Outgoing Course (Last Exams 2026)
This section of the site contains pages relevant to the teaching of the outgoing IB Visual Arts Course (last exams 2026)
For the new syllabus, please go to New Course (First exams 2027)
Course Planning
Design the course that meets the IB requirments, fits your school, your schedule, and your students using the resources available on this site. Everything you need is at hand.The beauty of IB Visual Arts...
Getting Organized
Getting ready for the first day of the school year is often loaded with the hopes and dreams for improving last year’s structures, excitement of meeting new students, and anxious apprehension for new...
Structure and Freedom
A page intended for new teachers on finding the equilibrium between teacher led direction and independent student initiated exploration"Art lives from constraints and dies from freedom." Leonardo Da Vinci
Starting Strategies
You have probably already begun Mapping a general course outline to be sure your planning addresses the assessment objectives required. When starting fresh with a new group of IB visual art students (or...
Student Pages (outgoing)
This section is for IB Visual Arts last exams 2026This website is designed to help you understand the requirements of the course and provide support and encouragement for you as you work towards your...
An overview for new teachers
If you are new to the IB or to this website you may find the summary below useful. It offers a course overview and an introduction to the various resources on this site relevant to the outgoing course.
Learning Objectives
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The outgoing curriculum revolves around three main aspects of art practice: theoretical practice, art-making practice and curatorial practice. An IB Visual Arts student is all of these: a critic, a maker and a curator:
Theoretical practice (the critic)
Using investigative strategies, critical thinking, comparative analysis and reflection, students will examine various art forms and artists from different times, places and cultures. They will investigate different techniques and processes, enquiring into their contextual evolution. They will explore ways of communicating knowledge in both visual and written forms.
Art-making practice (the maker)
Through exploration and experimentation students will discover and apply a variety of artistic techniques. They will develop their own concepts throughout this explorative process and, with reflection and self-evaluation, produce a considered body of work.
Curatorial practice (the curator)
Through careful, informed viewing of artworks and exhibitions students will develop an ability to formulate their own considered response. They will begin to articulate your intentions for developing and displaying their own work. They will also consider the relationship between artist and audience and what it means to exhibit work; learn to select and present their own work effectively; and articulate intentions and the connections between their artworks.
Standard Level or Higher Level
The course may be taken at Standard Level (SL) or Higher Level (HL). There are additional assessment requirements for HL: students explore art-making techniques in more depth and breadth and produce a larger, more considered body of work, with added awareness of the viewer's relationship. They also reflect more on how other artists have influenced their own work.
Students keep a record of their process in a Visual Arts Journal
At the heart of the curriculum we are teaching students to create and think about art independently and critically, with awareness developed through inquiry, investigation, reflection and independent exploration.
The Comparative Study is a the acadamic aspect of the course, designed to teach visual analysis and critical thinking.
Developing an awareness around Curatorial Practice is also an important part of working towards The Exhibition
How is this all Assessed?
Assessment is divided into 3 parts as detailed below -follow links to site pages for each component for more detailed discussion, or go to Assessment pages
Part 1,The Comparative Study for points 20% Externally Assessed
compare and contrast the work of (at least 2) different artists from different cultural contexts (HL students will also include a reflection of how this relates to their own work)
SL 10-15 screens
HL 10-15 screens & 3-5 screens comparing own work
Part 2, Process Portfolio for points 40% Externally Assessed
the students journey of art‐making: their engagement with different media and techniques, documentation of process, reflections on artists & artworks and the development of ideas.
SL: 9‐18 pages/screens submitted.
HL: 13‐25 pages/screens submitted.
Part 3, The Exhibition with a Curatorial Rationale for points 40% Internally Assessed by Teacher
Students reflect on their chosen body of work and provide a rationale for the decisions regarding the selection of certain pieces for exhibition.
SL: 4‐7 artworks, exhibition text and a curatorial rationale of max 400 words
HL: 8-11 artworks, exhibition text & curatorial rationale max 700 words
Teaching Resources
The outgoing Visual Arts curriculum is based on 3 interlinking areas within visual arts and these areas are reflected in the overall structure of this site, with sections on art thinking, art making and curating and exhibitions.

There are pages that support Curriculum Planning, Mapping a Course Outline, and Unit Planning as well as handy grading records and marksheets for Getting Organized.
What is your approach to teaching art? Structure and Freedom proposes open ended assignments, Teaching Visual Skills and discussion of key issues around Ethical Expression
For starting assignments that build skills and confidence and encourage a wide range of exploration have a look at some of these engaging Starting Strategies that many teachers love and have adapted to their own ways of teaching. And don't miss the Art Seeds, my favorite pages of the site ;)
Find out more about evolving role of AI in IB Education
Student Pages
This is the area of the site that your students, once you have given them a code, will be able to access independently. It contains blue pages with all the information for them to stay informed as to course requirements, to self assess and prepare for the final submission as well as projects, seeds, questions, prompts and tips for success.
The teacher of course has access to all the student pages and you can select additional orange pages for them as you wish.
What is IB Art? is a summary of the course, not only for students! Information is broken down into clear, managable chunks. There is a Student Guide to Setting Up the Comparative Study and Student Guide to Creating a Process Portfolio
The Studio Strategies section points students towards strategies and resources for making art
The Art Seed Bank is full of imaginative starting points
The Researching Art section helps students identify sources, with tips for writing and researching about art.
Course Components
Possibly the most visited pages of the site are in this section: Here you will find detailed discussion of each component with many sub pages per component
What is the role of Visual Journal and how can it support the assessed components
The IB Core explores the core requirements of the IB Diploma:
- The Extended Essay, guidelines, criteria, advice, excellent examples!
- ToK in Visual Arts, many activities and and guiding questions
- CAS and the IB Learner Profile
Art Thinking
The Art Thinking section of this site focuses on critical thinking, looking at, reflecting on and responding to art, with many teaching activities to help build these "art thinking" skills. This includes Writing about Art, Formal Elements of Art , Visual Analysis, Building Art Vocabulary , Referencing and Citing Sources, Finding Information on Artists and using investigation and Research to support art making.
Also in this section are resources on Culture and Context and examples of how to include this in our teaching. Culture is addressed from a geographic point of view but also from a thematic angle, with examples within different cultural, social and contexts.
Cross Curricular Connections are an interesting way to develop art work informed by other topics the student is studying.
Art Making
This key area of the site is devoted to ideas about art production ranging from Drawing to Alternative Photographic Techniques to Installation Art, with much more in between. The Art Making Forms table is introduced and divided into three parts, Two Dimensional Forms, Three Dimensional Forms , Lens-based, Electronic, Screen-based Forms.
Non traditional media are discussed in pages such as Beyond the Studio, Collaborative Projects, Mad Materials and Emerging Media.
The Art Seed Bank is a stimulating collection of independent art making activities for students, jump off points, invitations to create and to discover new artists.
Exhibitions and Curating
This section addresses visual communication both as viewer and creator. There are many practical activities for introducing and teaching Curatorial Practice and on curating and presenting work for exhibition. Visiting Exhibitions provides tips and clear guidelines for visiting exhibitions with students.
I recommend browsing Selected Artists and Shows to have a look at selected artists and exhibitions, a way to get to know new artists, discover exhibitions you might not get to see yourself, and find useful related teaching activities.
Assessment
Everything you need to know about assessment and more!
E submission Guidelines, Group 6 Grade Descriptors, CAF Planning and Progress Form , Internal Assessment rubrics and discussion of the criteria for each component: CS Assessment , PP Asssessment , Exhibition Assessment -and handy charts for formative assessing , Self Assessment Rubrics for students, Grade Boundaries and much more.
See Assessment Updates page for IB news or modifications.
Student Gallery
This student gallery includes a curated selection of inspirational student work across all three components. This is intended as a place where teachers can share best examples of student work once the work has been marked- with the students consent naturally. Please visit the page for info on how to submit your students work.
You can view slides from each student represented in the galleries, organized by component
Resources and Inspiration
Although this might not be your first port of call, Reflections on Creativity and the psychology of creativity are a fascinating topic for anyone engaged in creative work, students or teachers. There are lots of fun, quirky resources here, Surrealist Games , Oblique Strategies , Your Taste is Killer, Nothing is Original ... just to name a few.
There are resource pages on Visual Arts in Education, practical tips for Applying to Art School, and for Showing Film and Video ( have you ever seen A Brief History of John Baldessari?) and Guest Teacher Lessons by teachers like yourselves, sharing their areas of special knowledge.
Take a peek inside some Sketchbooks and Studios, and for a special focus on YOU visit the section on the Teacher as Artist and, why not, write your own Artist's Manifesto !
Selected Pages
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Outgoing Course (Last Exams 2026)
Student Gallery Free
A gallery of new student work will be available from summer 2027 An opportunity to see work from other schools and witness
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Outgoing Course (Last Exams 2026)
Getting Organized Free
Getting ready for the first day of the school year is often loaded with the hopes and dreams for improving last year’s structures,
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Outgoing Course (Last Exams 2026)
Uploading Visual Arts Checklist Free
Here it is, a simplified checklist for students to know exactly what they need to have ready for the Electronic Submission
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Outgoing Course (Last Exams 2026)
Analysis vs. Description Free
For criteria A, B and C of CS Assessment, students are required to analyze the formal qualities in Visual Analysis (A),
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Outgoing Course (Last Exams 2026)
Exhibition Gallery Free
In this section you will find slideshows of students' exhibition photos with exhibition texts and Curatorial Rationale.
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Outgoing Course (Last Exams 2026)
Art Seed Bank Free
The Art Seed Bank is a collection of short invitations to create, to think about art, to try something different. Choose