CURATORIAL PRACTICE = 40%
The exhibition provides an assessment platform for students to showcase the final product of their art-making processes. It allows for the assessment of the observable qualities of technical resolution, the successful communication of ideas and the synthesis of form and function. It also provides students with the opportunity to demonstrate their discernment in determining the strongest works for the exhibition and how to best arrange these works to their best advantage and to make connections for the audience between works. Additionally, HL students need to articulate how they have considered possible relationships between the artworks exhibited and the viewer.
Core syllabus areas related to the task
The following core syllabus areas are addressed in the exhibition assessment task.
Visual arts in context
Visual arts methods
Communicating visual arts
REQUIREMENTS:
Higher Level
- 8-11 resolved and cohesive artworks that are connected and cohesive from at least 3 different art-making forms
- Exhibition text (500 characters maximum) including title, date, media (with description of self-made, purchased, or found objects), and intention
- Curatorial rational (700 words maximum) explaining why specific artworks have been chosen and presented in a particular format along with individual challenges, triumphs, innovations, and connections
Standard Level
- 4-7 resolved and cohesive artworks that are connected and cohesive from at least 3 different art-making forms
- Exhibition text (500 characters maximum) including title, date, media (with description of self-made, purchased, or found objects), and intention
- Curatorial rational (400 words maximum) explaining why specific artworks have been chosen and presented in a particular format along with individual challenges, triumphs, innovations, and connections
Students are assessed on:
CRITERIA:
A. Coherent body of works
B. Technical Competence
C. Conceptual Qualities
D. Curatorial Practice
INTERNAL ASSESSMENT MARKS
MARKING CRITERIA & POSSIBLE STRUCTURE
WRITING A CURATORIAL STATEMENT & EXHIBITION TEXT
EXAMPLE:
Final Exhibition Student A_SL
Final Exhibition Student B_SL
Final Exhibition Student C_HL
Final Exhibition Student D_HL
A guide for students
To complete the task, you are required to present an exhibition of your resolved artworks together with accompanying exhibition text (which states the title, medium, size and a brief outline of the original intentions of each selected artwork) and a curatorial rationale. You will need to document your exhibition electronically.
Note: Students can present work for the exhibition in any medium, having met the requirements for the Process Portfolio of working in a range of art making forms)
Once students have been assigned the space in which they will exhibit their work, it is crucial that they are given the responsibility for determining how they will arrange and display their work. This is an important aspect of the task. There are essentially two main approaches to organizing an exhibition that students could adopt - Survey (Chronological and Formal) and Thematic (Narrative and Sub-themes) - see below:
Survey -
Chronological: Work is arranged approximately in the order that it was produced. This strategy evidences the development of the student skills, which is not assessable in this component, but will establish relationships between sequential works.
Formal concerns: Work is grouped along the lines of formal concerns. This could include the media forms that a student has worked in, so that all of their paintings are together in one part of the exhibition, their sculptures in another. Otherwise, work that is concerned primarily with colour and value, for example, might be grouped together, while an interest in texture and pattern is grouped elsewhere, irrespective of when the work was completed.
Thematic -
Narrative: The work is arranged in a way that best communicates an overarching theme that runs through the entire body of work, irrespective of when the work was completed.
Sub-themes: Rather than having a single theme running consistently, the student might identify a series of related sub-themes and group these accordingly. Sometimes, this manner of presentation can loosely reflect a chronology within which the work was created, as artists often find that their ideas and concepts evolve as they produce work that is sometimes quite divergent from the original starting point.
Core syllabus areas related to the task
The following core syllabus areas are addressed in the exhibition assessment task.
Visual arts in context
- Informed by their responses to work and exhibitions they have seen and experienced, students formulate personal intentions for creating and displaying their own artworks.
Visual arts methods
- Evaluating how their ongoing work communicates meaning and purpose
- Producing and selecting a body of artwork through a process of reflection and evaluation, showing a synthesis of skill, media and concept
- Considering the nature of “exhibition” and thinking about the process of selection
Communicating visual arts
- Selecting and presenting resolved works for exhibition
- Explaining the ways in which the works are connected
- Discussing how artistic judgments impact the overall presentation
- Considering and explaining the impact of their work on different audiences (HL only)
REQUIREMENTS:
Higher Level
- 8-11 resolved and cohesive artworks that are connected and cohesive from at least 3 different art-making forms
- Exhibition text (500 characters maximum) including title, date, media (with description of self-made, purchased, or found objects), and intention
- Curatorial rational (700 words maximum) explaining why specific artworks have been chosen and presented in a particular format along with individual challenges, triumphs, innovations, and connections
Standard Level
- 4-7 resolved and cohesive artworks that are connected and cohesive from at least 3 different art-making forms
- Exhibition text (500 characters maximum) including title, date, media (with description of self-made, purchased, or found objects), and intention
- Curatorial rational (400 words maximum) explaining why specific artworks have been chosen and presented in a particular format along with individual challenges, triumphs, innovations, and connections
Students are assessed on:
- the technical competence displayed in the work
- the appropriate use of materials, techniques and processes used in the work
- the resolution of the works and the degree to which they communicate the stated intentions
- a coherency in the work selected
- for HL students, the consideration for the overall experience of the viewer through the way the work is arranged and presented within the available space.
CRITERIA:
A. Coherent body of works
B. Technical Competence
C. Conceptual Qualities
D. Curatorial Practice
INTERNAL ASSESSMENT MARKS
MARKING CRITERIA & POSSIBLE STRUCTURE
WRITING A CURATORIAL STATEMENT & EXHIBITION TEXT
EXAMPLE:
Final Exhibition Student A_SL
Final Exhibition Student B_SL
Final Exhibition Student C_HL
Final Exhibition Student D_HL
A guide for students
To complete the task, you are required to present an exhibition of your resolved artworks together with accompanying exhibition text (which states the title, medium, size and a brief outline of the original intentions of each selected artwork) and a curatorial rationale. You will need to document your exhibition electronically.
Note: Students can present work for the exhibition in any medium, having met the requirements for the Process Portfolio of working in a range of art making forms)
Once students have been assigned the space in which they will exhibit their work, it is crucial that they are given the responsibility for determining how they will arrange and display their work. This is an important aspect of the task. There are essentially two main approaches to organizing an exhibition that students could adopt - Survey (Chronological and Formal) and Thematic (Narrative and Sub-themes) - see below:
Survey -
Chronological: Work is arranged approximately in the order that it was produced. This strategy evidences the development of the student skills, which is not assessable in this component, but will establish relationships between sequential works.
Formal concerns: Work is grouped along the lines of formal concerns. This could include the media forms that a student has worked in, so that all of their paintings are together in one part of the exhibition, their sculptures in another. Otherwise, work that is concerned primarily with colour and value, for example, might be grouped together, while an interest in texture and pattern is grouped elsewhere, irrespective of when the work was completed.
Thematic -
Narrative: The work is arranged in a way that best communicates an overarching theme that runs through the entire body of work, irrespective of when the work was completed.
Sub-themes: Rather than having a single theme running consistently, the student might identify a series of related sub-themes and group these accordingly. Sometimes, this manner of presentation can loosely reflect a chronology within which the work was created, as artists often find that their ideas and concepts evolve as they produce work that is sometimes quite divergent from the original starting point.