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Urs Fischer 

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Comparative Study: Final Submission

Review last feedback  sessions.

□  First Reaction

□  Connection (HL)

□  Subject Matter

□  Elements and Principles

□  Materials and Techniques

□  Scale and Dimensions

□  Processes

□  Material Significance

□  Conceptual Significance

□  Cultural Significance (Include only what is relevant)

□  About the Artist

□  Other Art forms

□  Meaning

□  Influence

□  Original Intentions

□  Purposes

□  Links

Demonstrate.

□  Interpretation

□  Description

□  Analysis

□  Evaluation

□  Comparison

Reflect on the process and output

What did you learn from the Comparative Study? As a researcher? As a student? As an artist?

Did it affect how you view art?

What mark will you give your work?

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Comparative Study Part 2: Research Presentation of Functions and Purpose, Comparisons and Connections and Connections to own art-making practices

Review last  feedback sessions.

□  Meaning

□  Influence

□  Original Intentions

□  Purposes

□  Links

□  Interpretation

How did you use the information learned from the description and analysis in order to try and interpret what the artist was attempting to  achieve?

What do you think is the relationship of the title to the picture or meaning? Why?

What areas do you notice first? Do you think there is a relationship between what you notice first and what you notice later? * If so, what is that relationship?

How did the artist use the elements of art and principles of design to convey meaning? Why do you think those choices were made?

What story do you think is being told? Why do you think that?

Are there other possible stories that are deeper than the obvious one? What makes you think that?

How does it make you feel when you look at this picture? Why?

Do you these was communicated / demonstrated well?

Knowledge and Understanding

□  Description

Did you focus on the factual information? Did you make or state any  judgments or opinions at this stage?

What is the Artist’s name?

Title of the work?

Date of the work?

Medium or materials used?

What do you see in the picture? Describe exactly what you see: colours,  lines, trees, sky, animals, etc.

What kind of subject matter is in the picture?

Is the picture a landscape or a portrait shaped "canvas"?

Do you these was communicated / demonstrated well?

□  Analysis

What is in the foreground, mid-ground, and background?

What are the colours used and how have they been arranged?

What shapes are there and how have they been arranged?

Is there texture? Where?

Are there any leading lines and if so, where is your eye lead?

Has the artist created 2D or 3D forms?

Has the artist used value? Where?

Is there any use of contrast/pattern/perspective? If so, where?

Has the artist tried to create emphasis? How?

Is the picture balanced? How? Radially? Symmetrically? Asymmetrically?

Does the work show movement or rhythm? How?

Is there unity within the picture? How?

Do you these was communicated / demonstrated well?

□  Interpretation (attempt  go to get at the meaning of the artwork)

How did you use the information learned from the description and  analysis in order to try and interpret what the artist was attempting to  achieve?

What do you think is the relationship of the title to the picture or  meaning? Why?

What areas do you notice first? Do you think there is a relationship  between what you notice first and what you notice later? * If so, what is  that relationship?

How did the artist use the elements of art and principles of design to  convey meaning? Why do you think those choices were made?

What story do you think is being told? Why do you think that?

Are there other possible stories that are deeper than the obvious one?  What makes you think that?

How does it make you feel when you look at this picture? Why?

Do you these was communicated / demonstrated well?

□  Evaluation (informed  opinion)

What did you like this artwork? Why?

What did you dislike about this artwork? Why?

Do you think this artwork is successful? How? Why?

What would you change to make it more successful? Why?

Do you these was communicated / demonstrated well?

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Comparative Study Part 2: Research of Functions and Purpose, Comparisons and Connections and Connections to own art-making practices

Attempt to get  the meaning of the works.

□  Meaning

What is it about?

Why was the artwork made?

What does it mean?

□  Influence

What was it influenced/inspired by?

 Is it commissioned? Who?

Was the artist reacting to happenings?

Do cultural beliefs/religion/time/location affect the artist's work?  How?

Is it meant to illustrate a historically significant event?

What was the artist's  opinion of the reception that the work received after s/he was finished?

□  Original Intentions

What was the artist's original intentions? Did the intentions  change/evolve?

What story was the artist trying to tell?

What events happened in the artist's life to make him/her want to create  this artwork?

Why did the artist choose the specific mediums?

What does the artist think of his/her own work?

What was the artist's own opinion of the work?

Where did s/he struggle?

□  Other purposes

Is the piece meant to be decorative?

Is it meant to be instructional (lots of biblical paintings served this  purpose)?

Is it religious in nature? Is it protest art? Is it a portrait?

Is it meant to be used for something other than art (like to eat from,  or to hold a dead person’s organs)?

Identify links clearly

Compare the cultural contexts of the work, how are they shaped by their  culture and time?

Compare the formal qualities, how are they similar, how do they differ?

Compare the content, motifs, signs, symbols, etc. … how is meaning communicated?

Compare the material and conceptual significance, how is this related to cultural context?

How do they connect to your own art-making practices in terms of  context, form and content?

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Comparative Study Part 1: Research Presentation of Introduction, Formal Analysis and Cultural Significance

Review last  feedback sessions.

□  First Reaction

□  Connection (HL)

□  Subject Matter

□  Elements and  Principles

□  Materials and  Techniques

□  Scale and Dimensions

□  Processes

□  Material  Significance

□  Conceptual  Significance

□  Cultural  Significance (Include only what is relevant)

□  About the Artist

□  Other Art forms

Follow IB requirements.

□  Screens

Did you introduce the artworks?

Did you include screens for focusing on each artwork aspect?

Did you provide a list of sources?

Did you balance visual and written form?

How well did you demonstrate your individual points effectively and  engagingly?

Are your terms correct?

Describe, Analyze and Evaluate.

□  Description

Did you focus on the factual information? Did you make or state any  judgments or opinions at this stage?

What is the Artist’s name? Title of the work? Date of the work? Medium  or materials used?

What do you see in the picture? Describe exactly what you see: colours,  lines, trees, sky, animals, etc.

What kind of subject matter is in the picture?

□  Analysis

What is in the foreground, mid-ground, and background?

What are the colours used and how have they been arranged?

What shapes are there and how have they been arranged?

Are there any leading lines and if so, where is your eye lead?

Has the artist created 2D or 3D forms?

Has the artist used value? Where?

Is there any use of contrast/pattern/perspective? If so, where?

Has the artist tried to create emphasis? How?

Is the picture balanced? How? Radially? Symmetrically? Asymmetrically?

Does the work show movement or rhythm? How?

Is there unity within the picture? How?

□  Evaluation (informed  opinion)

What did you like this artwork? Why?

What did you dislike about this artwork? Why?

Do you think this artwork is successful? How? Why?

What would you change to make it more successful? Why?

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Comparative Study Part 1: Selection and research of Formal Qualities and Cultural Significance

Choose Artists  and Artworks relevant to you.

□  First Reaction

What are your first reactions to the work? How does it make you think or  feel? What does the work remind you of?

Why choose these works?

Can you find any appropriate sources to support your research?

□  Connection (HL)

What connection can you make to other things you have seen? How do your  gender, class, age, background influence the way you respond?

Will you be able to connect it with your own practice?

What issues, either in terms of content or style, can you relate to your  own ongoing development? Is there anything you'd like to try out?

Describe the works visually.

□  Subject Matter

What do you see?

What kind of artwork is it? (painting, drawing, sculpture?)

□  Elements and  Principles

What elements are used? How so?

What principles are used? How so?

What colors does the artist use and why do you think this is? How are  they organized?

What kind of shapes and lines do you see?

□  Materials and  Techniques

What kind of marks does the artist use?

How would you describe the style? The genre? Is it abstract? Realistic? Expressive?

What is the overall mood?

What kind of surface do you see? Is there texture?

What materials does the artist use? Are they traditional? Any found objects? What connotations/associations do the materials carry?

□  Scale and Dimensions

How big is the work, is scale important to this piece and why?

What sense of space do you see? Is there illusionistic depth or is it  flat?

How is the work organized and put together?

□  Processes

How was the work made? Has the artist made it or is it fabricated?

How visible is the making process?

If it is an installation how is it assembled?

If it is a video how is it filmed and projected?

Investigate the works within the larger framework of its culture, history and audience

□  Material  Significance

What is it made of?

What does this process involve?

Is there a reason the material might be significant?

Is the material was popular at the time? Was it cheap and accessible, or  expensive and a status symbol?

Does the material have a conceptual significance? Does it support the  idea of the piece?

□  Conceptual  Significance

What is the message/meaning/ idea of the piece? Is this significant?  Why? How so?

Is it saying something new or advanced for its time?

Is the idea of this piece, or the movement it belongs to, revolutionary  or new in any way?

□  Cultural  Significance (Include only what is relevant)

When was it made, what period in history?

Does the artwork tell us about a period in time or of a group of people?

Does the artwork reflect the culture and time period during which it was  made? How so? How not?

Where was it made, what does it tell us about this?

What were the social and historical events at the time it was made?

Was/is the piece controversial?

When was the piece made?

Where was the piece made?

What are some cultural characteristics of the area? (dominant religion,  language spoken, type of government)

What was happening in that part of the world at the time?

What was happening in the rest of the world at that time?

What was life like for people in that part of the world at that period  of time?

Does the artwork have cultural significance?

□  About the Artist

What was the artist’s life like?

What position were they in socially/economically?

Were there any major events or happenings in their life that influenced  their artwork?

Male/female? Is their gender important or influential in their artwork?

Is there anything else - political, social, or economic in nature-  that possibly influenced the artist or  inspired the artist to make this work of art?

□  Other art forms

Can you relate it to other arts of its time, music, literature, film?

Relate it to other areas of knowledge such as science, geography?

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General Sources for IBDP Visual Arts 2019

Oxford IB Diploma Programme: Visual Arts Course Companion

Visual Arts for the IB Diploma Coursebook Cambridge Elevate Edition (2 Years)

Visual Arts for the IB Diploma Coursebook

Cambridge Theory of Knowledge Second Edition  

The Artist's Handbook of Materials and Techniques (Ralph Mayer)

Art Fundamentals: Theory and Practice (McGraw-Hill Education)

Art and Visual Perception: A Psychology of the Creative Eye (Rudolf Arnheim)

Interpreting Art: Reflecting, Wondering, and Responding 1st Edition (Terry Barrett)

Practical Art Criticism (Edmund Burke Feldman)

Iconology: Image, Text , Ideology (W.J.T. Mitchell)

Isms: Understanding Art (Herbert Press)

Nothing If Not Critical: Selected Essays on Art and Artists (Penguin Books)

Cultural Cache (Cultural Center of the Philippines)

Interaction of Color: 50th Anniversary Edition Paperback (Josef Albers)

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Art Theory Readings Part 1

Contemporary Cultural Anthropology: Symbolic Expression

The Critical Villa

This Means This, This Means That

Myths and their Meanings

The Moralists: A Philosophical Rhapsody

An Inquiry into the Original of our Ideas of Beauty and Virtue

Treatise

Essays on the Intellectual Powers of Man

Essays on the Pleasures of the Imagination

A Philosophical Enquiry into the Origin of our Ideas of the Sublime and the Beautiful

Essay on Taste

Essay on the Principles of Taste

Perceiving the Arts: Introduction to Humanities

Spectator: The Power of Looking On

The Lord of the Rings: Weapons and Warfare

Panofsky’s Early Theoretical Essays

Expression: Mark Rothko’s Black on Maroon

Artifice and Design: Art and Technology in Human Experience

Postmodernism and the Simpsons

Practices of Looking: An Introduction to Visual Culture

Literary Theory and Criticism: Postmodernism and Advertisement

Postmodern Advertising and Consumerism: A Paradox

Intention and Interpretation: Louise Bougeois’s Maman

Forgeries, Copies and Variations: Gerhard Richter’s Dead 2

What is Art? Yves Klein’s Anthropometries

Case for Creativity

Beauty and Ugliness: Francis Bacon’s Three Studies for Figures

Art, Knowledge and Morality: Edward Hopper’s Nighthawks and Balthus’s Therese Dreaming

Creative and Mental Growth

Ethical Studies

Values and Evaluations

Berkeley: Principles of Human Knowledge

Fear and Trembling

Language, Thought and Reality

Hegel, Literature and the Problem of Agency

Freedom and Determinism

Paradoxical Life, Meaning, Matter, and the Powers of Human Choice

Postmodernism and Christian Philosophy

Innovations in Cultural Systems

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Art History Readings Part 1

Penguin Dictionary of Art and Artists

Met Museum

Great Ages of Man: Barbarian Europe

Great Ages of Man: Renaissance

Great Ages of Man: Age of Exploration

Baroque (Harper and Row)

Can Asians Think?

Readings in History II: History and the World

When China Rules the World

Khan Academy (China, Japan, Korea)

Readings in History II: History and the World

Khan Academy (South Asia)

Readings in History II: History and the World

Asian History and Heritage (The Traditional Societies of Asia)

Rock Art Research in Southeast Asia: A Synthesis

Readings in History II: History and the World

Asian Emporiums (What is Southeast Asia?)

Austronesian Prehistory in Southeast Asia: Homeland, Expansion and Transformation

Khan Academy (Southeast Asian Art)

Khan Academy (Asian Contemporary Art)

Questions and Challenges in Philippine Prehistory

Kasaysayang Bayan (Pagsibol sa Lahing Pilipino at Kapaligiran)

The Roots of the Filipino Nation

A Tinge of Red

Class Structure in the Unhispanized Philippines

Barangay: Sixteenth Century Philippine Culture and Society

Boxer’s Codex

Looking for the Prehispanic Filipino

A History of the Philippines

Elites and Ilustrados of Philippine Culture

White Love

Contracting Colonialism

Community Culture and Artifacts (Folk Performance, Festivity and Celebration)

The Post-American World (The Ally, The Challenger)

Ang Kasaysayan sa Kasalukuyang Henerasyon

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Theory of Knowledge

Eight  Ways of Knowing

Reason

Emotion

Language

Sense  Perception

Intuition

Imagination

Faith

Memory

Visual Arts Integration

The aim of the plates are to study the various ways through which knowledge, skills and attitudes from different  cultural contexts are developed and transmitted. These plates focus on the  following skills as reflected in the rubric. They also serve as preparation  for the actual assessment.

PLATES

A. Understanding  of Subject Matter

Develop an understanding of the technical, creative,  expressive and communicative aspects of Art

Analyze artistic knowledge from various perspectives

B. Materials  and Techniques and Formal Analysis

Explore a range of materials and  technologies, acquiring knowledge through experiential as well as traditional  academic methods.

C. Written  Intent

Investigate and reflect on the complexities of the  human condition and help us understand our own patterns of behavior and our  relationship to each other and our wider environment

UNITS

Unit  I Appropriation

Are ways of knowing employed in radically different  ways in the arts in other areas of knowledge?

To What extent is truth different in the arts?

Unit  II Language

Do the arts have a social function?

Unit  III Methodology

To what extent does imagination play a special role in  visual arts?

Unit  IV Viewpoint

What are the standards by which we judge  artworks?

Unit  V Ephemeral

Why might we be more concerned with process rather than  product in the search for knowledge?

Unit  VI Meaning

To what extent is artistic knowledge  something which cannot be expressed in any other way?

Unit  VIII Viewer Response

How can the subjective viewpoint of an individual  contribute to knowledge in the arts?

Unit  IX Ethics

What moral responsibilities do artists  have?

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Rebecca Brewer, Rochelle Goldberg at Oakville Galleries

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Extended Essay Grade Descriptor

A

Approach, engagement and  decision-making: Personal and Conceptual

Research, investigation and  technical skills: Highly effective; Documented all key decisions made in detail through the EE writing

Artistic intention and  process: In-depth understanding of artistic intention and engagement with the  artistic  

B

Approach, engagement and  decision-making: Detailed knowledge and understanding of the media  used with appropriate and

Research, investigation and  technical skills: Effective use of  research, investigation and technical skills

Artistic intention and  process: Understanding and engagement of  artistic intention and engagement with the artistic process demonstrated in  

C

Approach, engagement and  decision-making: Sound knowledge and understanding of the media used with appropriate use of sources

Research, investigation and  technical skills: Sometimes evident use of  research, investigation and technical skills

Artistic intention and  process: Evident understanding of artistic intention and the artistic process   

D

Approach, engagement and  decision-making: Secure knowledge and understanding of the media  used with appropriate use of

Research, investigation and  technical skills: Evident, not well-developed research and/or investigation skills and technical skills

Artistic intention and  process: Some understanding of artistic intention and the artistic process evident, that is, understanding of the  work of others,

E

Approach, engagement and  decision-making: Basic knowledge and understanding of the media  used with some

Research, investigation and  technical skills: Evident, undeveloped research and/or investigation and limited technical  skills

Artistic intention and  process: Partial understanding of artistic intention, tbat is, understanding of the  work of others and the student’s own

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Extended Essay Marking

A. Focus  & Method 6 marks

Topic:

Effective and  accurate communication

Clear and  appropriate purpose and focus

RQ:

Clearly stated and focused

Essay continuously relates to  RQ

Methodology

Appropriate range of relevant  sources and methods selected and used in relation to topic and RQ eg. subject  tools, theories and techniques  

B. Knowledge & Understanding 6 marks

Context

Selection of source materials are  relevant and appropriate to the RQs

Subject-specific terms and concepts

Clear and coherent knowledge of the topic

Sources used effectively are used accurately,  appropriately and consistently

C. Critical  Thinking 12 marks

Research

Appropriate and relevant to RQ

Analysis

Researched  sources are analyzed effectively

Focused  clearly on the RQ  

Discussion and evaluation

Argument  is reasoned, effective, focused and developed from the research

Conclusion  is consistent with argument.

D. Formal Presentation 4 marks

Structure

Laid out in the conventional way expected  of such essays

Layout

Essay is set out according to IB EE requirements*

E. Engagement  (RPPF) 6 marks

Setbacks

Ideas and actions are thoroughly  considered in response

Reflections

Shows  personal and intellectual engagement

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Extended Essay

1 Engage and Pursue a focused topic

2 Carry out in-depth research in area of interest

3 Develop ATL skills of research, thinking, self-management, communication, creative and critical thinking

4 Experience excitement and reward of intellectual  discovery

5 Reflect on the research writing and learning process

How much time is needed to write the essay?

40 hours approximately by the student

3 – 5 hours supervision with each  student

Three 20 – 30 minutes  mandatory reflection sessions

Initial (descriptive)

Interim (analytical)

Viva Voce (evaluative)

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IBDP Learner Profile: How should I approach learning?

Inquirers

Nurture curiosity,  developing skills for inquiry and research.

Learn independently and  with others.

Learn with enthusiasm and  sustain love for learning throughout life.

Knowledgeable

Develop and use conceptual understanding, exploring  knowledge across a range of disciplines.

Engage with issues and ideas that have local and  global significance.

Thinkers

Think  critically and creatively to analyze and take responsible action on complex  problems.

Exercise  initiative in making reasoned, ethical decisions.

Communicators

Express confidently and creatively in more than one  language and in many ways.

Collaborate effectively, listening carefully to the  perspectives of other individuals and groups

Principled

Act  with integrity and honesty, with a strong sense of fairness and justice and  with respect for the dignity and rights of people everywhere,

Take  responsibility for our actions and their consequences.

Open-minded

Critically appreciate own culture and personal  histories as well as the values and traditions of others. Seek and evaluate a  range of points of views and are willing to grow from the experience.

Caring

Show  empathy, compassion and respect.

Have a  commitment to service and act to make a positive difference in the lives of  others and in the world around us.

Risk-Takers

Approach uncertainty with forethought and  determination.

Work independently and cooperatively to explore new  ideas and innovative strategies.

Resourceful and resilient in the face of challenges  and change

Balanced

Understand  the importance of balancing different aspects of life – intellectual,  physical and emotional – to achieve well-being for ourselves and others.

Recognize  interdependence with other people and with the world in which we live.

Reflective

Consider the world and our own ideas and experience  thoughtfully.

Work to understand our strengths and weaknesses in  order to support learning and personal development.

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Assessment weighings

Although the assessment tasks emerge from the holistic studio experiences of the students, it is possible to identify the following dominant core areas and art-making practices for each task:

Comparative study 

External assessment task 20%

Dominant core area: visual arts in context

Dominant art-making practice: theoretical practice

Process portfolio 

External assessment task 40%

Dominant core area: visual arts methods

Dominant art-making practice: art-making practice

Exhibition 

Internal assessment task 40%

Dominant core area: communicating visual arts

Dominant art-making practice: curatorial practice

The weighting of the assessment tasks reflects the practical nature of the subject. While each task has been more specifically aligned to one core area and one practice to ensure the highest possible outcomes from the tasks, students will need to have worked across all the core areas and practices.

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IBIS uploading: IA Exhibition

1. Curatorial Rationale 

File Name: NAME_IA Curatorial Rationale.pdf

Limit: 400 words / 700 words

File  Type: Pdf text

Max  File Type: 1 mb

2. Exhibit Overview

File Name: NAME_IA Exhibit Overview 1.pdf

Limit: 2

File  Type: Jpeg image

Max  File Type: 5 mb

3. Artworks and description*

File Name: NAME_IA Exhibit Artwork 1.pdf

Limit: 1

File  Type: Jpeg image | MP4 video

Max  File Type: 5 mb | 5 min | 500 mb

4. Supporting (Optional)

File Name: NAME_IA Exhibit Artwork 1 Optional.pdf

Limit: 2 (per  artwork)

File  Type: Jpeg image

Max  File Type: 5 mb