Extended Essay in Visual Art: 

The outcome of the Extended Essay in Visual Art must be a coherent and structured piece of writing (with appropriate visuals) that effectively addresses a particular issue or research question appropriate to the Visual Art. The EE should show real understanding and personal engagement with the topic, which includes in depth analysis in response to the chosen research question. You will conduct research into the chosen topic and should include a link to a practical dimension, such as interviews, primary sources, consultations with artists or curators, museum or studio visits. 

Remember it is in your best interest to have clear links between your EE - PP - Com Stud and Exhibition, this will allow you to use research across assessments saving time and allow you have a depth of engagement with a sharp focus.

You are required to hand in the first draft of your extended essay into your supervisor within the first two weeks back to school. This will allow them a quick turn around for them to give feedback to you to start to hone your research.

Comparative Study Draft

In the fourth week back you need to upload a google slide document to your shared Visual Art Drive folder. This is your first draft of your Com Stud. This should have a minimum of 15 screens for HL and 12 screens for SL. 

You will be on track if your draft has:

• 3 Artists from diverse cultural and historical back grounds that work within the same conceptual idea

• Artists can and have been used in your own studio practice (only HL to do up to 5 screens on these links)

• You have focussed your research for each screen on the assessment criteria (see assessment criteria in the Visual Art guide under Comparative Study) also in the below diagram.

• You have laid out the screens to make the job of marking the screens simple for the marker, give headings based on the assessment ie: "formal elements", Cultural Significance" etc.

• You have kept a clear "list of sources" page

• All images used on every screen has its source clearly referenced under the image 

• You have used Visual Art Language on every page

• You have thought about the visual look of the screens and made them visually pleasing, keeping in mind this is Visual Art and each screen can be an artwork in its own right. 

• You have transcribed all written work onto a word doc to be put through Turnitin to check. 

Part 1: Comparative study 

Weighting: 20% 

Students are required to analyse and compare artworks, objects or artifacts by different artists. This independent critical and contextual investigation should explore artworks, objects and artifacts from differing cultural contexts. 

Throughout the course, students will have investigated a range of artists, styles, images and objects from a range of cultural contexts, through an integrated approach to exploring the three syllabus areas: visual arts in context, visual arts methods and communicating visual arts. Students select artworks, objects and artifacts for comparison from differing cultural contexts that may have been produced across any of the art-making forms, and that hold individual resonance for the student and have relevance to their own art-making practice. This is of particular importance to HL students. 

Students at both SL and HL must examine and compare at least three pieces, at least two of which should be by different artists. It is valuable for students to have experienced at least one of the works in real time and space, such as a painting at a gallery, a sculpture in a park or an artifact from the local community that is brought into the school, although this is not essential. Good quality reproductions can be referred to when a student’s location limits their access to such works first hand. The works selected for comparison and analysis should come from contrasting cultural contexts. 

Students use research and inquiry skills to investigate and interpret the selected pieces, applying aspects of critical theory and methodologies to the works examined and presenting their findings as a personal and critically reflective analysis, using both visual and written forms of notation. Students must support their interpretation with references to sound and reliable sources. A recognized system of academic referencing must be used in line with the school’s academic honesty policy. A candidate’s failure to acknowledge a source will be investigated by the IB as a potential breach of regulations that may result in a penalty imposed by the IB final award committee. 

Task details 

Students at both SL and HL must select at least three artworks, objects or artifacts, at least two of which should be by different artists. For each of the selected pieces, students should: 

• carry out research from a range of different sources 

• analyse the cultural contexts in which the selected pieces were created 

• identify the formal qualities of the selected pieces 

• interpret the function and purpose of the selected pieces 

• evaluate the material, conceptual and cultural significance of the selected pieces to the cultural contexts within which they were created. 

Students at both SL and HL should then: 

• compare the selected pieces, identifying links in cultural context, formal qualities, function, purpose, material, conceptual and cultural significance 

• present a list of sources used during the study. 

Students at HL should also reflect on the investigation outcomes and the extent to which their own art-making practices and pieces have subsequently been influenced by artworks, objects or artifacts examined in the comparative study. 

Structuring your Comparative Study

Introduction 

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

The artworks, objects or artifacts and their contexts 

Students summarise their research from a range of different sources and present their inquiry into the identification and interpretation of selected artworks, objects and artifacts. They also explain how they 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) 

• interpretation 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. 

Making connections 

Students present their 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. 

Connecting to own art-making practice (HL only) 

Students reflect on their research outcomes and the extent to which their 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 their own artwork and practices, HL students must be sure to identify and acknowledge their own artworks with the same rigorous attention to detail as with images from other sources. 

Sources 

Students include a list of sources used during the study. 

Formal requirements of the task—SL 

• SL students submit 10–15 screens which examine and compare at least three artworks, objects or artifacts, at least two of which need to be by different artists. The works selected for comparison and analysis should come from differing cultural contexts. 

• SL students submit a list of sources used. 

Formal requirements of the task—HL 

• HL students submit 10–15 screens which examine and compare at least three artworks, objects or artifacts, at least two of which need to be by different artists. The works selected for comparison and analysis should come from differing cultural contexts. 

• HL students submit 3–5 screens which analyse the extent to which their work and practices have been influenced by the art and artists examined. 

• HL students submit a list of sources used. 

Breakdown of the Assessment Criteria

Checklist for hand in 

1. Both SL and HL screens PDF format

2. All images are referenced with website or APA referencing. Don't use google images as a reference! The reference must take you to the exact image used.

3. Word doc or Google doc shared with the teacher with all written components of your Comparative Study for submission through turn it in.