G11+IB+Dip.Comparative+Study

=COMPARATIVE STUDY 20% of final Grade=

Below is all of the information that you will require to complete this study. Students select artworks, objects and artifacts for comparison from differing /contrasting cultural contexts that may have been produced across any of the art- making forms already studied, and that hold individual resonance for the student and have relevance to their own art- making practice. Students at both SL and HL must examine and compare at least three pieces, at least two of which should be by different artists. It is valuable for students to have experienced at least one of the works in real time and space, such as a painting at a gallery, a sculpture in a park or an artifact from the local community that is brought into the school. Students use research and inquiry skills to investigate and interpret the selected pieces, applying aspects of critical theory and methodologies to the works examined and presenting their findings as a personal and critically reflective analysis, using both visual and written forms of notation. For each of the selected artworks, objects or artifacts, students at both SL and HL are encouraged to focus their analysis and interpretation of works through consideration of the role of the artist, the artwork, the audience and the cultural context. Students must support their interpretation with references to sound and reliable sources. A candidate’s failure to acknowledge a source will be investigated by the IB as a potential breach of regulations that may result in a penalty imposed by the IB final award committee.

Using the visual arts process journal in this task Students should use their visual arts journal to specifically document their investigation and responses to the selected pieces. This includes their detailed interpretations, evaluations and comparisons. Students will select, adapt and present what they have recorded in their journal as the basis for the comparative study task. (Some of the screens may comprise of photographs from your journal, but most of the screens will be the information re-worked into digital diagrams etc – see other handout for layout ideas)


 * Task details in brief**
 * Students at both SL and HL must select at least three artworks, objects or artifacts, at least two of which should be by different artists. For each of the selected pieces, students should:**
 * • carry out research from a range of different sources**
 * • analyse the cultural contexts in which the selected pieces were created**
 * • identify the formal qualities of the selected pieces**
 * • interpret the function and purpose of the selected pieces**
 * • evaluate the material, conceptual and cultural significance of the selected pieces to the cultural contexts within which they were created.**
 * Students at both SL and HL should then:**
 * • compare the selected pieces, identifying links in cultural context, formal qualities, function, purpose, material, conceptual and cultural significance**
 * • present a list of sources used during the study.**
 * Students at HL should also reflect on the investigation outcomes and the extent to which their own art- making practices and pieces have subsequently been influenced by artworks, objects or artifacts examined in the comparative study.**
 * USE THESE POINTS ABOVE AS A CHECKLIST AT THE END OF YOUR STUDY.**

Task in more detail Introduction to Task Students summarize the scope of the investigation from which the focus artworks, objects and artifacts have been selected, and any thematic or conceptual framework used to draw the investigation together. (Find connections between the works) The artworks, objects or artifacts and their contexts Students summarize their research from a range of different sources and present their inquiry into the identification and interpretation of selected artworks, objects and artifacts. They also explain how they have applied a range and combination of critical theories and methodologies to the works. Areas of investigation might include: • analysis of the cultural contexts of the selected pieces • identification of the formal qualities of the selected pieces (elements such as shape/form, space, tone, colour, line, texture and principles such as balance, rhythm, proportion, emphasis, pattern, variety) • interpretation of the function and purpose of the selected pieces (such as the meanings of motifs, signs and symbols used in the work) • evaluation of the material, conceptual and cultural significance of the pieces and the cultural contexts in which they were created. Making connections Students present their comparisons of the different pieces, clearly identifying links between them. These comparisons might include: • comparing the cultural contexts of the selected pieces • comparing the formal qualities of the selected pieces • comparing the function and purpose of the selected pieces • comparing the material, conceptual and cultural significance of the pieces. Connecting to own art-making practice (HL only) Students reflect on their research outcomes and the extent to which their own art-making practices and pieces have subsequently been influenced by artworks, objects, artifacts and their creators examined in the comparative study. These influences and personal connections, which should be evidenced in both visual and written forms, might include: cultural context formal qualities function and purpose materials, conceptual and cultural significance. When referring to their own artwork and practices, HL students must be sure to identify and acknowledge their own artworks with the same rigorous attention to detail as with images from other sources. Sources Students include a list of sources used during the study.


 * Formal requirements of the task—SL**
 * • SL students submit 10–15 screens which examine and compare at least three artworks, objects or artifacts, at least two of which need to be by different artists. The works selected for comparison and analysis should come from differing cultural contexts.**
 * • SL students submit a list of sources used.**
 * Formal requirements of the task—HL**
 * • HL students submit 10–15 screens which examine and compare at least three artworks, objects or artifacts, at least two of which need to be by different artists. The works selected for comparison and analysis should come from differing cultural contexts.**
 * • HL students submit 3–5 screens which analyse the extent to which their work and practices have been influenced by the art and artists examined.**
 * • HL students submit a list of sources used.**

How can I help? I can help you with the planning. But once you are underway with your project… I can only advise you once. So finish the project and then we will look at it together and I will tell you how it can be improved. • Teachers should read and give advice to students on one draft of the comparative study. The teacher should provide oral or written advice on how the comparative study could be improved, but should not edit the draft. The next version handed to the teacher must be the final version for submission.




 * Relevant Vocabulary**
 * Contrast** //to compare in order to show unlikeness or differences; note the opposite natures, purposes, etc.//
 * Context** //the set of circumstances or facts that surround a particular event, situation, etc.//
 * Resonance** //the state or quality of being resonant.//
 * Resonant** //producing or enhancing resonance, as by sympathetic vibration//
 * Relevance / Relevant** //bearing upon or connected with the matter in hand; pertinent//
 * Inquiry** //a seeking or request for truth, information, or knowledge.//
 * Interpret** //to give or provide the meaning of; explain.//
 * Critical theory** //a theoretical approach developed by the "Frankfurt School" of social thinkers, which stresses that all knowledge is historical and biased and thus claims to "objective" knowledge are illusory//
 * Methodologies** //a set or system of methods, principles, and rules for regulating a given discipline, as in the arts or sciences.//
 * Analysis** //this process as a method of studying the nature of something or of determining its essential features and their relations.//
 * Notation** //the process or method of noting or setting down by means of a special system of signs or symbols.//
 * Artifacts** //any object made by human beings, especially with a view to subsequent use. A handmade object, as a tool, or the remains of one, as a shard of pottery, characteristic of an earlier time or cultural stage, especially such an object found at an archaeological excavation.//
 * Evaluation** //an act or instance of evaluating or appraising.//
 * Comparisons** //the act of comparing. The state of being compared.//
 * Adapt** //to make suitable to requirements or conditions; adjust or modify fittingly//
 * Comprise** //to include or contain.//
 * Thematic** //of or relating to a theme.//
 * Conceptual** //pertaining to concepts or to the forming of concepts. (a general notion or idea; conception).//

//Teacher Example//