Exhibition Tasks
These screen shots are taken from the IB guidance documents and so you would be advised to follow them closely.
Tasks left to do
39 days until 16th March. In which time you must
Monday 20th March
- resolve at least 3 more studio pieces,
- complete the Process Portfolio,
- definitively complete the Comparative Study,
- plan the exhibition,
- arrange for work to be framed etc,
- write a 700 word curatorial rationale,
- write exhibition text for each piece,
- ensure all work is photographed ,
- make all of the above into the required file types and sizes, and upload them to the IB site.
Monday 20th March
Anoushka and Ali's sites - please click the buttons below
Process Portfolio
I made exemplar process portfolio slides for a piece of work I am making - the Grade 12 class then marked my work and I got a 5.... ouch, but they gave me excellent feedback about how I could make it better. Below you can see the first version, just called 'Process' and the improved version called 'Process ver2'. The criteria have been refined by the IBO and are posted here as a PDF so you can see the relationship between the work and the grade.
process_ver_2.pptx | |
File Size: | 8403 kb |
File Type: | pptx |
process.pptx | |
File Size: | 7726 kb |
File Type: | pptx |
va_draft_criteria_2017_e1.pdf | |
File Size: | 309 kb |
File Type: |
subject_report_may_2016.pdf | |
File Size: | 165 kb |
File Type: |
the_visual_arts_journal_ib_dip.docx | |
File Size: | 111 kb |
File Type: | docx |
Resources for investigating Contemporary Art
occ_d_6_visar_fcl_1605_1pc_e.pdf | |
File Size: | 224 kb |
File Type: |
Example of a Process Portfolio
Notice how there is use of sketchbook pages and more composed slides - you now have better PPT skills from making your Comparative Study.
Examples of Comparative Study slides
Here are some exemplar slides of CS pages - I have copied these over from the In thinking site so you have some models to work from.
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We are going to practice analysing images and finding out how contextual information impacts our reading or them. We will compare/contrast some images and examine ways to visualise our thinking.
Examples for exploring how contextual knowledge changes our 'reading' of an artwork
The image on the left presents itself as harmless, the students surmised that it was painted by someone who had training but not professional, was a happy, middle aged man, and yes it would be okay to be stuck in a lift with him. Until of course they found out this was painted by Adolf Hitler, then it took on a far more sinister feel! Leading us to the conclusion that contextual knowledge absolutely impacts our thoughts about artworks, and that it is impossible to 'unknow' something...... whether we lose the ability to truly judge an artworks worth as a result of our contextual knowledge is another issue....
The image on the right raises another problem, it was painted by Willem De Kooning, a famous Abstract Expressionist artist, and sold for a hefty sum. The problem being that this is one of the paintings he made whilst suffering from Alzheimers. Does this devalue the artistic worth of the painting? What does it mean for our ideas about art and how it is made? Is it unethical for those who assisted De Kooning in these paintings to then sell them as 'works by the artist' given that he had advanced dementia?
The image on the right raises another problem, it was painted by Willem De Kooning, a famous Abstract Expressionist artist, and sold for a hefty sum. The problem being that this is one of the paintings he made whilst suffering from Alzheimers. Does this devalue the artistic worth of the painting? What does it mean for our ideas about art and how it is made? Is it unethical for those who assisted De Kooning in these paintings to then sell them as 'works by the artist' given that he had advanced dementia?