Example of Ib Visual Arts Comparative Study Pdf With Score

What is the CS?

Comparative Study- 20% of Exam [30 points(SL), 42 points(HL)]. External Examination (assessed by IB).

Compare and dissimilarity at least 3 artworks from at least 2 unlike artists of similar subject affair from 2 different cultures and (or) time periods. (They must be from dissimilar cultures). The study explores the formal qualities, meaning, and the textile, conceptual, and/or cultural significance of the artworks. The last format of your CS will be submitted to IB in a Google Slides or similar type of presentation. The piece of work selected for comparison should come from contrasting contexts (local, national, international, and/or intercultural). Ideally, students should see i of the works firsthand.

• SL 10-15 slides
• HL 10-15 slides + 3-five slides (Criteria F) which analyze the extent to which their piece of work has been influenced by the fine art and artists examined. Even though you may not have created the works that yous volition utilize for your CS, choose a genre/subject field or an artist that uses techniques that involvement you.

MLA Citations for ALL Sources! Come across the chart beneath in the "Related Resources"

Timeline: You will take some smaller assessments to build up to your commencement draft. Your first draft is due toward the cease of IB1 and your last draft volition be due in 12th grade. You will see with your instructor 3 times during the procedure (minimum) to discuss and document your process and submit a form to IB regarding those meetings.

Click here to encounter a detailed PDF Teacher Example of the Comparative Study

Note: This example would not earn a 42 for HL. Criteria F is a fleck weak, some of the cultural significance should be linked straight to the works I am comparison and at that place is yet room for some assay throughout.

Choosing Artists??

Who can you choose? Artwork shown in museums or galleries or they take had articles written nearly them by reputable sources (example: Street Artists).  Encounter your instructor if you are unsure if your selection is suitable. You can choose artists from social media, like Instagram. There are tons to choose from however, but cull 1 1from that source. Otherwise, it might be challenging to build up the cultural significance.

The work selected for comparison should come up from contrasting contexts (local, national, international and/or intercultural). Ideally students should come across one of the works firsthand.

Some Resource

• Check out the school library: Both books and magazines!
• NY Times The Most Important Moments in Art in 2020
• Google Arts and Culture
• Art News Magazine

Note: I have broken up the criteria with a series of questions but a actually good CS volition accept overlap between the criteria.

IB Suggested layout- Folio 49 of the IB Visual Arts Guide

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Criteria A- Formal Analysis (6 Points)

three-4 Slides including an introduction slide with all 3 artworks and introduction to the CS. Demonstrate an effective identification and assay of the formal qualities of the selected artworks, objects and artifacts.

Criteria A Height Descriptor: The piece of work identifies and analyses the formal qualities of the selected pieces from at least ii cultural origins. The assay of these formal qualities is consistently informed and effective.

• Write 3 art critiques, 1 for each artwork. Utilize the infographic below for guidance  The critique mainly addresses Criteria A and a pocket-size chip of Criteria B.
• Side by side, write or annotate photos of the artworks about Elements and Principles. (Criteria A) See the Elements and Principles poster in the "Related Resouces" section below. Also, use sources similar these: MoMA Glossary of Art Terms and ​Glossary from the Tate Museum See the teacher example with the Jenny Saville artwork beneath.
• Depict how the work is organized equally a complete composition.
• What media, process, and technique have been used in each artwork?
• Is the process used conventional or innovative?
• How accept the formal qualities (art elements & principles) been used and are they effective?
• How would you evaluate the artworks?
• How is the work constructed or planned (i.e., acts, movements, lines)?

Click to the infographic larger in a new tab

Criteria A Example Slide

Instance of what 1 slide could look similar. Go on in mind that information technology needs to be analytical. Bold Subject Specific vocabulary.

Criteria B: Office and Purpose (6 points)

2-3 Slides: Demonstrate an informed and appropriate interpretation of the function and purpose of the selected artworks, objects and artifacts within the cultural context in which they were created.

What is the mood, symbolism and interpretation of the artwork. How does the mood, symbolism and estimation relate to the fourth dimension information technology was created?  Does the interpretation change throughout time or cultures? Annotated images of symbolic images, impact of color choices, techniques influence interpretation. Chart of symbolism relating to cultural context.

Criteria B Top Descriptor The work demonstrates a consistently informed and advisable interpretation of the function and purpose of the selected pieces inside the cultural context in which they were created.

Build on your Interpret Section of your Art critique with these questions:

• Consider these different functions for fine art: context, personal, intellectual, social, or physical function.
• Is the piece meant to expressive, political, in protest, to be decorative, to illustrate a historically significant result, or meant to be instructional (lots of biblical paintings served this purpose)? Does the artwork have a narrative (tell a story)? Is it a religious, mythical, historical depiction, a portrait? Is it abstract? Is it realistic? Why?
• Was it deputed by a wealthy patron?
• Was its original intention meant to be art? Was it meant to be used for something other than art (similar to swallow from, or to concur a saint's organs)?
• ​What is it about? What does it mean?
• What choices did the artists brand that allowed them to about finer communicate their argument or message?
• How accept the artists you chose found ways to present the information they want to communicate in their art?
• What signs, motifs, or symbols accept been used and what do they communicate to the audience?
• Have the artists made any formal statements near these particular artworks or their work, in general, that might farther support your analysis?
• What kinds of statements are establish in the work that reflects the culture or context that the piece of work was created?

Notation: Criteria B asks you to accost the meaning "within the cultural context in which is was created."This begins to overlap withCriterion C which asks more than questions to consider regarding cultural context.

Criteria C: 6 Points

three-four Slides Demonstrate an informed agreement of the cultural significance of the selected artworks, objects and artifacts inside the specific context in which they were created.

Criteria C Top Descriptor: The work demonstrates consistently informed and appropriate evaluation of the material, conceptual and cultural significance of the selected pieces inside the specific context in which they were created.

Material Significance:
What is it made of? What is the material significance? Does information technology matter what media was used to create the piece of work?
 What does this process involve? Is in that location a reason the material might be significant? Was the fabric was popular at the time? Was  the material was cheap/accessible, or expensive (Used every bit a status symbol)
Does the material have conceptual significance (This is particularly important with many mixed media works, sculptures, and installations)? Check out this for more than ways to understand Cloth Significance.

Conceptual Significance:
What is the bulletin, pregnant, mood, theme, the idea of the artwork? Is this meaning? Why? How so? Is it saying something new or avant-garde for its fourth dimension?
Does it belong to a item art movement. Is the idea of this slice, or the art motility it belongs to, revolutionary or new in any style?

Cultural Significance

• When was the piece fabricated? Where was the slice made?
• Patronage of the piece of work (who paid for information technology, how and why)
• Political circumstances when the work was made
• Religious circumstances when the work was made
• Philosophical movements of the time
• Other major forms of cultural expression from the same period
• Contemporary scientific and geographic knowledge
• The original setting of the piece of work
• The original use of the work

What was going on in the artist's life, the art globe, and in the globe (historical events) at the time the artwork was created? Consider using the McFee Framework to visually organize your research and analysis

• The Audience's World?  What experiences of the world does the audience bring when they interpret or capeesh the work? What are some cultural characteristics of the area? (religion, language, political) What was happening in that role of the world at the time? What was happening in the rest of the earth at that time? What was life like for people in that part of the earth at that catamenia of fourth dimension?
• What happened to the artwork(s) afterwards they were painted -sold, left in an attic, on showroom…
• The Artist's World - personal history and art history, relate to your interpretation of the artwork. Could these events relate to the subject area matter or techniques used in the artwork? What was the creative person'southward life like? What was the creative person's training? What position were they in socially/economically? Were in that location whatever major events or happenings in their life that influenced their artwork?  Is their gender important or influential in their artwork?
• What were other artists creating during this fourth dimension period?
• How did other artists deal with this theme in other times or cultures?
• The Globe at the fourth dimension- Major events, wars, accomplishments, theories (Social, historical, political, and intellectual contexts of the work studied) and relate to the artwork.
• How does the piece of work reflect aspects of the world when they were created.
• Is in that location annihilation else - political, social, or economic in nature-  that possibly influenced the artist or inspired the artist to brand this piece of work of fine art?
• Was/is the artwork controversial?

Criteria C Examples

• The artist's life and training-Albrecht Dürer's father was a goldsmith, and he received training in his workshop as a very young boy.
• Patronage of the work (who paid for information technology, how and why)-Pope Julius II paid Michelangelo for the Sistine Chapel, after existence convinced to practise and so by Raphael and Bramante, who wanted to see the remarkable young sculptor neglect at this massive painting project.
• Political circumstances when the the work was fabricated-Goya created his Los Capricos etchings in part as a response to his disillusionment with Spanish politics.
• Religious circumstances when the the piece of work was fabricated-As pop piety grew in Renaissance Flanders, laypeople began to worship on their own, creating a market for personal habitation altars like the Merode Altarpiece.
• Philosophical movements of the time-The philosophical viewpoint of the Enlightenment suggested that civilization could be perfected over time, and Hogarth worked to encourage this with overtly moralizing tales in paintings and prints.
• Other major forms of cultural expression from the same menses-The long, smoothen barrel vaults of Romanesque churches were perfectly suited to Gregorian (or Plainsong) chant, popular at the time, with its long, low, simple monophonic melodies.
• Contemporary scientific and geographic knowledge-The maps of Abraham Ortelius were based on history, myth, and contempo scientific observations.
• Original setting of the piece of work- tea bowls were designed not for display in museums only for use in simple, rustic tea houses, such as those designed past Sen no Rikyu.
• Original use of the piece of work-Dogon masks were never made to exist displayed in glass vitrines in museums, but rather, were made to be worn by dancers in ritual performances.

Example Text from http://www.arthistoryrules.com/Essay_Writing/Context.html

Criteria D: 6 points

2-iii slides: Demonstrate an effective identification and critical assay of the connections, similarities and differences between the selected artworks, objects and artifacts.

At the highest level of achievement, the work critically analyses the connections, similarities and differences between the selected pieces. These connections are logical and coherent, showing a thorough understanding of how the pieces compare.

• Critical analysis of connections, similarities and differences between the selected artworks.  Use charts, tables, cartoon diagrams to assistance support your statements.  Compare across all of the different criteria.

Present your comparisons of the different pieces, clearly identifying links between them. These comparisons might include:

• comparison the cultural contexts of the selected pieces
• comparison the formal qualities of the selected pieces
• comparison the function and purpose of the selected pieces
• comparing the material, conceptual, and cultural significance of the pieces.
• Non merely described or listed similarities and differences.
• Use charts, tables, cartoon diagrams to help support your statements.  Tip: Venn Diagrams are hard to read. Use tables instead.
• Create a timeline of your artists, art movements, or events.
• Create belittling approaches where you create/identify connections!

Criteria E: four points

Throughout all of the slides: Presentation & Visual Art Vocabulary: ensure that information is conveyed clearly and coherently in a
visually appropriate and legible style, supported past the consistent apply of appropriate subject-specific language. Make it look pretty likewise!

Criteria East Tiptop Descriptor: At the highest level of achievement, the work clearly and coherently conveys information which results in a visually advisable, legible and engaging study. Subject-specific language is used accurately and appropriately throughout.

• Design: Use your "real manor" (The space bachelor on the slides) wisely. Employ a consequent design scheme for your presentation.
• Make slide backgrounds subtle and consistent and use high dissimilarity between background and text color.
• Fonts: Don't use fonts that are smaller than x pt. Captions tin can be 8 point.
• Utilise one or two fonts throughout the presentation. Sans serif fonts tend to exist easier to read on-screen. Avoid narrow or cursive fonts.
• Images: Wherever possible, communicate with visuals and graphics in preference to text.
• Utilize figures and captions. Resize images first to a maximum height or width of 1,500 pixels, optimized for spider web and devices. This will significantly reduce the overall size of your file, without compromising the image quality when viewed on a screen.
• Check your grammar and spelling, paying particular attention to the spelling of artists' names and subject-specific terminology.

Criteria F: (HL Simply) 12 points

3-5 slides Demonstrate analysis and reflection on the outcomes (conclusion) of the comparative study investigation and on how this has influenced your ain evolution as an artist, identifying connections betwixt one or more of the selected works and your own art-making processes and practices.

Criteria F Top Descriptor: the piece of work analyses and reflects upon the outcomes of the investigation consistently and accordingly. Yous effectively consider your own development, making informed and meaningful connections to your own art-making practice.

These influences and personal connections, which should exist evidenced in both visual and written forms, might include:

• cultural context
• formal qualities
• role and purpose
• materials, conceptual, and cultural significance.

When referring to your own artwork and practices, you must exist sure to identify and acknowledge your own artworks with the same rigorous attending to detail as with images from other sources.

Citations

Doesn't impact overall side numbers so yous tin have multiple slides with your references: Include a reference list of sources used during the study. In-text referencing is required throughout the comparative report. Every epitome used within the comparative study must exist appropriately referenced to admit the title, creative person, date (where this information is known), and the source, post-obit the protocol of the referencing style called past the school. See my MLA Commendation nautical chart

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Do you lot have Disquisitional Analysis in your CS?

Use these questions every bit a starting point to develop your assay Comparative Study (and Procedure Portfolio)

Consider assay being an equation. The artist did this + the artist did this = effect in the artwork

• Employ artful theories to assist you lot evaluate
• Evidence: What evidence inside or outside the artwork supports your interpretation?
• Criteria: What criteria do I retrieve are most appropriate for judging the artwork? Is it a good artwork? Present your opinion of the work's success or failure. What qualities of the work make you feel it is a success or failure?
• Bear witness: What evidence inside or outside the artwork relates to each criterion?
• Judgment: Based on the criteria and prove, what is my judgment about the quality of the artwork?"Franz Marc has created an constructive expressive painting considering the hot colors and lively brush marks he has used add to the overall feeling of energy and excitement he is trying to create." "The overall mood of this cartoon would be improved if Kathe Kollowitz had used potent, dramatic shadows, instead of stake tones. Dark tones would develop the feeling of fear and loneliness in this image."
• What criteria tin y'all list to aid others judge this piece of work?
• If you were within this artwork, what would you exist feeling/ thinking?
• How would you explain this artwork to someone else?
• Identify some of the similarities throughout the work and what is the event of the artist including them?
• Identify some of the points of emphasis in the work (i.e., specific scene, figure, motility). What is the upshot of them?
• If the work has subjects or characters, what are the relationships between or amidst them?
• Describe how the work makes you think or feel. Support your argument with what in the work leads you to feel those emotions
• Draw the expressive qualities yous find in the work. What expressive linguistic communication would you employ to describe the qualities?
• Does the work remind yous of other things you accept experienced (i.e., analogy or metaphor)?
• How does the work relate to other ideas or events in the world and/or in your other studies?
• How original is the work? Why practise yous feel this work is original or non original?

This is an amazing resource from Project Articulate

Know where your piece of work sits with in history. Consider including a timeline of historical events, fine art history, creative person'southward life.

An Art History Timeline

I made this chart a while ago for you to see how all of the criteria should relate to each other

Other IB Assessment Components

• Exhibition
• Process Portfolio

parrishsullumeent.blogspot.com

Source: https://bluelavaart.com/art-education/comparative-study-cs

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