This document provides information about the Visual Arts course offered at Lyceum-School 6. The course aims to develop students' analytical skills through artmaking and problem solving. Students have freedom to explore various artists and art forms. Throughout the course, students will gain experience working with different artmaking forms like two-dimensional, three-dimensional, and digital media. Students also conduct research through activities like workshops and museum visits. Students document their work and reflections in a visual arts journal. The course assessment includes comparative analysis of artworks, a process portfolio of artmaking experiments, and an exhibition of artworks with a curatorial rationale.

1. Group Six: Visual Arts
At Lyceum-School 6, we offer Visual Arts. This course is a thought-provoking course in which
students develop analytical skills in problem-solving and divergent thinking, while working towards
technical proficiency and confidence as art-makers. The course is designed for students who want to
go on to study visual arts in higher education, but by instilling discipline and refining creative
communication and collaborative skills, it is also valuable for students who may wish to pursue a
career or study in areas unconnected to the arts.
Students have a free choice to identify, select and explore artists, artworks, cultural contexts, and
media and forms for study which interest and excite them. Students learn to make decisions about
what is relevant and useful for their own investigations and how to put their knowledge and
understanding into practice, transforming ideas into action.
The visual arts course at both SL and HL requires no previous experience. The art work below is by
Lyceum-School 6 students:

2. Art-making
Throughout the course students are expected to experience working with a variety of different art-
making and conceptual forms which may include two-dimensional forms, three-dimensional forms,
Lens-based, electronic and screen-based forms
Research
Students consult a range of primary and secondary sources. This will include workshops, lectures
taking place in the Baku area and visits to exhibitions. Personal responses to these experiences will
be documented in a visual arts journal.
The visual arts journal
The journal is the student’s own record of the two years of study, and documents the development
of art-making skills and techniques, experiments with media and technologies, personal reflections,
responses to first-hand observations, creative ideas for exploration and development, evaluations of
art practices and art-making experiences etc. Students have free choice in deciding what form the
visual arts journal should take.
External assessment
Component Weighting Details
Part 1:
Comparative
study
20%
Analysis and comparison of different artworks by different artists, exploring
artworks, objects and artefacts from differing cultural contexts Submission is
electronic: Students submit 10–15 screens which examine and compare at least
three artworks, at least two of which need to be by different artists, from
contrasting contexts (local, national, international and/or intercultural). HL
students also submit 3–5 screens which analyse the extent to which their work
and practices have been influenced by the art and artists examined.
Part 2:
Process
portfolio
40%
Submission is electronic: SL students submit 9–18 screens (HL:13–25) which
evidence their sustained experimentation, exploration, manipulation and
refinement of a variety of art-making activities during the course. The work must
have been created in at least two art-making forms (HL: 3).
Internal assessment
Component Weighting Details
Part 3:
Exhibition
40%
Submission is electronic: Students submit a selection of artworks from their
exhibition to show evidence of their technical accomplishment, understanding of
the use of materials, and ideas and practices appropriate to visual
communication. This is accompanied by a curatorial rationale (SL: 400, HL:700
words).
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