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A r t / D e s i g n

INTRODUCTION

Extended Essays in Art/Design offer the opportunity to undertake research at an introductory level into a topic of particular interest for the student. The student is encouraged to develop and explore in a disciplined and imaginative way a research question appropriate to the subject, and to arrive at a particular, and preferably, personal conclusion. Absolute reliance on textbooks is discouraged. No Extended Essay in Art/Design should be based exclusively on textbooks. They should be consulted in so far as they may stimulate original ideas, provide models of disciplined, structured and informed approaches, and encourage direct and personal involvement with the object of study. The inclusion of appropriate visual reference material is of particular importance and is strongly encouraged although the essay must be predominantly verbal.

CHOICE OF TOPIC

The topic chosen may be generated or inspired by work in the studio, by local events or exhibitions, by features of the immediate environment, or by the particular circumstances of cultures other than the student's own which they have encountered. Personal contact with artists and/or designers is strongly encouraged, as is the use of local and/or primary sources. It is essential that the topic chosen is clearly and directly related to Art/Design. If the connection is only incidental, students risk introducing material which is of only marginal relevance and which will deflect the thrust of the enquiry.

The following examples of titles for Art/Design Extended Essays are intended as guidance only.

An analytical study of the cycle of frescoes of St Christopher's Church in Milan is better than The history of Renaissance Art.

What is the artistic significance of the totem poles of native people on the Pacific North West? is better than The art of native North American people.

Picasso: genius or thief? is better than Constructivism.

ASSESSMENT CRITERIA

J To what extent does the candidate demonstrate a personal point of view based on thorough knowledge of the Art/Design aspects of the chosen topic?

Achievement Level

0 The candidate demonstrates no satisfactory knowledge or understanding of the Art/Design aspects of the topic.

1 The candidate demonstrates some knowledge of the Art/Design aspects of the topic but does not attempt to express a personal view.

2 The candidate demonstrates a satisfactory knowledge of the Art/Design aspects of the topic and indicates a personal point of view.

3 The candidate demonstrates a satisfactory knowledge of the Art/Design aspects of the topic and makes an attempt to illustrate and justify a personal point of view.

4 The candidate demonstrates a thorough knowledge of the Art/Design aspects of the topic, and illustrates and fully justifies a personal point of view.

K To what extent does the candidate make use of appropriate sources?

Achievement Level

0 There is no evidence of the use of any appropriate sources.

1 There is little evidence of the use of any appropriate sources and these are ineffectively used.

2 There is evidence of the use of any appropriate sources but these are not always used effectively.

3 There is evidence of the effective use of a considered selection of appropriate sources.

4 There is strong evidence of the highly effective use of an original and considered selection of appropriate sources.

L To what extent does the candidate place the discussion/argument in its historical/socio-cultural context?

Achievement Level

0 The discussion/argument is not placed in its historical/socio-cultural context.

1 The discussion/argument is very loosely placed in its historical/socio-cultural context with little attempt at analysis. Very few of the relevant links have been noted.

2 The discussion/argument is loosely placed in its historical/socio-cultural context. The context has been analysed superficially. Few of the relevant links have been observed.

3 The discussion/argument is generally placed in its historical/socio-cultural context. The context has been analysed with some care. Some of the relevant links have been adequately explored.

4 The discussion/argument is directly and clearly placed in its historical/socio-cultural context. The context has been carefully, critically and systematically analysed. Most relevant links have been adequately explored.
IB homepage Extended Essay homepage Subject Guidelines General Guidelines General grading criteria

J	To what extent does the candidate demonstrate a personal point of view based on thorough knowledge of the Art/Design aspects of the chosen topic?
Achievement Level
0	The candidate demonstrates no satisfactory knowledge or understanding of the Art/Design aspects of the topic.
1	The candidate demonstrates some knowledge of the Art/Design aspects of the topic but does not attempt to express a personal view.
2	The candidate demonstrates a satisfactory knowledge of the Art/Design aspects of the topic and indicates a personal point of view.
3	The candidate demonstrates a satisfactory knowledge of the Art/Design aspects of the topic and makes an attempt to illustrate and justify a personal point of view.
4	The candidate demonstrates a thorough knowledge of the Art/Design aspects of the topic, and illustrates and fully justifies a personal point of view.

K	To what extent does the candidate make use of appropriate sources?
Achievement Level
0	There is no evidence of the use of any appropriate sources.
1	There is little evidence of the use of any appropriate sources and these are ineffectively used.
2	There is evidence of the use of any appropriate sources but these are not always used effectively.
3	There is evidence of the effective use of a considered selection of appropriate sources.
4	There is strong evidence of the highly effective use of an original and considered selection of appropriate sources.

L	To what extent does the candidate place the discussion/argument in its historical/socio-cultural context?
Achievement Level
0	The discussion/argument is not placed in its historical/socio-cultural context.
1	The discussion/argument is very loosely placed in its historical/socio-cultural context with little attempt at analysis. Very few of the relevant links have been noted.
2	The discussion/argument is loosely placed in its historical/socio-cultural context. The context has been analysed superficially. Few of the relevant links have been observed.
3	The discussion/argument is generally placed in its historical/socio-cultural context. The context has been analysed with some care. Some of the relevant links have been adequately explored.
4	The discussion/argument is directly and clearly placed in its historical/socio-cultural context. The context has been carefully, critically and systematically analysed. Most relevant links have been adequately explored.