, and is assessed by both internal and external
examiners.

The requirements for the exhibition component include:

 A curated selection of artworks that demonstrate the student's artistic development and
understanding of the course

 A curatorial rationale that explains the student's artistic choices and the concepts explored
in their artworks

 Photographs of the exhibition installation and the artworks themselves

2. Process Portfolio: The process portfolio component involves students documenting their
artistic process and development throughout the course. This portfolio is assessed by
internal examiners and is meant to demonstrate the student's ability to plan, develop, and
reflect on their artistic process.

The requirements for the process portfolio component include:

 A range of artworks that demonstrate the student's artistic development and

 Evidence of planning, experimentation, and problem-solving throughout the artistic process

 Reflective statements that analyze the student's artistic choices and the impact of their work
on their artistic development

Both the exhibition and the process portfolio are assessed using a set of criteria that evaluates the
student's ability to demonstrate their understanding of the course concepts, their technical skill, and
their ability to analyze and reflect on their artistic process.
 How does an internal assessment look like in visual arts for IB?

The internal assessment in Visual Arts for the IB program involves the teacher assessing the
student's artwork and process portfolio based on the IB criteria. The internal assessment is an
important component of the course and accounts for 40% of the student's final grade.

The internal assessment consists of two components:

1. Curatorial Rationale: The curatorial rationale is a written statement that accompanies the
student's exhibition and explains the conceptual framework and artistic choices that
informed the selection of their artworks. This written statement is typically 1000-1500 words
and is assessed based on the following criteria:

 Understanding of the conceptual framework of the course

 Ability to articulate the selection and placement of artworks in the exhibition

 Evidence of analytical and reflective thinking

2. Process Portfolio: The process portfolio is a collection of evidence that documents the
student's artistic process and development throughout the course. This includes planning,
experimentation, and reflection. The process portfolio is assessed based on the following
criteria:

 Evidence of exploration, experimentation, and risk-taking

 Evidence of technical and artistic skill

 Evidence of analytical and reflective thinking

The teacher assesses the student's exhibition and process portfolio and assigns a score based on the
IB criteria. The internal assessment score is combined with the external assessment score to
determine the student's final grade in the course.

How does a Higher Level assessment look like in visual arts for IB?

The Higher Level assessment in Visual Arts for the IB program is designed for students who wish to
pursue further study in the arts or related fields. The Higher Level assessment involves the same
components as the Standard Level assessment, but with additional requirements that demonstrate a
deeper understanding of the course concepts and more advanced technical skills.

The Higher Level assessment consists of two components:

1. Exhibition: The exhibition component involves students selecting a range of their best
artworks to showcase their skills and understanding of the course. The exhibition is typically
displayed in a public space, such as a gallery, and is assessed by both internal and external
examiners.

The requirements for the Higher Level exhibition component include:

 A curated selection of artworks that demonstrate a higher level of technical and artistic skill,
and a deeper understanding of the course concepts
  A curatorial rationale that demonstrates a higher level of analytical and reflective thinking,
and an ability to synthesize and evaluate their artistic practice

 Evidence of independent research and inquiry, and a critical engagement with historical and
contemporary artistic practices and issues

2. Process Portfolio: The process portfolio component involves students documenting their
artistic process and development throughout the course. This portfolio is assessed by
internal examiners and is meant to demonstrate the student's ability to plan, develop, and
reflect on their artistic process.

The requirements for the Higher Level process portfolio component include:

 A range of artworks that demonstrate a higher level of technical and artistic skill, and a
deeper understanding of the course concepts

 Evidence of independent research and inquiry, and a critical engagement with historical and
contemporary artistic practices and issues

 Evidence of experimentation, innovation, and risk-taking in the artistic process

 Reflective statements that demonstrate a higher level of analytical and reflective thinking,
and an ability to synthesize and evaluate their artistic practice

Both the Higher Level exhibition and the process portfolio are assessed using a set of criteria that
evaluates the student's ability to demonstrate their understanding of the course concepts, their
technical skill, and their ability to analyze and reflect on their artistic process at a higher level. The
Higher Level assessment is designed to challenge students to develop a sophisticated and innovative
artistic practice that prepares them for further study and careers in the arts or related fields.

How does an Extended Essay look like in Visual Arts IB?

The Extended Essay in Visual Arts for the IB program is a research paper that allows students to
investigate a topic of their choice related to Visual Arts. The Extended Essay is an independent
research project that is supervised by a teacher who is knowledgeable in the field of Visual Arts.

Here is a general overview of what an Extended Essay in Visual Arts may look like:

1. Research Question: The first step in writing an Extended Essay in Visual Arts is to formulate a
research question that is focused, relevant, and interesting. The research question should be
framed in a way that allows for a clear and coherent investigation into a specific area of
Visual Arts.

2. Literature Review: Once the research question has been formulated, the next step is to
conduct a literature review. The literature review involves a critical evaluation of relevant
academic sources that are related to the research question. The literature review provides a
context for the research question and allows the student to identify key themes, debates,
and ideas that are relevant to their investigation.

3. Analysis of Primary Sources: After the literature review has been completed, the student
then conducts an analysis of primary sources. Primary sources may include artworks,
 exhibitions, artists' statements, interviews, or other relevant materials that are related to
the research question. The analysis of primary sources involves a close examination of the
artworks or materials in order to identify key themes, techniques, or ideas that are relevant
to the research question.

4. Conclusion: The final step in writing an Extended Essay in Visual Arts is to draw conclusions
based on the analysis of the literature review and primary sources. The conclusion should be
well-supported and demonstrate the student's ability to synthesize and evaluate their
findings in a coherent and meaningful way.

The Extended Essay is graded according to a set of criteria that evaluates the student's ability to
demonstrate their understanding of the research question, their ability to analyze and evaluate
sources, and their ability to present their findings in a coherent and well-structured manner. The
Extended Essay contributes to the student's overall grade in the IB program and provides valuable
experience and skills that are useful for further academic study and careers in a variety of fields.