Visual Arts



The IB Diploma Music programme is designed to encourage students to develop their knowledge and understanding of music through the exploration of a diverse range of musical styles. Through participating in the study of music students are able to explore the similarities, differences and links in music from within their own culture and that of others across time, thus informing them more fully of the world around them, and the nature of humanity.

The Standard Level and Higher Level Music programmes give students the opportunity to study Western Art Music and World Music and to develop their music skills through performance, composition and listening activities. It provides an appropriate foundation for further study in music at university level or in music career pathways. The course provides all students with the opportunity to engage in the world of music as lifelong participants.


Core Subject for SL and HL: Musical Perception

This part of the syllabus forms an essential part of SL and HL courses and is compulsory for all students.

  1. Study of two prescribed works – This covers the analytical study of two works which represent key features from two different times, places and/or musical cultures. Students are required to analyse, examine, and compare and contrast these prescribed works.
  2. Investigating musical links – Through the study of pieces from different musical cultures students explore, analyse and examine the musical connections existing between two (or more) pieces of music from two musical cultures.

HL students are also required to complete Creating and Solo Performing (see below). SL students choose one of three options:



Listening Paper

HL (2 ½ hours, 30%) | SL (2 hours, 30%)

HL – This examination paper has five musical perception questions (100 marks), which is broken down into two sections.

SL – This examination has four musical perception questions (80 marks) which is broken down into two sections.

Musical Links Investigation

Musical Links Investigation (20%)

A written media script of no more than 2000 words, investigating the significant musical links between two (or more) pieces from distinct musical cultures (20 marks).

The investigation should be primarily self-directed.

Internal Assessment

Students choose one of the following options:


Three (HL) or Two (SL) pieces of coursework, with recordings and written work (30 marks)

Solo Performing

A recording of selected pieces presented in public performances. HL 20 minutes, SL 15 minutes (20 marks)

Group Performing

A recording of selected pieces presented in public performances, 20-30 minutes (20 marks)



The IB Theatre course is an International programme which places individual student explorations at the heart of the experience. Students focus on the techniques and methods of making theatre and present their discoveries through performance, and presentations. The core belief is that theatre is a fundamental contributor to and reflector of culture.

Students learn through inquiry as they research their chosen investigations and communicate their learning through action. They experience and analyse the process of collaboration, its benefits and challenges. The course encourages students to become informed, reflective and critical practitioners in the Arts who can express their ideas with confidence.

Students may undertake Theatre at Higher Level (HL) or Standard Level (SL).


Students approach theatre from the perspective of the:

  • creator
  • designer
  • director
  • performer

The IB Theatre syllabus consists of three equal, interrelated areas:

Theatre in Context

Theatre does not occur in a vacuum. Students examine the personal, theoretical and cultural contexts that inform theatre-making. Students attend a GPAC season of plays to inform and enrich their theatre practice.

Theatre Processes

Students explore the skills, techniques and processes involved in theatre-making. They reflect on their own creative processes and skills acquisition as well as gaining a practical understanding of the processes of others – creators, designers, directors and performers.

Presenting Theatre

Students explore the staging and presentation of theatre as well as the presentation of ideas through both practical and written presentation. Students consider the impact of theatre upon the spectator. They consider their own artistic intentions as creators, designers, directors and performers and the impact they wish to have on an audience.


External Assessment (HL 20% SL 30%)

Task 1: Solo theatre piece (HL only) (35%)

Students at HL research a theatre theorist they have not previously studied, identify an aspect of their theory and create and present a solo theatre piece (4–8 minutes) based on this aspects of theory.

HL 35%

Task 2: Director’s notebook (SL and HL)

Students at SL and HL choose a published play text they have not previously studied and develop their ideas regarding how it could be staged for an audience.

HL 20% SL 35%

Task 3: Research presentation (SL and HL)

Students at SL and HL plan and deliver an individual presentation (15 minutes maximum) to their peers in which they outline and physically demonstrate their research into a convention of a theatre tradition they have not previously studied.

Internal Assessment (HL 25% SL 35%)

Collaborative project (SL and HL)

Students at SL and HL collaboratively create and present an original piece of theatre (lasting 13-15 minutes) for an audience. It is created from a starting point of their choice.

Visual Arts


The Visual Arts course is a holistic course reflecting the dynamic nature of the visual arts. This is a study that allows students to explore, experience and develop their personal responses to visual arts. Artistic learning requires a high level of cognitive activity that is both intellectual and emotional. The Visual Arts allows students to discover ways in which to interpret and comment on their environment, culture and self. Students select artists, artworks or styles that interest them to investigate and relate to their own art-making practises.

The teachers at Kardinia International College have designed a course that is relevant and of value to each candidate. As such, students will:

  • Make art/design works that are influenced by personal and cultural contexts;Become informed and critical observers;Develop skills, techniques, processes in order to communicate concepts and ideas;Students’ will explore 3 different art making processes including: drawing, photography, computer, architecture, graphic design, painting, printmaking, fashion, sculpture (2D and 3D artworks).
  • Become informed and critical observers;Develop skills, techniques, processes in order to communicate concepts and ideas;Students’ will explore 3 different art making processes including: drawing, photography, computer, architecture, graphic design, painting, printmaking, fashion, sculpture (2D and 3D artworks).
  • Develop skills, techniques, processes in order to communicate concepts and ideas;Students’ will explore 3 different art making processes including: drawing, photography, computer, architecture, graphic design, painting, printmaking, fashion, sculpture (2D and 3D artworks).
  • Students’ will explore 3 different art making processes including: drawing, photography, computer, architecture, graphic design, painting, printmaking, fashion, sculpture (2D and 3D artworks).

The Visual Arts Journal

The visual arts journal underpins every aspect of the course and reflects the holistic nature of the course. Students will use a journal, which can record many aspects of their art-making journey, including experimenting with media, research, reflections, observations and personal responses.

The purpose of the journal is to encourage personally driven research and discovery that function interactively with studio work. They are expected to incorporate analytical research (critical and historical examination of art), documentation of processes, discoveries, material testing and conceptual development. They are to be seen as working journals that not only support the folio of studio work, but demonstrate the candidate’s knowledge and passion for their art work.

Analytical assessment of visits to galleries, museums and local artists are included in the journal and should be accompanied by sound documentation. The journal should reflect the student’s personal interests, original work, research, resources and thoughts on the progress of their folio.

Candidates work with their teacher(s) to discover their strengths through trialling and experimenting with a variety of concepts, materials and methods.


External Assessment

Comparative Assessment Task (20%)

For this task, students are required to analyse and compare artworks, objects or artefacts by different artists and from different cultural contexts.

Process Portfolio (40%)

The Process Portfolio is created from the Visual Arts Journal. It will develop in a form of slides, reflecting the student’s personal journey, documenting processes, experimentation of media, material testing, research and investigation, observations, analytical writing (critical and historical examination of art), discoveries, conceptual development and personal responses.

Internal Assessment

Exhibition (40%)

At the completion of the course, the students are required to mount and curate their own exhibition on campus. They will be assessed in the following areas, coherent body of works, technical competence, conceptual qualities and curatorial practise.



The IB Diploma Film course aims to develop students as proficient interpreters and makers of film texts. Through the study and analysis of a wide range of films, and through practical exercises in film production, the course develops students’ critical abilities and their appreciation of artistic, cultural, historical and global perspectives in film. Students examine film concepts, theories, practices and ideas from multiple perspectives, challenging their own viewpoints and biases in order to understand and value those of others.

At the core of the film course lies the need for creative exploration and innovation. Film students learn through problem-solving and inquiry. They communicate their learning through action, project planning, workshops, presentations and screenings, as well as oral, visual and written expression. The course requires higher-order thinking skills, such as analysis, evaluation and imaginative synthesis.

Collaboration is essential to learning in film, and students should experience and reflect on its processes, benefits and challenges.


The film course at SL and HL aims to enable students to:

1. explore the various contexts of film and make links to, and between, films, filmmakers and filmmaking techniques through inquiry.

2. acquire and apply skills as discerning interpreters of film and as creators of film, working both individually and collaboratively through action.

3. develop evaluative and critical perspectives on their own film work and the work of others through reflection.



Textual Analysis

HL – 20% | SL – 30%

Students at SL and HL demonstrate their knowledge and understanding of how meaning is constructed in film. They do this through a written analysis of a prescribed film text based on a chosen extract (lasting no more than five minutes) from that film. Students consider the cultural context of the film and a variety of film elements.

Students submit the following.

  • A textual analysis (1,750 words maximum) and a list of all sources used.

Comparative Study

HL – 20% | SL – 30%

Students at SL and HL carry out research into a chosen area of film focus, identifying and comparing two films from within that area and presenting their discoveries as a recorded multimedia comparative study.

Students submit the following.

  • A recorded multimedia comparative study (10 minutes maximum).
  • A list of all sources used.


Film Portfolio

HL – 25% | SL – 40%

Students at SL and HL undertake a variety of film-making exercises in three film production roles, led by clearly defined filmmaker intentions. They acquire and develop practical skills and techniques through participation in film exercises, experiments and the creation of at least one completed film.

Students submit the following.

  • Portfolio pages (9 pages maximum: 3 pages maximum per film production role) and a list of all sources used.
  • A film reel (9 minutes maximum: 3 minutes maximum per film production role, including one completed film).

Collaborative Film Project (HL Only)

HL – 35%

Making clear links to films and film-makers they have encountered, and skills and techniques acquired, students at HL work collaboratively in a core production team to plan and create an original completed film.

Students are required to submit the following:

  • A project report (2,000 words maximum) and a list of all sources used.
  • A completed film (7 minutes maximum).