Grupos+2o

This is a weekly plan of the first semester in second year


 * week || OBJECTIVE || Doble Period || Doble Period ||
 * 1 || Introduce students to the programme expectations related to investigation, exploration, relating their art to other contexts, and self production. Ask students to reflect upon what inspires them when they create works of art. || Welcome Back: Introduction to IB requirements. Production, Investigation || The Perfect IB STUDENTS are Diego Rivera, Da Vinci and Duchamp ||
 * 2 || Enable students to explore and solve a project with no help except their prior knowledge about the expectations of a Pefect IB student. || First final piece: Knowing a Perfect IB student develop your own final piece planning || First final piece sketch ||
 * 3 || Encourage students to plan their week time to finish the project considering no empty spaces within the canvas. || First final piece materials || First final piece finish ||
 * 4 || Intoduce students to the IB criteria and specialized vocabulary to achieve high marks. Students will be able to critize their first exercise based on the criteria. || Visual Arts IB Criteria || Specialized vocabulary and examples how to apply them ||
 * 5 || Students will explore their own needs to communicate an idea to society: Recognize what is essential for them to express. Commitment to develop this idea during 2 years. Confidence on how to plan a final piece in future without the feeling of lack of inspiration. || Choosing a Theme: Brainstorming important and constant ideas in your life || Perfect Planning: How to achieve a Final piece? ||
 * 6 || The student will produce confidently a final piece having in mind an investigation an exploration of ideas and a context of ideas. || Final piece the god of your theme :Planning || Final piece the god : chossing materials and sketching final draft ||
 * 7 || Encourage students to plan their week time to finish the final piece considering no empty spaces within the canvas. Reflect on their process improvements compared to the first final piece || Final piece God : development || Final piece God: finish details ||
 * 8 || The student will be able to experience color and their combinations in different quantity proportions and luminosity. Draw conclusions of the relationship between primary secondary tertiary colors and luminosity. This experience enables the student to equal any color || CROMATIC CIRCLE: Newtons theory, colors and complementary colors || Practice primary secondary tertiary colors vs luminosity: Equal any color ||
 * 9 || Students will analyse how art can achieve realism in paintings. Invitation to become realistic artists through the use of fomulas, shortcuts and focus on observationsof forms and color. || Analysis :Introduction to Painting Hiperrealism || Final piece painting : based in photography ||
 * 10 || Student´s inquiry and exploration in observation skills will make them realice that time demanded by painting realism. Administrate time properly and reflect on difficulties of the exercise. || Final piece Painting based in photography: development || Final Piece based in photography: development ||
 * 11 || Reflect and discuss about famous artists reasons and process to produce art. Make connections with other artists and personal work. What could the student improve in their own process? || Analysis: Painting master piece || Famous artist research notebook ||
 * 12 || Encourage student to administrate time to finish project. Reflect on personal goals, improvements and difficulties. || Final piece based in photography: finishing details || Final piece based in photography: finishing details ||
 * 13 || The students will work out the links between their theme and other fields of knowledge. This allows them to have a new perpective of their concerns and write justificatios of their work with wider sources . || Finding sources for your theme in other fields || Finding links for your theme in other fields / planning new final piece ||
 * 14 || Awareness between message and mean to communicate. Question students if their ideas are evident in the selection of elements. Would the audience be able to recognize your simbolism? || New final piece influenced by other sources materials || New final piece influenced by other sources ||
 * 15 || Recognize the principles and vocabularyof Sculpture: Mass, space, surface, orientation, structure, weight, forces, articulation and balance. Students will explore these elements in their own production. || Analysis: Master piece sculpture || Sculpture exercise: What is an envelope for ? Transform the context into an 3D object ||
 * 16 || Through exploration of materials the student will be able to compare the proces of a tridimentional project vs two dimensional project. Recognize different needs and approaches. || Sculpture exercise : Development || sculpture exercise : Finish ||
 * 17 || Plan and explore a final piece with the aim of no chances of mistakes. The student explores accuaracy using a blade to cut paper. || Paper cut out video /Planning || Paper cut out video /Planning ||
 * 18 || Encourage students to plan their week time to finish the project considering that errors could be advantages. || Final piece paper cut outs || Final piece paper cut outs ||

Second Semester

in studio work || Desing a 3d sketch to carve in soap || Video of artists carving wood and stone example of how to solve problem ||
 * week || Objective || lesson 2 period || lesson doble period ||
 * 1 || Sculpture terms and experience solving problems in 3D Students develop and maintain a close relationship between investigation and a purposeful, creative process
 * 2 || Sculpture terms and experience solving problems in 3D Students experience their skills in the material, important to accept trial and error while they work. || Carving their own sculture || Carving their own sculture ||
 * 3 || Sculpture terms and experience solving problems in 3D At this stage students are familiar with the sculture vocabulary in a practical and theorical way. || Sculture analysis || Carving their own sculture ||
 * 4 || Sculture terms and experience solving problems in 3D. Students have a clear experince with the material might be ready to do another piece in a bigger format. || Carving their own sculture || Carving their own sculture ||
 * 5 || Students analyse master art work while they develop and present independent ideas and practice, and explain the connections between these and the work of others || Ready made object Gabriel Orozco analysis || Choosing a ready made object, transforming it into something else ||
 * 6 || Students will explore the term of ready made object, they will try to take advantage of one and create a new final piece || Ready made object construction || Ready made object construction ||
 * 7 || develop skills in, and sensitivity to, the creation of works that reflect active and individual involvement || Ready made object || analysis artist in collage ||
 * 8 || Repetition and mosaic final piece students will explore and develop ideas and techniques for studio work through integrated contextual study and first-hand observations || Start planning a final piece in which repetition is the important element || Mosaic final pieces analysis ||
 * 9 || Encourage students to plan their week time to finish the project considering that errors could be advantages. || repetition final piece || repetition final piece ||
 * 10 || Students at this stage have a clear idea of their project. They should be working in the piece and recording the process in the research notebook || repetition final piece || repetition final piece ||
 * 11 || Students have a clear goal to finish their piece on time, they are recieving critism from other students that will help them out understanding if the viewers perspective is similar to the one they were original thinking. || repetition final piece || repetition final piece ||
 * 12 || Fantastic art respond to and analyse critically and contextually the function, meaning and artistic qualities of past, present and emerging art, using the specialist vocabulary of visual arts || Fantastic art lesson presentation of several artists || Fanstastic art planning ||
 * 13 || Planning and creating a final piece with a clear function, meaning of choosen elements in the image, create a justification and narrative description that will help the viewer understand the intention of the final piece || realization of final piece || Realization of final piece ||
 * 14 || Students at this stage have a clear idea of their project. They should be working in the piece and recording the process in the research notebook || realization of final piece || Realization of final piece ||
 * 15 || Students have a clear goal to finish their piece on time, they are recieving critism from other students that will help them out understanding if the viewers perspective is similar to the one they were original thinking. || realization of final piece || Realization of final piece ||
 * 16 || Students will produce personally relevant works of art that reveal evidence of exploration of ideas that reflect cultural and historical awareness || Engraving analysis Jose Guadalupe Posadas y Leopoldo Mendez || Planning out an image in high contrast usefull to support Tertulias theme ||
 * 17 || Students at this stage have a clear idea of their project. They should be working in the piece and recording the process in the research notebook || Transfer sketch related to tertulia to linoleum. Start cutting it out || Working in the carving piece cutting out ||
 * 18 || Students will understand the reason why engraving has reproductive qualities || Printing out linoleum, reproduction technique || Art survival guide ||