Visual art has contributed to all cultures and societies throughout time. Experience in a wide range of visual art activities adds a creative and cultural dimension to student development that will benefit them for the rest of their lives. While traditional practices in the arts … have historically provided cultural records, contemporary practice and access to technology have given the tools of visual art a very broad palette. Digital technology, time-based art, installation and performance, … add to traditional practice and bring an extra dimension and meaning to the students’ experience in the visual art. The process of making ideas a reality using the skills and practices of visual art is an integral part of the substance of the MYP arts curriculum.
(International Baccalaureate, 2013, MYP Arts Guide)
The visual arts are an integral part of everyday life, permeating all levels of human creativity, expression, communication and understanding. They range from traditional forms embedded in local and wider communities, societies and cultures, to the varied and divergent practices associated with new, emerging and contemporary forms of visual language. They may have socio-political impact as well as ritual, spiritual, decorative and functional value; they can be persuasive and subversive in some instances, enlightening and uplifting in others. We celebrate the visual arts not only in the way we create images and objects, but also in the way we appreciate, enjoy, respect and respond to the practices of art-making by others from around the world. Theories and practices in visual arts are dynamic and ever-changing, and connect many areas of knowledge and human experience through individual and collaborative exploration, creative production and critical interpretation.
(International Baccalaureate, 2013, DP Visual Art Guide)
Visual Art in the MYP
Students in grade 6 develop an understanding of the elements of Art through various exercises such as creating optical illusions, a landscape and drawing from observation. They are introduced to different artistic questions such as how do we create the illusions of space, whether it is important to be original in the Arts and how to combine different artistic disciplines in one work.
Students in grade 7 will be introduced to drawing from observation through basic contour line drawing, and giving form to shapes with the use of shading. They will also be introduced to linear and atmospheric perspective through various exercises and a project that incorporates one-point perspective with other techniques for creating the illusion depth. They will study still life drawing and combine all of their skills to create a three dimensional piece of art.
Students in grade 8 will reinforce their knowledge of contour lines and strengthen their skills in shading and observational drawing. Developing their expertise with perspective, they will study two-point linear and atmospheric perspective and will apply all of these skills to still life drawing. They will also be introduced to the portrait drawing, learning the basics of proportioning of the human head.
Students in grade 9 explore (local) patterns and study the principles of Design. They develop technical skills and design a ceramic plate based on their research without the help of modern technology. They are introduced to the (self) portrait and learn how to construct, sketch from observation and finally draw an impression of the self.
Students in grade 10 continue to deepen their understanding of proper application of the principles of Design through various artistic activities aimed to broaden their artistic potential. They are introduced to various disciplines and techniques such as oil painting, linoleum printing and wall painting. Toward the end of the school year the character of the assignments shift from teacher-led to a more student-centred approach in order to prepare the students for some of the outcomes of the IBDP Visual Art course.
Visual Arts in the Diploma Programme
During the two years course, students study a variety of art forms to deepen their understanding of Visual Art in different cultural and historical contexts, develop technical skills, to strengthen their sense of self-direction and exploration of personal relevant work.
After year 1 of the program the students are expected take charge of their own creative development individually and to create a certain amount of studio work for their portfolio. This process needs to be recorded throughout the course in their Research Workbook (RWB). Throughout the course the students are expected to visit galleries, museums, studios and other art related institutions and events. At the end of the program the students organize an exhibition that shows their creative journey.
Arts Faculty Staff
Please contact any of the faulty staff with any queries.
Subject Area Leader for the Arts, Drama and Theatre Arts teacher
Visual Arts teacher
Visual Arts Teacher
Arts Faculty Assistant