A Visual Arts EE is different to others, because it's a lot more about VISUAL material. For this reason, it's important to include lots of images to support your writing. It is also VERY important to analysethe formal elements and principles of the artworks. Here's a page from the Visual Arts Guide about the EE:
INTERPRETING THE EE ASSESSMENT CRITERIA IN RELATION TO VISUAL ARTS Criterion A: Focus and method (out of 6) Strands: Topic, Research question, Methodology
The EE must be specific and sharply focused on a research question that is well connected to the visual arts. In addition to traditional forms of so-called “fine art”, the visual arts should be understood to also include some aspects of architecture, design and contemporary forms of visual culture.
Titles must give a clear indication that the research is significant and should not, for example, lead to a simple narrative account of an artist’s life or compare the work of two randomly chosen artists.
While a topic with opportunities for access to original artworks is a good choice, this is not a requirement and students should not shy away from library-based research.
If students choose a popular topic that has been well researched by others (eg an essay on Banksy or the French Impressionists), they must attempt to structure a research question that may lead to a new point of view, focus or interpretation.
The significance of the research must be explained in the introduction, and some indication of how the research question relates to existing knowledge in the visual arts must be given.
In the visual arts, sources are expected to include visual images—some of which (depending on the area of research) may even be the student’s own photographs.
Students need to demonstrate that their essay has been well planned and that they have selected an appropriate approach to address the research question.
Criterion B: Knowledge and understanding (out of 6) Strands: Context, Subject-specific terminology and concepts
Students must be critically aware of sources related to their area of study, particularly those that help to place their work in historical, social or cultural context.
Although the internet can provide a good source of visual material, it is expected that in choosing written sources that support their argument students will move beyond an exclusive reliance on internet references. RK: Use academic articles and books from Questia if you don't have access to a library.
Students must demonstrate knowledge and understanding of the visual arts through fluency in the use of appropriate terminology when discussing formal artistic aspects (such as terms related to an understanding of the elements and principles of design).
Vocabulary used by art historians, critics and scholars in cultural studies may also be important (eg, using appropriate vocabulary related to artistic periods or styles). The student must try to maintain a consistent linguistic style throughout the essay.
Criterion C: Critical thinking (out of 12) Strands: Research, Analysis and Discussion and evaluation
Students who are familiar with scholarly writing in the visual arts (art history, art criticism, cultural studies) will be aware of the need for clarity and coherence.
Students must be aware of the need to give their essays the backbone of developing argument that is clearly related to the research question.
A clear and logical argument is often achieved by making consistent reference to the research question throughout the essay.
Personal views, while they may be quite common in the visual arts, need to be supported by reasoned argument, often with reference to images, interviews with artists, site visits etc, as well as carefully evaluated written material. RK: Personal blogs aren't considered to be 'carefully evaluated written material'. People can write anything in a blog - it doesn't mean it's valid, unless it's written by the artist him/herself.
While some biographical information may help to advance an argument, the simple recounting of an artist’s life is not usually helpful.
It is important for students to evaluate their own research, particularly in terms of unresolved issues and further research questions that may be generated by their study. RK: include your evaluation in the Conclusion.
Criterion D: Presentation (out of 4) Strands: Structure, Layout This criterion relates to the extent to which the essay conforms to accepted academic standards in relation to how research papers should be presented. It also relates to how well these elements support the reading, understanding and evaluation of the essay.
Students may provide a section and subsection structure to their essays, if this is appropriate. RK: I would highly recommend this, in order to provide a clear structure.
Students should give each image appearing in the body of the essay a brief caption (eg artist’s name and title of the work). Full details can be given in a list of images placed immediately after the bibliography.
Any material that is not original must be carefully acknowledged, with specific attention paid to the acknowledgment and referencing of quotes and ideas. This acknowledgment and referencing is applicable to images, audiovisual material, text, graphs and data published in print and electronic sources. If the referencing does not meet the minimum standard as indicated in the guide (name of author, date of publication, title of source and page numbers as applicable), and is not consistently applied, work will be considered as a case of possible academic misconduct.
A bibliography is essential and has to be presented in a standard format. Title page, table of contents, page numbers, etc must contribute to the quality of presentation.
The essay must not exceed 4,000 words of narrative. Students should be aware that examiners will not read beyond the 4,000-word limit, or assess any material presented past this.
Use of Images Carefully chosen and referenced images are an integral part of an essay in the visual arts. Images should be placed and discussed in the body of the text. They should be scanned or copied at good resolution and be of a reasonable size. Referencing images is as important as referencing text. The reference must include:
artist’s or designer’s name
title of the work (year)
ownership
dimensions and media
source from which the image was scanned or downloaded.
Criterion E: Engagement (out of 6) Strands: Reflections on planning and progress This criterion assesses the student’s engagement with their research focus and the research process. It will be applied by the examiner at the end of the assessment of the essay, and is based solely on the candidate’s reflections as detailed on the RPPF, with the supervisory comments and Extended Essay itself as context.
Students are expected to provide written reflections throughout the process on the decision-making and planning process undertaken in completing the essay. Students must demonstrate how they arrived at a topic as well as the methods and approach used. This criterion assesses the extent to which a student has evidenced the rationale for decisions made throughout the planning process and the skills and understandings developed.
For example, students may reflect on:
the approach and strategies they chose, and their relative success
the Approaches to learning skills they have developed and their effect on the student as a learner
how their conceptual understandings have developed or changed as a result of their research
challenges they faced in their research and how they overcame these
questions that emerged as a result of their research
what they would do differently if they were to undertake the research again.
Effective reflection highlights the journey the student has engaged in through the EE process. Students must show evidence of critical and reflective thinking that goes beyond simply describing the procedures that have been followed.
The reflections must provide the examiner with an insight into student thinking, creativity and originality within the research process. The student voice must be clearly present and demonstrate the learning that has taken place.
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.
EngagementThere are 6 marks for this. 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?
Essentially, you have to persuade your supervisor (through your attitude and work ethic) to write a comment to persuade the examiner that you are a fabulous human being! I’ve copied part of a supervisor comment below, so that you can see what might be written:
Once he had decided on his research question, X threw himself into the research process. From a starting point when the only resources seemed to be guides to Copenhagen and a tour of Christiania, he uncovered a very interesting array of source material, varying from newspaper articles to independently produced pamphlets to a BBC Radio 4 documentary.
X was an easy supervisee to work with. He responded very well to advice, and was happy to structure and re-structure his arguments until a less chronological and more analytical approach had been adopted. X always came to our supervision sessions very well prepared, and he met all internal school deadlines with ease. … In his Viva, X noted that he believed that the main reason for Christiania’s survival could be distilled as the inhabitants’ willingness to be open to everyone. This distillation was arrived at after some exhaustive research on which X really can be commended. This essay is a fascinating examination of Denmark’s micro-state and points to the historical reality behind what is too often just seen as a tourist destination. I think you will enjoy reading X’s work very much – I certainly enjoyed the supervision process, and now look at Christiania quite differently!