IB Visual Arts HL and SL, What’s The Differences?
IB visual arts HL or SL is a recommended programme for anybody who desires a comprehensive learning in arts. Which one is the best for you? Perhaps, it is better to not skip the brief information below!
Visual Arts Course Descriptions for Diploma Programme in International Baccalaureate
Either HL or SL, each visual arts course of the IB Diploma Programme fosters an environment that motivates learners to question and expand their personal creative and cultural limitations.
It is a thought-provoking course, in which students progress toward technical proficiency and self-confidence as art-makers while developing analytical skills in resolving issues and divergent thinking.
Students are required not only to examine and contrast visual arts from various vantage points and settings, but also to actively participate in, test, and analyse a vast array of current practices and media.
Either IB visual arts HL or SL degree programme is designed for both pupils pursuing a lifelong enrichment through visual arts and those who are pursuing advanced studies in the visual arts at the collegiate level.
Teachers of visual arts are responsible for proactively and meticulously planning educational experiences for their pupils, guiding their studies in a way that maximises their capabilities and fulfils the requirements of the course.
It is imperative that students are granted the authority to develop into self-reliant, knowledgeable, and proficient visual artists.
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Aims of Visual Arts Course
IB visual arts HL and SL have the same objectives. There are nine points of aims as described in the list below:
- Develop an enduring appreciation for the arts;
- Develop into discerning, introspective, and discerning arts practitioners;
- Recognize the ever-evolving and dynamic essence of the arts;
- Appreciate and investigate the artistic diversity that transcends time, space, and cultures;
- Propose concepts with assurance and expertise;
- Cultivate analytical and perceptual abilities.
Furthermore, the objectives of the visual arts curriculum at both HL and SL are to empower learners to:
- Create works of art that reflect the impact of personal and cultural environments;
- Develop into discerning and knowledgeable critics and producers of visual culture and media;
- Acquire the knowledge, abilities, and procedures necessary to effectively convey concepts and ideas.
Three Components of Visual Arts Course
In the course, there are three aspects that must follow. They are comparative study, process portfolio, and exhibition. Below is the brief explanation for each:
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Comparative Study
An autonomous, contextual, and critical examination of artefacts, items, and works of culture from various cultural backgrounds.
Comparative analysis that achieves a harmonious blend of written and visual components, the CS does not resemble an extended essay. There are numerous possible forms for this.
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Process Portfolio
A written and visual record of the artistic experience of the students throughout the duration of the course.
Throughout the duration of the two-year programme of IB visual arts HL or SL, pupils meticulously curate materials that demonstrate their investigation, exploration, manipulation, and improvement across a diverse range of visual arts endeavours.
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Exhibition
Demonstrating critical comprehension and contextual awareness, students exhibit a body of work accompanied by reflective remarks.
A compilation of resolved artworks from the culminating exhibition is submitted by students for evaluation. The chosen artworks ought to demonstrate comprehension of the application of visual communication-appropriate materials, concepts, and procedures, as well as technical proficiency acquired throughout the visual arts course.
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Two Types of Visual Arts Assessments
There are standard levels and high levels for assessment. Below is the brief explanation for better understanding:
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Standard Level (IB visual arts SL)
Comparative Study
- 10 – 15 displays on which a minimum of three artworks, of which two must be by distinct artists, are analysed and compared;
- An inventory of the sources consulted.
Process Portfolio
There are 9 – 18 screens that demonstrate the culmination of extensive investigation, experimentation, manipulation, and refinement across a range of artistic endeavours.
Exhibition
- A curatorial justification not surpassing 400 words in length;
- 4 –7 artworks;
- Exhibition text for each artwork, including its title, medium, dimensions, and intention.
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High Level (IB visual arts HL)
Comparative Study
- 10 – 15 displays on which a minimum of three artworks, of which two must be by distinct artists, are analysed and compared;
- 3 – 5 screens that assess the degree to which the artists and artworks examined have impacted the student’s work and practices;
- An inventory of the sources consulted.
Process Portfolio
13 – 25 screens that demonstrate the culmination of extensive investigation, experimentation, manipulation, and refinement across a range of artistic endeavours.
Exhibition
- A curatorial justification not surpassing 700 words in length;
- 8 – 11 artworks, for HL programme;
- Exhibition text for each artwork, including its title, medium, dimensions, and intention.
Key Differences of SL & HL Visual Arts
IB visual arts HL and SL have their own differences. There are some aspects which are the same. While there are some others that do not.
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Curriculum Model Overview
The only difference between the curriculum for each SL and HL is the recommended teaching hours. For SL is 50 hours and HL is 80 hours. The components for both are same as explained below:
Visual Arts in Context
- Inspect and contrast the creations of artists hailing from diverse cultural backgrounds;
- Take into account the contextual factors that impact their own work as well as the work of others;
- Produce works of art by means of an investigational process, critical reasoning, and technique experimentation;
- Implement the techniques that have been identified in their own ongoing work;
- Construct a knowledgeable reaction to the artwork and exhibitions that they have observed and engaged with;
- Commence the process of developing individual intentions regarding the production and exhibition of their own artworks.
Visual Arts Methods
- Analyse various artistic creation methodologies;
- Conduct an investigation and comparison of the processes and mechanisms underlying the evolution of various techniques;
- Engage in artistic experimentation using a wide range of media and techniques;
- Formulate ideas by employing methodologies influenced by expertise, strategies, and media;
- Assess how their continuous efforts convey significance and intention;
- Contemplate the essence of “exhibition” as well as the selection procedure and the potential ramifications of their work on diverse audiences.
Communicating Visual Arts
- Investigate methods of communication via written and visual means;
- Exercise artistic judgement in determining the most efficient means of conveying knowledge and comprehension;
- Through a process of evaluation and reflection, generate a body of work that demonstrates a synthesis of skill, medium, and concept;
- Determine which resolved works to exhibit and present them;
- Elucidate the manners by which the pieces are interconnected;
- Analyse the manner in which artistic assessments influence the overall exhibition.
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Assessment Model
Comparative Study
- Each HL and SL provides ten to fifteen displays on which a minimum of three artworks, of which two must be by distinct artists, are analysed and compared;
- Only in HL programme, there are 3 – 5 screens that assess the degree to which the artists and artworks examined have impacted the student’s work and practices;
- Both HL and SL, an inventory of the sources consulted.
Process Portfolio
There are 9 – 18 screens in SL programme and 13 – 25 screens in IB visual arts HL programme that demonstrate the culmination of extensive investigation, experimentation, manipulation, and refinement across a range of artistic endeavours.
Exhibition
- A curatorial justification not surpassing 700 words in length, for HL programme; and 400 words for SL programme;
- 8 – 11 artworks, for HL programme; and 4 –7 artworks, for SL programme;
- Exhibition text for each artwork, including its title, medium, dimensions, and intention; for both HL and SL programmes.
Key Difference Points of SL & HL in a Nutshell
| Aspects | HL | SL | |||||
| Format of Assessment | Weighting of final grade (%) | Recommended Teaching Hours | Format of Assessment | Weighting of final grade (%) | Recommended Teaching Hours | ||
| Curriculum Model Overview | Visual Arts in Context | – | – | 80 | – | – | 50 |
| Visual Arts Methods | – | – | 80 | – | – | 50 | |
| Communicating Visual Arts | – | – | 80 | – | – | 50 | |
| Assessment Model | Comparative Study | 10 – 15 screens & 3 –5 screens | 20 | – | 10 – 15 screens | 20 | – |
| Process Portfolio | 13 – 25 screens | 40 | – | 9 – 18 screens | 40 | – | |
| Exhibition | 700 words & 8 – 11 artworks | 40 | – | 400 words & 4 – 7 artworks | 40 | – | |
Learn Visual Arts Standard Level & High Level in Diploma Programme at BINUS SCHOOL Simprug
BINUS SCHOOL Simprug is the best institution for you who want to attend a diploma programme of visual arts, either IB visual arts HL or SL. If you need more information, click here!
References
https://www.ibo.org/programmes/diploma-programme/curriculum/the-arts/visual-arts/
https://www.ibo.org/globalassets/new-structure/programmes/dp/pdfs/visualartssl2016englishw.pdf
https://www.ibo.org/globalassets/new-structure/programmes/dp/pdfs/visualartshl2016englishw.pdf
https://www.thinkib.net/visualarts/page/15884/course-components-
