Treatment of the topic
It is essential that the topic chosen is clearly and directly related to visual arts. If the connection is only
incidental, students risk introducing material that is of only marginal relevance, and will confuse the
inquiry and weaken the argument. Students should be encouraged to formulate a research question of
personal interest and to draw on a variety of sources to support their arguments, such as textual
analysis, study of original artworks or designed artifacts, and interviews with practitioners or
authorities on the subject. Students should be helped to identify and choose appropriate sources, both
primary and secondary, and appropriate methods of research. Research questions that do not allow a
systematic investigation that demonstrates critical artistic analysis and detailed understanding are
unlikely to be suitable. In some instances, it may become clear at an early stage in the research that too
few sources are available to permit such an investigation. In such cases, a change of focus should be
made.
The inclusion and discussion of appropriate visual reference material is of particular importance in
visual arts extended essays. Such material must, however, be directly supportive of, and relevant to, the
analysis/argument. It should be neatly presented, properly acknowledged, and should appear in the
body of the essay, as close as possible to the first reference.
In order to promote personal involvement in the extended essay, the use of local and/or primary
sources should be encouraged wherever possible. However, it is appreciated that, in certain situations,
students may not necessarily have access to primary sources. In such situations, reproductions, videos,
films or photographs/internet images of a high quality are considered acceptable sources. An argument
should be well substantiated, with comments and conclusions supported by evidence that is relevant
and well founded, not based simply on the student’s preconceptions.
Students are expected to evaluate critically the resources consulted during the process of writing the
essay by asking themselves the following questions.
• Which sources are vital to the support of my ideas, opinions and assertions?
• Which sources do not contribute to the analysis?
Many different approaches to the research question can be appropriate, for instance:
• use of primary sources (artwork and artists) and secondary sources (material about the visual
arts) in order to establish and appraise varying interpretations
• analysing sources (primary and secondary) in order to explore and explain particular aspects
of the visual arts
• using primary source material for an analysis, with emphasis on a particular aspect of visual
arts
• collecting and analysing reproductions of artwork, possibly leading to a comparison of similar
or different images.
Students should also demonstrate awareness of other issues surrounding the art studied.
• Do I show an awareness of the value and limitations of the art I am studying through
analysing its origin and purpose?
• Do I show a consistently good artistic understanding in setting the research question into
context and addressing it fully and effectively?
Relevant outcomes of this analysis should be integrated into the student's argument.
The argument should also be well substantiated:
• With what evidence do I support my comments and conclusions?
• Is this evidence relevant and well founded, and not based simply on my preconceptions?
Finally, an extended essay in visual arts is a formal essay, so students must pay very careful attention to
the requirements of the assessment criteria.
Frequent reference to the assessment criteria by both the supervisor and the student will help keep a
sharper focus on the project.
It is essential that the topic chosen is clearly and directly related to visual arts. If the connection is only
incidental, students risk introducing material that is of only marginal relevance, and will confuse the
inquiry and weaken the argument. Students should be encouraged to formulate a research question of
personal interest and to draw on a variety of sources to support their arguments, such as textual
analysis, study of original artworks or designed artifacts, and interviews with practitioners or
authorities on the subject. Students should be helped to identify and choose appropriate sources, both
primary and secondary, and appropriate methods of research. Research questions that do not allow a
systematic investigation that demonstrates critical artistic analysis and detailed understanding are
unlikely to be suitable. In some instances, it may become clear at an early stage in the research that too
few sources are available to permit such an investigation. In such cases, a change of focus should be
made.
The inclusion and discussion of appropriate visual reference material is of particular importance in
visual arts extended essays. Such material must, however, be directly supportive of, and relevant to, the
analysis/argument. It should be neatly presented, properly acknowledged, and should appear in the
body of the essay, as close as possible to the first reference.
In order to promote personal involvement in the extended essay, the use of local and/or primary
sources should be encouraged wherever possible. However, it is appreciated that, in certain situations,
students may not necessarily have access to primary sources. In such situations, reproductions, videos,
films or photographs/internet images of a high quality are considered acceptable sources. An argument
should be well substantiated, with comments and conclusions supported by evidence that is relevant
and well founded, not based simply on the student’s preconceptions.
Students are expected to evaluate critically the resources consulted during the process of writing the
essay by asking themselves the following questions.
• Which sources are vital to the support of my ideas, opinions and assertions?
• Which sources do not contribute to the analysis?
Many different approaches to the research question can be appropriate, for instance:
• use of primary sources (artwork and artists) and secondary sources (material about the visual
arts) in order to establish and appraise varying interpretations
• analysing sources (primary and secondary) in order to explore and explain particular aspects
of the visual arts
• using primary source material for an analysis, with emphasis on a particular aspect of visual
arts
• collecting and analysing reproductions of artwork, possibly leading to a comparison of similar
or different images.
Students should also demonstrate awareness of other issues surrounding the art studied.
• Do I show an awareness of the value and limitations of the art I am studying through
analysing its origin and purpose?
• Do I show a consistently good artistic understanding in setting the research question into
context and addressing it fully and effectively?
Relevant outcomes of this analysis should be integrated into the student's argument.
The argument should also be well substantiated:
• With what evidence do I support my comments and conclusions?
• Is this evidence relevant and well founded, and not based simply on my preconceptions?
Finally, an extended essay in visual arts is a formal essay, so students must pay very careful attention to
the requirements of the assessment criteria.
Frequent reference to the assessment criteria by both the supervisor and the student will help keep a
sharper focus on the project.