IB Visual Arts Internal Assessment Day
Investigative Workbook
December 13, 2012
Agenda for the day:
8- 8:25 AM –Attendance + Introduction to’ Plan of Action Investigation’
for our Visit / Tour > Barnes Foundation Museum
8:30 AM - Board the bus to Philadelphia
9:30 AM - arrive @ the Barnes
10:00 AM – Tour
11:30 AM – depart for WFS
12:30 PM – Lunch N Discussion based on ‘Plan of Action Questions’
1:10 PM – What is Art History / Visual Culture?
Presenting Art History / Visual Culture / Visual Image
Museums, Collections, Galleries > Media
1:40 PM – Collision of Visual History
Investigative / Analytical Exercise
Investigating and Writing about an ART image
“What is the title? “
2:30 PM - Creative Groups share their investigation and sources
Reflection / Wrap up
3:00PM - dismissal
Candidate record Booklet > CRB
Electronic submission
due uploaded by April 10
The CRB must contain:
• a statement by the IB art student
• a short written comment by the teacher
• a photographic record ( quality photographs)
of the selected studio work > HLA 12-18 studio works
• interview recording / video / movie document
• photographs of the exhibition with all studio work included
• A4/ letter size documents (color) of the
selected IWB pages, as a PDF document
containing > HLA 25-30 pages
8- 8:25 AM
- Attendance + Introduction
’ Plan of Action Investigation’
for our Visit / Tour
> Barnes Foundation Museum
Queen of Diamonds:
Emily, TyLisa, Maria, and Devon
Questions:
1.How does the layout of the museum improve the viewing
experience of the art pieces?
Why are the pieces on top of/under another piece?
2. How did he start his collection? How does he select the pieces
for the gallery?
3. When did this become something he was interested in?
4. How does he store the pieces?
5. How do the pieces relate? What methods are used to display
the art effectively?
6. How can we relate these pieces to our past and future projects?
How can the pieces in the museum influence our new work?
7. What variety of cultures are displayed?
King of Diamonds
PLAN OF ACTION
Kenji, Madison, Lindsay, Maria
New Philadelphia location
Reflective in layout and design to original Merion location
Modern exterior architecture contrasts the warmth, traditional design
of the interior gallery spaces
Presentation of Pieces
Pieces arranged to reflect original display
More traditional form of display
Not all in single row at eye level with descriptive placards
Pieces arranged from below eye level to above, in a layered
organic arrangement
In what ways does this form of display differ from the artistic layout of other
prominent collections, such as in the Met or MOMA?
Process of collection
How long did it take for Dr. Barnes to complete collection?
Assume it was a lifetime journey
How does each room reflect a different period of interest or exploration?
How would you describe the ambience or theme of each gallery space?
We are the 10 of Diamonds (Allie Rudin, Maggie Loughran, Sophia Clarke)
We are going to organize by either two options:
Period: impressionists
Type: sculpture
Modern renaissance painting (drawings) furnishings jewelry pottery
another option is by order of visitation. or what applies to you.
Group: Jack of Diamonds
Molly Conces, Dunia Tonob, Emma Hilder, Susan Kuhn
How does the layout of the museum affect our perception of the pieces?
How will the colors and techniques used by the artists
(for Dunia specifically the French impressionists - Matisse)
affect your future work?
Will our tour guide give us a greater understanding of the art than
if we were to just walk around the museum by ourselves?
Are there similar techniques used in these pieces than to those used
in modern art?
How will the art we see at the museum relate to our IB investigation?
How will the absence of our materials lead to a greater
understanding of the artwork?
Will our guide influence what pieces we like and what pieces we don’t like?
Bevyn, Olivia, Aisling
Questions:
What cultural aspects affected the organization of Barnes’ ensembles?
How does the placement of these different pieces of art affect how we
perceive them? Does the juxtaposition of different works create
e connections between the two?
Plan of Action:
Notice how the works are displayed in relation to one another,
and how that affects what we see or the process your brain goes
through when it looks at the exhibit as a whole. When we get back,
I think it would be helpful to do the online tour to jog our memories.
Also, look up any art that particularly stood out to us during our visit, and
how this could affect our January project.
Ace<>: Cav,Eleni, Abby, Laura
Questions:
1.How do the different pieces in the museum connect to create on
coherent collection?
2.How can I relate this trip to my own work?
3.How does it relate to the trip in NYC?
4.What techniques exhibited in the museum can apply to my work?
5.How can I observe the mission statement in the museum today?
6.How do the similar/different techniques influence the message
the artists wanted to convey?
Plan of Action:
Listen intently, but also come up with our own ideas
Listen to cultural and historical context
Observe pieces well - use eyes as camera
12:30 PM – 1:10 PM
Lunch ‘ N’ Discussion based on
‘Plan of Action Questions’
How did the layout of the museum improve the viewing
experience of the art pieces?
In what ways did this form of display differ from the artistic
layout of other
prominent collections, such as in the Met or MOMA?
How did the layout of the museum affect our perception of the pieces?
How did each room reflect a different period of interest or exploration?
How did the absence of our materials lead to a greater understanding
of the artwork?
What cultural aspects affected the organization of Barnes’ ensembles?
How does the placement of these different pieces of art affect how we
perceive them? Did the juxtaposition of different works create
e connections between the two?
How can the pieces in the museum influence our new work?
Did our tour guide give us a greater understanding of the art than
if we were to just walk around the museum by ourselves?
.What techniques exhibited in the museum applies to my work?
1:10 PM –
Download documents
‘Writing About Art’ and IWB assessment
Investigation to make connections to studio work:
IWB
Studio
• culture / content
• understanding
• tech / process
• relevance
• investigation
• development
• depth / breadth
• sensitivity to materials
• vocabulary
• technical
• sources
• confidence
• presentation
• independence
• integration
What is Art History / Visual Culture?
Presenting Art History / Visual Culture / Visual Image
Museums, Collections, Galleries > Media
Museums,
Collections
, Galleries
Believing is Seeing, Creating the Culture of Art
By Mary Anne Staniszewski
The Museum > Chapter 7
Wunderkammen or Kunstkammen
How does the concept of ‘Gestalt’
relate to collections, museums, galleries?
Dictionary of Art Terms –
Gestalt –
A term imported into modern art criticism
from psychology.
Holds that the parts are determined by the whole.
• Seeing > Perception
• an organized whole that is perceived as more than
the sum of its parts
• English term > concept of wholeness
• organized whole < can be seen differently
• Theory of MInd and Brain
• Area of Psychology : mind groups things together
Art History : A very short Introduction by Dana Arnold
Investigate / research one other museum
that was visited in NYC > MET or MOMA.
Compare and contrast these two houses of collections.
1:40 PM –
Collision of Visual History
Investigative / Analytical Exercise
Investigating and Writing about an ART image
“What is the title? “
Refer to ‘Writing About Art’ document
http://www.writingaboutart.org/
Titles
2:30 PM –
Creative Groups share their investigation
and sources
Reflection / Wrap up
3:00PM - dismissal
Ciao!