Visual Arts EE: Getting the Marks

Post date: Aug 28, 2015 4:25:54 PM

The Research Question

• Use EXACTLY the same words each time you write down the RQ…on the cover sheet, on the title page, in the Introduction… Do NOT paraphrase it or switch around the words so it sounds nice. 

• The RQ needs to be tightly focused, answerable within 4,000 words, and not phrased in a way which you can answer with a ‘Yes’ or ‘No’ 

The Introduction

• Your RQ must be clearly stated in the Introduction – preferably in the first paragraph – as early as possible 

• The Introduction must contain the SIGNIFICANCE of this investigation. Why is it important that this question be asked (and answered) and this research be undertaken?

• The Introduction must show the context within which your research/investigation is set…what is the literary/historical/economic/scientific CONTEXT of your essay? 

The Conclusion

• ANSWER the RQ!!! That’s all you have to do really. Look back at the words of the RQ on the title page and make sure you have clearly responded to what it asked in one or two paragraphs. Don’t get fancy. 

• Your conclusion must arise from what you have written. Do not come to a conclusion which has no link to the 4,000 words you've just written!

• Don't include any new material or arguments at this stage in the essay. 

• You should include some questions which remain unanswered, or avenues of research which could now be undertaken if you were going to take it further. 

• Clearly title it as ‘CONCLUSION’ 

Formal Presentation

• Your title page should contain your subject (Visual Arts), your research question, your session (May 2020) and your word count. That’s enough … but if you wish to add a relevant picture, image, quote, that’s fine …as long as it is correctly referenced and captioned. Don’t just dump an image on the front without saying what it is. 

• Your Table of Contents should contain more than just ‘Introduction, Body, Conclusion (that is a truly dreadful Table of Contents). Make sure that the body of your essay has subheadings which can then be placed in the Table of Contents. 

• All research and information that is not ‘out of your own head’ must be cited/referenced, just like your Art Comparative Study. 

• Every citation MUST appear in the Bibliography. Everything in the bibliography MUST appear in a citation. This is checked and is one of the easiest ways to lose marks. 

• Label the Bibliography as ‘Bibliography’ (not References, not Citations, not Books Consulted’) and ensure that it is on a separate page …not added on below the Conclusion 

  • The order of your essay should be: Cover Page, Table of Contents, Introduction, Body, Conclusion Bibliography, Appendices…. 

• If you have an Appendix/Appendices, then these should be numbered (Appendix 1, Appendix 2…), and they must be referred to in the body of the essay (see Appendix 1). Do not make the classic mistake and forget to (a) reference the material in the Appendix and (b) include that reference/citation in the Bibliography 

• BUT, remember, the examiners do not have to read your Appendices, so don’t put anything vital to your essay in there. This is the place for a transcript of an interview with a curator or artist, or supplementary photos of an artwork. 

• When you include photos of artworks in the body of your essay, these must be labeled (Fig.1, Table 1 ..and what it is) and then referred to in the essay…as can be seen in Fig 1… 

• Page numbers!!! And, it's  good not to have a page number on the title page! 

• EVERYONE should get a full 6 marks for Formal Presentation.  

Engagement

Examiners look for – impressive research, intellectual engagement, an unusual area well examined, items in the bibliography going beyond the usual list of books…essentially they are looking for evidence that you have gone above and beyond the call of duty.

• So – to get the marks – try to have a very impressive range of resources including interviews with the artist (primary source), photos from art exhibitions (primary source), videos, journal articles, books, websites….. (and really try hard not to have just a list of websites in your bibliography). 

  • And write very good, evaluative reflections as you go through the EE process!

Supervisor comments play an important role in helping an examiner decide what mark to give for this criterion. As an examiner, I would generally give two marks for any reasonable essay – and then I have to be persuaded that the student deserves two more. So, supervisor comments which comment on some (or preferably all) of the issues below are very helpful in persuading an examiner that the full marks are deserved for this criterion. 

• • What inspired the student to undertake this particular area of research? 

  • Has the student met most if not all of the deadlines? 

  • Was the student proactive, making good use of meetings, supervisors…was he/she a pleasure to supervise? 

  • Did the student respond well to support, suggestions for improvement, discussion, constructive criticism... 

  • If there were particular challenges, such as changing research question, or changing subject, did the student cope well with the challenge? 

  • What did the student do that was unusual, beyond the normal, which resources required more than usual energy to locate? 

  • Did the student make interesting points in his/her Viva Voce which showed that s/he gained knowledge and skills from the EE process?