I teach in Year Five (grade 10) of the IBMYP program, and this is my
fourth year sending in student work for moderation. (I teach all
grades, but get a lot of 10th grade students, so I got elected...)
I do NOT teach traditional media art (although I have in some years
in addition to what I ordinarily teach). I teach a combination of
graphic design and illustration using Adobe Illustrator and Adobe
InDesign.
I highly recommend that anyone starting with this program take the
Level 1 IB training as soon as possible. Your IB coordinator should
be working to schedule these for you.
Ideally, schools would have a seamless grade 6-10 (years 1-5)
traditional media art program, where a student would start their
developmental workbooks (a sketchbook on steroids, with lots of
writing and reflection in it) in year one and be expert at recording
their thoughts as they work, changes in their ideas/projects, etc. as
they go along, and by the time year 5 rolls along the student would
have a very well-developed workbook.
IB values documenting the process of creation very highly. It's
equally as important to them as the quality of the creation itself.
So I can't overemphasize the importance of the developmental workbook.
That being said, that's where I've gotten dinged every year. Because
my students work on the computer every day, they do not keep track of
their work in a sketchbook. Or howl mightily if I force them to. So I
think I have finally come up with a way of keeping one for us
computer-using art teachers. I am having the students keep on ongoing
DW using MS Word, taking screenshots of their work during the class
period, then taking ten minutes at the end of class to describe their
process. So we shall see how we do on moderation this year. (We don't
do too badly, actually. It's just frustrating getting dinged on this
every year.)
Anyway, ask any questions you might have. Perhaps I can be of help.
