SIX TIPS FOR YOUR VISUAL ARTS COMPARATIVE STUDY

My year 2 students are in the process of finalizing their Comparative Study and my year 1 students are undertaking a ‘mini’ Comparative Study to introduce them to some of the important concepts and ideas. Here are six things I’m emphasizing to both groups. 1 Know what the examiner wants! Do you know what the assessment criteria are? It will really help the structure and content of your comparative study if you become familiar with the things the examiner is looking for. If you ...

Socially Aware Design for a Purpose – Project Inspiration

Hi all, Struggling to be inspired or inspire - well here are some wonderful socially and ethically inspired recent design prodiucts which should get you thinking of some great ideas for upcoming projects to do in the IB Diploma. Remember projects especially the major project should come from the analysis of a situation and issues that are being faced - and I think these examples demonstrate this admirably! Students from the Royal College of Arts design a wearable dwelling for Syrian refugees ...

Exercise exploring film making techniques – Shot selections

The following is one in a series of simple exercises to encourage film students thinking about the mechanics of film making, and reflecting on creative choices made by film makers as conscious and intentional. My intention is that these exercises slot into the first semester of IB Film. Hopefully they will be a useful resource towards discussions leading to production portfolios, oral presentation and introducing the basic idea of supporting analytical ideas with actual examples of film language, the lingua franca ...

Shroud of Turin follow-up: new material for AOK History

This topic of the Shroud of Turin just keeps getting better and better for TOK. In my last post, I outlined TOK lessons based on it. But now – even better materials for launching a class! A podcast interview with historian Charles Freeman (25 minutes), linked from the website of History Today,  readily sets up a leaner lesson on the methods of research of an historian. The interviewer applauds Freeman’s research as “historical detective work” on an “unsolved mystery” and invites ...

Inspired by what we SEE and HEAR

Recently I went to the theatre and was given headphones to wear and was ushered into an outdoor space where the audience was in the centre with an elevated set all around us. It was a beautiful sunny afternoon on the South Bank in London. Then something extraordinary happened...... I heard a man running towards me on the gravel and he whispered in my ear. I turned to see no-one. 'The Roof', directed by David Rosenberg and Frauke Requardt, magically ...

Internal Assessment Parts B (Summary of Evidence) and D (Analysis)

Although they are divided into two separate sections (and separated by part C) the Summary of Evidence (B) and Analysis (D) are inextricably linked – or should be.  Although the sections are assessed as discrete entities, they both must relate to the research question and the analysis should be only of the evidence presented in B. This can sometimes be frustrating ; you have spent a large part of your career as a history student trying to integrate these two elements ...

THE VENICE BIENNALE

Venice Biennale http://www.labiennale.org/en/Home.html The Venice Biennale opened on June 1st, with many pieces and ideas reflecting the more political stance of many contemporary artists. I know a number of (mainly UK and European) schools that organize school trips so that their IBDP visual arts students can see the artworks presented first hand, but whether you can get there or not the Biennale is a great opportunity for our students to engage with current artistic thinking and to reflect on the various directions contemporary ...