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Possible supportive resources:

Art making practice:

VA in context: *Research notes on ideas, themes, concepts *Mind maps, *Concept webs, *Lists, *Sketches,
design, scribbles, *Annotated diagrams *Thumbnails

VA methods: *Media experiments, *Colour palette *Computer screen shots *Contact sheets, *Story boards,
*Action plans, * Flow Charts *CADs *Sketches *Photographic record of progress and process *Material
swatches/samples

Communicating VA: *Reflection, *Evaluation, *Diagrams exploring connection between completed


artworks and artworks in progress or between artworks and the works of other artists * Annotated
photographs or diagrams of completed work

Possible structure for PP

Marking criteria Marks What the IB examiner is looking for: Possible evidence
A Skills, 12 Sustained experimentation and  Drawings, sketches and designs
techniques and manipulation of a range of skills, techniques  Preliminary paintings and small
processes and processes, showing the ability to select studies
and use materials appropriate to your  Photographic contact sheets
intentions when using the required number and test prints
of art-making forms from the art-making  Computer screenshots
forms table.  Photographic record of
sculptural processes
At the highest level of achievement, the
portfolio provides a consistent, insightful
and informed analysis and demonstrates
thorough understanding of the function and
purpose of the selected pieces from at least
two contrasting cultural contexts.
B Critical investigation of artists, artworks
and artistic genres, communicating your
 Annotated images of other
growing awareness of how this
artists’ works
investigation influences and impacts upon
 Experiments with using the
your own developing art-making practices
style or technique of an artist
and intentions.
 Producing copies of works
Critical
6 “after” a particular artist
investigation At the highest level of achievement, the  Written reflections on the
portfolio shows in-depth critical connections between an
investigation into other artist's art-making investigated artist and your
practices, clearly communicating a secure own work
and insightful awareness of how this
investigation has impacted upon your own
developing practices and intentions.
C The ability to clearly articulate how your
initial ideas and intentions have been  Concept maps of ideas and
formed and developed, and how you have themes
assimilated technical skills, chosen media  Planning imagery with
and ideas to develop your work further annotations considering how
Communication
when using the required number of art- meaning might be conveyed
of ideas and making forms from the art-making forms through the work
intentions (in 6 table.  Reflections and evaluations
both visual and
made throughout the progress
written forms)
At the highest level of achievement, the of a work, resulting in changes
portfolio clearly articulates how initial ideas in direction or imagery or
and intentions have been formed and technique
developed. The portfolio effectively
communicates how technical skills, media
and ideas have been assimilated to develop
the portfolio further.
D Reviewing, The ability to review and refine selected  Various trials of compositional
refining and ideas, skills, processes and techniques, and to arrangements
reflecting (in reflect on the acquisition of skills and your  Reworking imagery employing
both visual and development as a visual artist. different techniques or media
written forms)  Reflections and evaluations
At the highest level of achievement, the made throughout the progress
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portfolio demonstrates an effective and of a work, resulting in changes
consistent process of reviewing and refining in direction or imagery or
ideas, skills, processes and techniques. The technique
portfolio presents a meaningful and assured  Evaluations of completed work
reflection upon the acquisition of skills and generating new ideas
analysis of your development as an artist.
E Presentation Information that is conveyed clearly and
and subject- coherently in a visually appropriate and
specific legible manner, supported by the consistent  Balance of text and visuals
language use of appropriate subject-specific  Writing is legible
language.  Layout is considered
 Language is appropriate.
4 At the highest level of achievement, the Appropriate terminology is
portfolio conveys evidence clearly, used. Artists’ names and
coherently and in an engaging manner. movements are spelled
There is an excellent range of visual correctly.
evidence and consistent use of appropriate
subject-specific language used to document
the art-making process.

Academic honesty in the process portfolio: as stated in the Visual arts guide (2014, updated 2017):
- Every image used must be appropriately referenced to acknowledge the title, artist, medium, date (where
this information is known) and the source, following the protocol of the referencing style chosen by the
school

- Candidates must ensure that their own original work is identified and acknowledged in the same way to
ensure examiners are clear about the origins of the materials

- when the candidate is aware that another person’s work, ideas or images have influenced his or her
conceptual or developmental work but it has not been referred to directly in their work, the source must
be cited at point of use and may also be included in a list of sources

- Candidates must declare when an image in the final version of the work is also used in part 3: exhibition
assessment task.

In addition to this it is worth clarifying that:


- Where deliberately appropriating another artist’s work, candidates must fully acknowledge the original
work and make explicit reference to the appropriation process

- Any found object or image (including those taken from the Internet) used as inspiration by candidates
when creating their artwork must be appropriately referenced

Further advice for students

 While there is no limit to the number of items you may wish to include on each screen, overcrowded
or illegible materials may result in examiners being unable to interpret and understand your
intentions.
 If scanning pages from your visual arts journal, other notebooks or sketchbooks for inclusion in your
process portfolio, set the scanner to scan at a resolution of 72 pixels per inch in red, green, blue
(RGB) colour mode. This matches the screens of most computers used by examiners to view works
and will keep your submission to a manageable size.
 If using digital photographs or other digital images in your process portfolio, use image editing
software to save the images in RGB colour mode at 72 pixels per inch (use the “save for web and
devices” found on most digital image editing software) with a minimum width of 1,000 pixels to a
maximum width of 1,500 pixels.
 Consider adopting a horizontal format for your screens, as this will best fit the screens used to
examine the work and will minimize the need for scrolling to view each screen.
 If you compile your screens for the process portfolio using a slide presentation software such as
Microsoft’s PowerPoint®, Apple’s Keynote® or Prezi Pro™, avoid using animations within slides and
animated transitions between slides that may be lost when the file is converted, or may be missed if a
moderator advances through your presentation prematurely.
 Check your grammar and spelling, paying particular attention to the spelling of artists’ names and
subject-specific terminology.
 rocess Portfolio rubric:

D:
A: Skills, E: Presentation and
B: Critical C: Communication of ideas and Reviewing,
techniques and subject-specific
investigation 6 intentions 6 refining and
processes 12 language 4
reflecting 6
0 The
portfolio
0 The portfolio
0 The portfolio does not 0 The portfolio
does not reach
does not reach a 0 The portfolio does not reach a reach a does not reach a
a standard
standard identified standard identified by the standard standard identified
identified by
by the descriptors descriptors below identified by by the descriptors
the descriptors
below the below
below
descriptors
below
1-3 The portfolio 1
demonstrates some
experimentation The portfolio
and manipulation 1-2 The conveys evidence
of skills, portfolio with limited
1-2 The
techniques, shows clarity or
portfolio
processes and superficial coherence.
demonstrate
selection of critical
s limited
materials, which investigation There is limited
1-2 The portfolio presents limited evidence of
may not be into other visual
evidence of how initial ideas or the process
appropriate or artist’s art- evidence and the
intentions have been formed or of reviewing
related to making portfolio contains
developed. The work rarely or refining
intentions. practices with little or no
communicates how technical ideas, skills,
little or subject-specific
skills, media and/or ideas have processes or
4-6 Working across limited contributed to the processes in techniques.
language used to
at least the awareness of document the art-
their art-making. Reflection is
minimum required the impact on mostly
making process.
number of media the student’s
descriptive
and forms, the own 2 The portfolio
or
portfolio developing conveys some
superficial.
demonstrates art practices evidence
experimentation or intentions. clearly and/or
and manipulation of coherently,
some skills, however this is
techniques, inconsistent.
processes and the There is some
appropriate selectio range of visual
n of materials, evidence and
which are some inconsistent
largely consistent or elementary use
with intentions. of subject-specific
language used to
document the art-
making process.
3-4 The
3-4 The
portfolio
7-9 Working across portfolio
shows
at least the demonstrate
adequate
minimum required s a process 3 The portfolio
critical
number of media of reviewing conveys evidence
investigation
and forms, the and refining clearly, coherently
into other
portfolio 3-4 The portfolio adequately ideas, skills, and appropriately.
artist’s art-
demonstrates identifies how initial ideas and processes There is a good
making
purposeful intentions have been formed and and range of visual
practices
experimentation developed. The work adequately techniques. evidence and
which
and manipulation of communicates how technical The work adequate use of
displays an
a range of skills, skills, media and ideas have been presents an appropriate subject
awareness of
techniques and assimilated. adequate -specific language
the impact on
processes. The reflection used to document
the student’s
selection of upon the the art-making
own
materials is student’s process.
developing
largely consistent acquisition
art practices
with intentions. of skills as
and/or
an artist.
intentions.
5-6 The
5-6 The portfolio
portfolio demonstrates
10-12 Working shows in- an effective
across at least the depth critical and
4 The portfolio
minimum required investigation consistent
conveys evidence
number of media into other process of
clearly, coherently
and forms, the artist’s art- reviewing
and in an
portfolio making 5-6 The portfolio and refining
engaging, coherent
demonstrates practices, clearly articulates how initial ideas ideas, skills,
manner. There is
assured and clearly and intentions have been formed processes and
an excellent range
sustained communicatin and developed. The techniques.
of visual evidence
experimentation g a secure and portfolio effectively communicate The portfolio
and consistent use
and manipulation of insightful s how technical skills, media and presents a
of
a range of skills, awareness of ideas have been assimilated to meaningful
appropriate subject
techniques and how this develop the portfolio further. and assured
-specific language
processes, and a investigation reflection
used to document
highly appropriate has impacted upon the
the art-making
selection of upon the acquisition of
process.
materials, consistent student’s own skills and
with intentions. developing analysis of
practices and the student’s
intentions. development
as an artist.
Grade: 1 2 3 4 5 6 7
Mark range: 0-4 5-8 9-12 13-17 18-23 24-28 29-34

Final Score: ___x 40 = %


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