Here at TISA, we offer both Theatre and Visual Art at Diploma Level. Students can choose one of these subjects to study in the IB Diploma; both offer Higher Level and Standard Level courses. Diploma Arts are taught in three, double lesson periods every week.

IB Theatre Overview

The IB Theatre course is structured around the following components: Theatre in the World; Theatre in the Making; Theatre in Performance. The premise is that students will learn about a variety of different theatre practices and will demonstrate their understanding through the application of the theory. As a consequence, much of the lesson content is led by practical work and student exploration.

Curriculum
Over the two year course, students complete the following units of work:

Mask Unit
Students will learn about performing in character masks, the art form of Commedia dell’Arte & will participate in neutral mask workshops designed to develop the student’s performance skills.

Artaud Unit
As Artaud’s ‘Theatre of Cruelty’ relies on techniques not often seen in theatre, students will be led to question their understanding of what actually constitutes a performance.

‘Total Theatre’
Berkoff’s theatre style forces actors to use their full bodily resources in order to tell a story and bring theatre to life. Through teacher led workshops, students will learn a completely new performance style which they will apply to the Kafka script adapted by Berkoff, ‘Metamorphosis’.

Theatre for Change
Generally taught in the second year of the IB Theatre programme, students discover theatre styles that use different techniques in order to make a difference in the world or to engage their audience. Theatre practices delivered as part of this unit include Theatre of the Oppressed, Butoh and Epic Theatre.

Independent Project
This is the final unit in the two year course as students now have the skills, knowledge and understanding of different theatre styles in order to identify an interest in theatre that they can pursue. The Independent Project can entail directing a script, devising with a group, making a costume, designing and making a puppet, creating a lighting design etc. There is lots of flexibility for students to engage in a project that they are really motivated by.


Assessment

There is no final exam for IB Theatre, instead there are four assessments, each with an equal weighting:

Research Investigation (25%): A theoretical exploration of a theatre style written as a formal essay

Practical Performance Proposal (25%): A creative exercise whereby students, working from a stimulus, put together a proposal for a performance

Theatre Performance & Production Presentation (25%): A presentation where students reflect on their experiences in the Theatre course and demonstrate their understanding of theatre practices

Independent Project Portfolio (25%): Students pursue an independent interest and write up their different stages of the process in a portfolio format

The four assessment methods are imitated throughout the two year course to ensure that students develop their skills and increase their ability to meet the criteria

Theatre Students Students need not have had experience in Drama in order to complete the IB Theatre course successfully, though it may help to ease student transition. Requirements for the course are that students have an interest in theatre, a willingness to engage in practical exploration and an open minded approach. As the IB Theatre course puts emphasis on understanding and creating theatre, it is not a requirement that students have good performance skills.


Visual Arts (HL & SL)

The process involved in the study and production of visual arts is central to developing capable, inquiring and knowledgeable young people, and encourages students to locate their ideas within international contexts.‘ International Baccalaureate Organization 2007

Whilst it is possible to begin the IB Visual Arts course with no prior experience, students will make an easier transition into the course if they have a number of years of prior art education. Visual Arts requires students to develop links between visual and language driven intelligence, to develop studio skills in both traditional and nontraditional media, and to explore self expression within the context of world cultures.

There is a strong emphasis on original work and individual vision. Students choose the mediums and make decisions about how to compose their works, guided in technique and research by their teacher. All visual arts students are required to keep research journals that reflect their creative development. Students end the course with an exhibition representing their best work over the two years.

2011 - 2012
Assessment HL and SL
There are no final written examinations in IB Visual Arts

Option A
Studio 60%
External assessment
The student prepares a selection of his or her studio work in the form of an exhibition. This is externally assessed by a visiting examiner following an interview with the student about the work.

Option B
Investigation 60%
External assessment
The student presents selected pages of his or her investigation workbooks that have been produced during the course. This selection is externally assessed by a visiting examiner following an interview with the student.

Investigation 40%
Internal assessment
The student presents selected pages of his or her investigation workbooks that have been produced during the course. This selection is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Studio 40%
Internal assessment
The student presents a selection of his or her studio work. This selection is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Because of the nature of the subject, quality work in visual arts can be produced by students at both HL and SL. The aims and assessment objectives are the same for visual arts students at both HL and SL. Through a variety of teaching approaches, all students are encouraged to develop their creative and critical abilities and to enhance their knowledge, appreciation and enjoyment of visual arts. The course content for HL and SL may be the same. However, due to the different amount of time available for each, students at HL have the opportunity to develop ideas and skills, to produce a larger body of work and work of greater depth. In order to reflect this, the assessment criteria are differentiated according to option and level.‘ (IBO, 2000)