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Comparative Study - IB Visual Arts

Marking Criteria Summary

Marking criteria Marks What the examiner is looking for:
A Identification and analysis of formal qualities 6
  • an informed identification and analysis of the formal qualities of the selected artworks, objects and artifacts.

At the highest level of achievement,the work provides a consistent, insightful and informed identification and analysis of the formal qualities of the selected pieces.
B Analysis and understanding of function and purpose 6
  • an informed analysis and understanding of the function and purpose of the selected artworks, objects and artifacts within the cultural context in which they were created.

At the highest level of achievement, the work provides a consistent, insightful and informed analysis and demonstrates thorough understanding of the function and purpose of the selected pieces from at least two contrasting cultural contexts.
C Analysis and evaluation of cultural significance 6
  • an informed analysis and understanding of the cultural significance of the selected artworks, objects and artifacts within the specific context in which they were created (such as the cultural, sociopolitical and historical significance of the works, with respect to the original audience and purpose, as well as to a contemporary audience).

At the highest level of achievement, the work provides a consistently insightful and informed analysis and thorough evaluation of the material, conceptual and cultural significance of the selected pieces from at least two contrasting cultural contexts.
D Making comparisons and connections 6
  • an effective critical analysis and discussion of the connections, similarities and differences between the selected artworks, objects and artifacts.

At the highest level of achievement, the work critically analyses and discusses the connections, similarities and differences between the selected pieces. These connections are logical and coherent, showing a thorough understanding of how the pieces compare and contrast.
E Presentation and subject-specific language 6
  • information that is conveyed clearly and coherently in a visually appropriate and legible manner, supported by the consistent use of appropriate subject-specific language.

At the highest level of achievement, the work clearly and coherently conveys information which results in a visually creative and legible study that enhances the impact of the work and the reader's understanding. Subject-specific language is used accurately and appropriately throughout.
F Making connections to own art-making practice (HL only) 12
  • an analysis and evaluation of the outcomes of the comparative study investigation and how this has influenced your own development as an artist, identifying connections between one or more of the selected works and your own art-making processes and practices.

At the highest level of achievement, the work provides a consistent and insightful evaluation on the outcomes of the investigation. The student effectively analyses and evaluates the extent to which their own art-making and pieces have been influenced by artworks, objects and artifacts examined in the comparative study, making informed and meaningful connections throughout.

Possible structure

 

Introduction

Summarize the scope of your investigation from which the focus artworks, objects and artifacts have been selected, and any thematic or conceptual framework you have used to draw the investigation together.

 1 screen

The artworks, objects or artifacts and their contexts

Summarize your research from a range of different sources and present your inquiry into the identification and interpretation of the selected artworks, objects and artifacts. You also explain how you 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)
  • Analysis and understanding 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.
 3–5 screens

Making comparisons and connections

Present your 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.
 3–5 screens

Connecting to own art-making practice (HL only)

Reflect on your research outcomes and the extent to which your 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 your own artwork and practices, you must be sure to identify and acknowledge your own artworks with the same rigorous attention to detail as with images from other sources.

 3–5 screens

Sources

Include a reference list of sources used during the study. In-text referencing is required throughout the comparative study. Every image used within the comparative study must be appropriately referenced to acknowledge the title, artist, date (where this information is known) and the source, following the protocol of the referencing style chosen by the school.

 1 screen

Further advice for students

  • Most students will complete the comparative study using a slide presentation software such as Microsoft’s PowerPoint®, Apple’s Keynote® or Prezi Pro™, and then convert the document to a portable document file (PDF) for electronic submission. Avoid using animations within slides and animated transitions between slides that may be lost when the file is converted, or may be missed if a moderator advances through your presentation prematurely.
  • When importing images for your presentation, resize them first to a maximum height or width of 1,500 pixels, optimized for web and devices. This will significantly reduce the overall size of your file, without compromising the image quality when viewed on a screen.
  • Use a consistent design scheme for your presentation. Use one or two fonts throughout the presentation. Sans serif fonts tend to be easier to read on screen. Avoid narrow or cursive fonts. Make slide backgrounds subtle and consistent and use high contrast between background and text colour.
  • Wherever possible, communicate with visuals and graphics in preference to text.
  • Check your grammar and spelling, paying particular attention to the spelling of artists’ names and subject-specific terminology.
  • Your teacher is able to provide suggestions to improve your comparative study on your first draft only. Make sure you submit it on time.