PROCESS PORTFOLIO
IB Visual Arts Expectations/Syllabus
Part 2: Process portfolio
Students at SL submit carefully selected materials which evidence their experimentation,
exploration, manipulation and refinement of a variety of visual arts activities during the two-
year course.
•
SL students submit 9–18 screens which evidence their sustained experimentation,
exploration, manipulation and refinement of a variety of art-making activities. For
SL students the submitted work must be in at least
two
art-making forms, each from
separate columns of the art-making forms table.
40%
Part 2: Process portfolio
Weighting: 40%
Students at SL and HL submit carefully selected materials which demonstrate their experimentation,
exploration, manipulation and refinement of a variety of visual arts activities during the two-year course.
The work, which may be extracted from their visual arts journal and other sketch books, notebooks, folios
and so on, should have led to the creation of both resolved and unresolved works. The selected process
portfolio work should show evidence of their technical accomplishment during the visual arts course and an
understanding of the use of materials, ideas and practices appropriate to visual communication. They should
be carefully selected to match the requirements of the assessment criteria at the highest possible level.
The work selected for submission should show how students have explored and worked with a variety of
techniques, effects and processes in order to extend their art-making skills base. This will include focused,
experimental, developmental, observational, skill-based, reflective, imaginative and creative experiments
which may have led to refined outcomes.
Preparation process
In preparation for this task, within the core syllabus students at SL and HL must have had experience of the
following.
Visual arts in context
Visual arts methods
Communicating visual arts
Art-making
practice
Making art through a
process of investigation,
thinking critically and
experimenting with
techniques.
Applying identified
techniques to their own
developing work.
Experimenting with
diverse media and explore
techniques for making art.
Developing concepts
through processes that
are informed by skills,
techniques and media.
Producing a body of artwork
through a process of
reflection and evaluation,
showing a synthesis of skill,
media and concept.
Visual arts journal
Recording their experiences and learning, together with impressions, reflections and any
relevant research, in the visual arts journal.
Students then undertake the process outlined below for assessment.
Task details
Students at SL and HL should:
•
explore and work with a variety of techniques, technologies, effects and processes in order to extend
their skills base, making independent decisions about the choices of media, form and purpose that are
appropriate to their intentions
•
reflect on their own processes as well as learning about the processes of experimenting, exploring,
manipulating and refining the use of media in a variety of ways
•
develop a body of work that evidences investigation, development of ideas and artworks and
demonstrates a synthesis of ideas and media.
External assessment
Visual arts guide
The role of the teacher
While the student is working on the process portfolio task the teacher should discuss with each student their
experimentation with techniques, effects and processes. It is important that the submitted screens of the
process portfolio are the student’s own choice. Teachers should ensure that students are acknowledging all
sources used and referencing them appropriately. Teachers should also ensure that students have worked in
the correct number of art-making forms, as outlined in the art-making forms table.
Structuring the process portfolio
Students will have pursued their own interests, ideas and strengths, and their submitted work should
highlight the key milestones in this journey. The submission may come from scanned pages, photographs
or digital files. The process portfolio screens may take a variety of forms, such as sketches, images, digital
drawings, photographs or text. While there is no limit to the number of items students may wish to
include on each screen, students should be reminded that overcrowded or illegible materials may result in
examiners being unable to interpret and understand their intentions.
The selected screens should evidence a sustained inquiry into the techniques the student has used for making
art, the way in which they have experimented, explored, manipulated and refined materials, technologies and
techniques and how these have been applied to developing work. Students should show where they have made
independent decisions about the choices of media, form and purpose that are appropriate to their intentions. The
portfolio should communicate their investigation, development of ideas and artworks and evidence a synthesis
of ideas and media. This process will have inevitably resulted in both resolved and unresolved artworks and
candidates should consider their successes and failures as equally valuable learning experiences.
Examiners are looking to reward evidence of the following:
•
sustained experimentation and manipulation of a variety of media and techniques and an ability to
select art-making materials and media appropriate to stated intentions
•
sustained working that has been informed by critical investigation of artists, artworks and artistic
genres and evidence of how these have influenced and impacted own practice
•
how initial ideas and intentions have been formed and how connections have been made between
skills, chosen media and ideas
•
how ideas, skills, processes and techniques are reviewed and refined along with reflection on the
acquisition of skills and analysis of development as a visual artist
•
how the submitted screens are clearly and coherently presented with competent and consistent use
of appropriate subject-specific language.
Students must ensure that their work makes effective use of appropriate subject-specific language.
Using the visual arts journal in this task
All students should use their visual arts journal to carry out their explorations with techniques,
technologies, effects and processes and to record their discoveries. They should chart and reflect on
their experiments with media, their decision-making and formation of artistic intentions. Students will
select, adapt and present what they have recorded in their journal as the basis for material submitted
for the process portfolio task.
Submitted work might well include experiments undertaken during (and reflections upon) taster sessions
in particular media, demonstrations of techniques, workshops, master classes, guided experimentation and
studio practice experienced as part of the core syllabus activities outlined above.
Formal requirements of the task—SL
•
Submitting assessment work
The submitted screens must not include any resolved works submitted for part 3: exhibition assessment task.
The size and format of screens submitted for assessment is not prescribed. Submitted materials are assessed
on screen and students must ensure that their work is clear and legible when presented in a digital, on-
screen format. Students should not scan multiple pages of work from their journals and submit them as a
single screen, for example, as overcrowded or illegible materials may result in examiners being unable to
interpret and understand the intentions of the work.
The procedure for submitting work for assessment can be found in the
Handbook of procedures for the Diploma Programme
Students are required to indicate the number of screens when the materials are
submitted. Where submitted materials exceed the prescribed screen limits examiners are instructed to base
their assessment solely on the materials that appear within the limits.
PROCESS PORTFOLIO CRITERIA, ETC: Go to Page 56 in pdf.
