3 Components to the IB Test

Part 1: Comparative Study

The below information was obtained from thinkib.net

What exactly IS required for the CS?

SL 10-15 pages (screens)

The pages submitted examine and compare at least three artworks at least two of which need to be by different artists.
The work selected for comparison should come from contrasting contexts (local, national, international and/or intercultural). Ideally students should see one of the works firsthand.
Acknowledge sources!

The number of pages actually refers to the number of screens because this will be presented and viewed on computer screens; bear this in mind and present accordingly!

The role of the Visual Journal in the CS

The Visual Journal collects and contains all the students visual and written experimentation and investigations.

• Use the Journal to specifically document the CS research and responses to each piece.
• Include detailed interpretations, evaluations, and comparisons.
• Select and adapt from these pages for the CS

Making meaningful connections

Making connections through both FORM and MEANING..

You can compare anything, but it will only have convincing strength if there is solid ground for comparison, both formally and conceptually..

Comparisons do not need to be as directly referential as the Jeff Wall/Hokusai comparison on the left, but it is helpful to have some commonalities.

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The page Comparing Images has examples of art works that lend themselves easily to comparisons.

The page Skills for CS has suggestions for how to build up to the Cs gradually through a series of guided comparisons.

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Start with a piece of art that excites you

Use Primary Sources!

It’s great if students can see at least one of the works themselves!. An exhibition can be an excellent starting point for a CS, then each student can take it in different directions. As a matter of fact, why not use an exhibition visit as the starting point for the CS? If it is a big collection there will be plenty of room for individual choices of artworks.

Comparative Study Example A

Comparative Study Example B
Assessment of the Comparative Study 

 

 

Part 2: Process Portfolio

The below information was obtained from thinkib.net A documentation of the students artistic experience during the course, both visual and written. Students submit carefully selected materials which show their experimentation, exploration, manipulation and refinement of a variety of visual arts activities . Pages from the Visual Journal can be included here, as can unresolved pieces, documenting the development of ideas and artwork. SL students submit 9–18 pages Assessment of Process Portfolio      Part 3: Exhibition The below information was obtained from thinkib.net The final exhibition is the culmination of the students' IB Art experience. Students present a selection of their best work in the form of a curated final show, and defend and articulate their purpose and intention in a written rationale. Selecting work for the Exhibition Choose the strongest, most resolved artworks which show these qualities • technical competence • appropriate use of materials, techniques, processes • work which communicates the stated intentions • cohesiveness, unity among the works • breadth and depth • consideration for the overall experience of the viewer (through exhibition, display or presentation). (note: students can present work for the exhibition in any medium, having met the requirements for the Process Portfolio of working in a range of art making forms) What are examiners looking for in the exhibition? technical accomplishment conceptual strength of the work resolution or communication of the stated intentions about the work Other Requirements Exhibition Text For each piece included students write a brief exhibition text (a few lines) which states the title, medium, size and a brief outline of the original intentions. Exhibition Overview Photos Students may include two photographs of the overall exhibition. This is not for assessment purposes but to help the moderator (who won't see the actual exhibition) better understand the overall layout and experience. (note: only include the exhibition artworks submitted for assessment in the photos) Additional Supporting Photos (optional) Students may choose to include up to two additional photographs of each submitted work. This is intended to provide a sense of scale when showing large works or for pieces that have more than one viewpoint, such as sculpture or installation. These extra photos are not necessary for most studio pieces. The role of the Visual Arts Journal in the exhibition Throughout the course students can use their visual arts journal to make notes of and reflect on their intentions while making their work, and they can be encouraged to document the developments of this thought process. For the Curatorial Rationale students can make selections from and adapt passages from their journal. The Visual Journal can also be used to plan the exhibition, consider the space, the display, the sequencing, the viewers role, and other curatorial issues. Studio Work example Assessment of the Exhibition