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Introduction to IBDP Visual art - slides

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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 function and purpose of
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Examples of CS screens.

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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, styles
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