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COMPARATIVE STUDY - CHECKLIST

COMPARATIVE STUDY - CHECK LIST √ No candidate name/session number or school name in the comparative study Introduction to the Comparative Study – Very important, how this investigation impacted on your art practice overall- not just for the artwork you are comparing.   Three artworks, at least two of which should be by different artists Artworks come from contrasting contexts (local, national, international and/or intercultural) Identification of the cultural contexts in which the selected pieces were created  Identification and analysis of the formal qualities of the selected pieces  Analysis can take many forms: • The use of visual means such as details, juxtaposition, graphical explanation • The use of language to explain and to explore. In a good study, a candidate will use evidence to support their analysis • Such as informed research • Or detailed observation. Breakdown details in points.   Analysis and understanding of the ...
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Part 3 (SL and HL): Exhibition

  Part 3 (SL and HL): Exhibition Internal Assessment 40% Why assess an exhibition? The exhibition provides an assessment platform for both SL and HL students to showcase the final product of their art-making processes. It allows for the assessment of the observable qualities of technical resolution, the successful communication of ideas and the synthesis of form and function. It also provides students with the opportunity to demonstrate their discernment in determining the strongest works for the exhibition and how to best arrange these works to their best advantage and to make connections for the audience between works. Additionally, HL students need to articulate how they have considered possible relationships between the artworks exhibited and the viewer. Core syllabus areas related to the task The following core syllabus areas are addressed in the exhibition assessment task. Visual arts in context Informed by their responses to work and exhibitions they hav...
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  Part 2 (SL and HL): Process portfolio External Assessment 40% Why assess a process portfolio? The process portfolio task authentically assesses the ways that students develop and work towards producing a body of work. It reflects the holistic nature of the course, addressing each of the assessment objectives. It places due emphasis on the process of selecting work to evidence students’ technical accomplishment during the visual arts course and their understanding of the use of materials, ideas and practices appropriate to visual communication. It also highlights the product and promotes an engagement with a broad range of media. Core syllabus areas related to the task The following core syllabus areas are addressed in the process portfolio assessment task. Visual arts in context Investigating how processes in art have changed and how media or techniques have developed or technologically evolved over time Familiarization with various art genres, st...
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