Name:

The Comparative Study

HL Guide
What is the Comparative Study?
The comparative study is an externally examined assessment
task worth 20%.To complete the task, you are required to
present a comparative study of at least three artworks by at
least two different artists from different and contrasting cultural
contexts. The work should be selected from work you have
investigated as a part of your independent coursework, and will
be explored further and presented as a series of screen-based
slides
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Requirements of the Comparative Study
15 screens that compare at least 3 artworks (no more than 6 artworks are advised) by at least 2 different artists
from different cultural contexts that you have chosen for their relevance and personal interest.

5 screens in which you analyse your own artwork in relation to the artists and artworks you have chosen.

Students need to show your understanding of critical thinking skills and your ability to analyse, interpret, evaluate and
compare artworks using art language, research and personal insight.

Assessment Criteria (Rubric on last page)

A. Analysis of formal qualities

B. Interpretation of function and purpose
C. Evaluation of cultural significance
D. Making comparisons and connections
E. Presentation and subject specific language
F. Making connections to own art-making practice

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What do I need to do?
Choose art from different cultural contexts that excites you and is relevant to your creative practice.
Discuss with Chad and your peers your choices.
Make a formal analysis of these works
Conduct research.
Try to see a least one of these works in its original state.
Post meaningful research questions.
Use a range of sources to answer these questions.
Analyse the content and context of the works, that is, their function and meaning.
Compare and Contrast the works.
Present your ideas in a visually pleasing, appropriate and engaging format.
Have a separate document with sources.
Upload the presentation for assessment.
How do I make choices?
Build knowledge by:
Visiting museums, galleries
Browse art shelves in library
Look at art blogs, pin boards and artist websites
Go to Gallery Night: January 20 & 21 https://gallerynightmke.com/
As you make your choice remember:
You should try to experience at least one of the works first-hand
Your artworks should come from different cultural backgrounds (contexts).
The artworks you choose must connect with your artwork.
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Connecting a Theme
Connecting a Theme
Why connect a theme in the Comparative Study?
Remember, the main aim is compare artwork so be sure that the three works lead to meaningful links such as sharing themes.
Below are some examples of comparative study topics...these are example suggestions from IB and you are not allowed to copy.
*****TIP****
********NOT A THEME : LOVE A GOOD THEME: LOVE IN WAR TIME**********
Connecting Theme: Monuments
Portable War Memorial by Ed Kienholz (1968)
Iwo Jima memorial (1954), Arlington, Virginia, USA
Monument to the third International by Vladimir Tatlin (1919)
Visiting the Iwo Jima monument started an interest in the nature of memorials. This student contrasted this with the anti-war sentiment of Kienholz’s
assemblage and then the political optimism of Tatlin’s tower.
Connecting Theme: Textiles and cultural signs
Ichafu, South-east Nigerian head scarves
Kimono, Japan, 1870-80, crepe silk (chirimen, paste-resist decoration (juzen) and embroidery, Victoria and Albert Museum, London,
UK
“Bijin Playing a Biwa” by Gakutei, Ukiyo print, Victoria and Albert Museum, London, UK
This student started with photographs from her parents’ wedding of ceremonial head scarves. She explored their tradition and meaning. She then
looked at two examples of Japanese kimono and one portrayed in a print.
Connecting Theme: The grotesque
“Suicide” by George Grosze (1916), Tate, London, UK
“Train, Mechanical” by Paul McCarthy (2003-09)
“The Garden of Earthly Delights” by Hieronymus Bosch, Prado Madrid, Spain
An exhibition of work by Paul McCarthy prompted the student to explore the use of shock in art. The post-First World War satire of Grosz and the
disturbing images of Bosh provide an interesting president.

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 Here is a table of how to use/understand descriptive art language.

Category Question Words Example

evaluation Judge, appraise, evaluate, How effective is Munch’s use of color to express his feelings?
assess

synthesis Compose, construct, design, Make a color study in Munch’s style.

predict

analysis Compare, contrast, Contrast Edvard Munch’s use of color to that of Van Gogh and
examine, analyse Caspar David Friedrich

application Interpret, apply, use, Take a series of photographs influenced by Edvard Munch’s
demonstrate compositions.

comprehension Restate, discuss, describe, Describe the differences between Friedrich’s and Munch’s use of
explain color.

knowledge Who, what, when? Define, List five key aspects of Edvard Munch’s style.
recall, list

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 Optional Activity
Using Subject-Specific language to describe an Artwork
Subject-specific language is and assessed criteria, so try to use the correct art language whenever possible. This can be language
describing visual qualities, as in “contrasting dark tones”, or more technical terms, as in “intaglio printmaking”
Activity:
You can do this in your Visual Journal
Choose one artwork to describe.
Describe the formal qualities using subject-specific language.
Describe the techniques and materials using subject-specific language.
Describe the function and purpose of the work and what it communicates to the viewer using subject-specific language.
Include an image of the work and cite your sources .

Expected Vocabulary
https://dpibart.weebly.com/5-subject-specific-language--vocabulary-and-command
-terms.html
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You must always acknowledge all the sources you have used in ANY work submitted for assessment.

You must give the source details of all the:

Images
Text extracts and quotes you refer to in your work
Work or ideas of another artist, person our source you have paraphrased or summarized
Sources include (but not limited to) images, books and websites. Here are some others possible sources you may need to reference
in your bibliography
Participation in workshops
Exhibitions and exhibition catalogs
Filmed interviews with visual arts professionals
Lectures and lecture notes
Audio recordings and soundtracks
Newspaper articles and magazines
Online groups and forums
Feedback and advice from others
Films, and television and radio programs

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Things to think about as you research.

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 Comparative Study Outline/Guide
This is a optional outline on how to structure your Comparative Study. This format allows you to have a bit more freedom on construction
and format. Below is a brief breakdown of the slides. Detailed information on slides begins on the next screen.

Introduction
Slide 1: Intro Page

Cultural Context
Slide 2-3: Evaluation of Cultural Context/Significance of CS Artworks
Slide 4-5: Comparing and Contrasting Cultural Context/Significance
Slide 6: Student Slide of exhibition work Comparing and Contrasting the Cultural Context against chosen artworks against CS Art

Conceptual & Material Significance

Slide 7: Evaluation of Material & Concept Significance of CS Artworks
Slide 8- 9: Comparing and Contrasting Material & Concept Significance
Slide 10: Student Slide of Exhibition Work Comparing and Contrasting Material & Concept Significance against CS Art

Function and Purpose

Slide 11: Interpretation of Function and Purpose of CS Artworks
Slide 12-13 Comparing and Contrasting the Function and Purpose of CS Artworks
Slide 14: Student Slide of Exhibition Work Comparing and Contrasting Function and Purpose against CS Artworks

Formal Qualities
Slide 15-16: Analysis of Formal Qualities of CS Artworks
Slide 17-18: Comparing and Contrasting the Formal Qualities of CS Artworks
Slide 19-20: Student Slide of exhibition work Comparing and Contrasting Formal Qualities against CS Art 13
 Introduction
Slide 1: Intro Page
Your Name.
A paragraph or two introducing your
artists/artwork and why this is an
area of interest for you.
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 Introduction
Student Theme

Student Theme

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 Cultural Context
Slide 2-3: Evaluation of Cultural
Context/Significance of CS Artworks

Slide 4-5: Comparing and Contrasting Cultural

Context/Significance

Slide 6: Student Slide of exhibition work Comparing

and Contrasting the Cultural Context/Significance
against chosen artworks against CS Art
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 Cultural Context
Using/Understanding Culture

Culture in IB ART is: Learned and shared beliefs, values, interests, attitudes, products and all patterns of behavior created
by society. This view of culture includes an organized system of symbols, ideas, explanations, beliefs and material
production that humans create and manipulate in their daily lives.
YOUR TASK REGARDING CULTURE:
Every artwork you look at in your comparative study is an expression of culture. You must explain their cultural context.
When reading and evaluating an artwork we gain insights into the ideas of the time in which it was made, but we also reveal our own
values. It can be useful to consider these four themes in relation to art criticism:
Colonialism
Nationality
Gender
Ethnicity
Example:
Culture can be used to exert power.
An example of this...a museum may have a collection of artifacts from multiple people and places that have been
conquered.
Culture can be used to dominate over another group
Racism
Colonialism
Sexism
Ageism
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 Cultural Context
The Evaluation of Cultural Context (The Contextual Information)

Evaluate:

○ "to judge something with respect to its worth or significance," evaluate suggests an attempt to determine
relative or intrinsic worth.

Cultural Context:

○ The Background from which and artwork emerges.

■ The place, time and the causes and conditions that have helped shape the work
● It is Specific to artwork, context consists of all of the things about the artwork that might have influenced the
artwork or the maker (artist) but which are not actually part of the artwork. Contextual information can deepen
and/or

● Identify the Cultural and historical context (the circumstances that form the setting for an event, statement, or
idea, and in terms of which it can be fully understood and assessed.)
○ Culture in IB ART is: Learned and shared beliefs, values, interests, attitudes, products and all patterns of
behavior created by society. This view of culture includes an organized system of symbols, ideas,
explanations, beliefs and material production that humans create and manipulate in their daily lives.
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What was going on in the artist's life, the art world,
and in the world (historical events) at the time the Cultural Context
artwork was created?
■ The Audience’s World? What experiences of the world does the audience bring when they interpret or appreciate the
work? What are some cultural characteristics of the area? (religion, language, political) What was happening in that
part of the world at the time? What was happening in the rest of the world at that time? What was life like for people
in that part of the world at that period of time?
■ What happened to the artwork(s) after they were painted -sold, left in an attic, on exhibit…
■ The Artist’s World - personal history and art history, relate to your interpretation of the artwork. Could these events
relate to the subject matter or techniques used in the artwork? What was the artist’s life like? What was the artist’s
training? What position were they in socially/economically? Were there any major events or happenings in their life
that influenced their artwork? Is their gender important or influential in their artwork?
■ What were other artists creating during this time period?
■ How did other artists deal with this theme in other times or cultures?
■ The World at the time- Major events, wars, accomplishments, theories (Social, historical, political, and intellectual
contexts of the work studied) and relate to the artwork.
■ How does the work reflect aspects of the world when they were created.
■ Is there anything else - political, social, or economic in nature- that possibly influenced the artist or inspired the artist
to make this work of art?
■ Was/is the artwork controversial?

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Research for Culture and Artists Cultural Context
Click here for new great source: Google Arts & Culture app.
How to research
-Ask Meaningful Research Questions
-It is a mistake to consider research simply as gathering information.
-For example imagine you are writing a comparative study that compares
landscape by Edvard Munch, Caspar David Friedrich and Vincent van Gogh.
-The task is not to find biographical information but to answer the
following questions.
-Why did Munch use non-naturalistic colors?
-Why is Munch call an Expressionist artist?
-How did Munch use the landscape to express feeling?
-How was Munch influenced by Van Gogh?

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 Evaluate the cultural significance Cultural Context
When you evaluate the cultural significance you are asking:
● When was it made?
○ When did the artist create this piece and how might the times have influenced this work?
● Where was it made?
● What is the background from which the art emerged
○ Cultural
○ Social
○ Political
○ Historical
○ Personal Influences
● How are the goals of the particular culture associated with this artwork?
● How can you tell this artwork is from the culture associated with the artwork?
● Patronage of the work (who paid for it, how and why)
● Political circumstances when the work was made
● Religious circumstances when the work was made
● Philosophical movements of the time
● Other major forms of cultural expression from the same period
● Contemporary scientific and geographic knowledge
● The original setting of the work
● The original use of the work 21
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Conceptual and Material Significance
Slide 7: Evaluation of Material & Concept Significance
of CS Artworks

Slide 8-9: Comparing and Contrasting Material &

Concept Significance

Slide 10: Student Slide of Exhibition Work Comparing

and Contrasting Material & Concept Significance
against CS Art
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Conceptual and Material Significance
The material an artist uses can be closely linked to the cultural significance
of the work. They may also contribute to the conceptual meaning - the
message the work communicates.

Material Significance:

What is it made of? What is the material significance? Does it matter what
media was used to create the work?

What does this process involve? Is there a reason the material might be
significant? Was the material was popular at the time? Was the material
was cheap/accessible, or expensive (Used as a status symbol), Is the
material new (digital etc.), Is the material a revival of an older technique.

Does the material have conceptual significance (This is particularly

important with many mixed media works, sculptures, and installations)?

Conceptual Significance:

What is the message, meaning, mood, theme, the idea of the artwork? Is
this significant? Why? How so? Is it saying something new or advanced for
its time?

Does it belong to a particular art movement. Is the idea of this piece, or the
art movement it belongs to, revolutionary or new in any way?

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Conceptual
and Material
Significance

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Conceptual
and Material
Significance

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Conceptual
and Material
Significance

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 Function and Purpose

Slide 11: Interpretation of Function and Purpose of

CS Artworks
Slide 12-13 Comparing and Contrasting the
Function and Purpose of CS Artworks
Slide 14: Student Slide of Exhibition Work
Comparing and Contrasting Function and Purpose
against CS Artworks

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 Function and Purpose
This is all about asking “What is it made for”

The Purpose
1. Some artworks have a very clear purpose
a. A chair
b. A vessel
c. Practical function
d. Decorative
2. Some artworks function as a
a. Status symbol
b. Conferring power or wealth
3. Some art looks to
a. Shock
b. Disturb
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Interpreting Function and Purpose:
Function and Purpose
Function
1. A single artwork may have more than one function
a. Examples of functions of art
i. Expressive: express the artists’ feelings
ii. Descriptive: records the likeness of place or person or other subject
iii. Conceptual: the idea or concept behind the work is more important than
the object
iv. Practical: has a practical use like clothing, vessels, furniture, buildings
v. Religious: tells a religious story
vi. Historical Narrative: tells a story of an event in history
vii. Commemorative: made to honour someone or something like a statue
viii. Political: a political purpose like propaganda
ix. Symbolic: symbolises certain beliefs or ideas without representing them
x. Decorative: used to adorn the body, a room, a building etc.
xi. Ritual: used in ritual, ceremony or has magical properties
xii. Shock: intended to shock or upset the viewer
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More on function and purpose regarding research:
Think of this research as finding answers to questions...to understand with more depth and breadth
a. What do you need to know?
i. Why was this artwork made?
Function and Purpose
1. For status
a. To enhance the power or social standing of the owner. To display wealth (through the use of precious materials, skilled
craftsmanship or the creative originality of the artist).
2. For ritual
a. As a part of a religious celebration, or as a votive offering to ask for forgiveness, as an icon to worship, to attain spiritual
enlightenment
ii. For education
a. To teach, to tell a story
2. To understand the human condition
a. Through the representation of abstract concepts and feelings
3. As propaganda
a. A one-sided message aimed to distort the truth for political advantage
4. As documentary
a. To record an event
5. To question
a. The role of art is often to make us see with fresh eyes
6. For self-expression
a. For personal expression of the artist
7. For contemplation
a. To enjoy art for its aesthetic beauty
b. Art for art's sake
8. For decoration
9. For catharsis
a. To release emotions
i. Art therapy
iii. Who paid for this artwork?
1. Consider who is paying for materials and labor and why.
iv. Where was it created for?
1. Public, private, installation, designed for monument or architectural setting.
v. Who is looking
1. Audience, viewer, spectator
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 Function
and
Purpose

Consider using this table

to expand your analysis
regarding culture linked to
function and purpose.

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 Function and
Purpose
Linking culture to function
and purpose.

This is an example of how a student can

link the ideas of function and purpose to
explore the context of an artwork.

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 Analysis of Formal Qualities

Slide 15-16: Analysis of Formal Qualities of CS

Artworks
Slide 17-18: Comparing and Contrasting the
Formal Qualities of CS Artworks
Slide 19-20: Student Slide of exhibition work
Comparing and Contrasting Formal Qualities
against CS Art
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 Analysis of Formal Qualities
Describe the formal, visual aspects of the work

● This is essentially what you see

● Refer to the formal elements of design (elements and principles of design)
● Analyse How the work is organized
○ Use the green posters #1 and #2 on the desk, above the sink, on Weebly under Jr Year How to
Critically Analyze An Artwork

Effective identification and analysis of the formal qualities of the selected artworks, objects and artifacts.

● How does the artist use the elements of art (art, color, line, texture, shape, form, value, space)
● How does the artist use the principles of design (balance, gradation, repetition, contrast, harmony,
dominance, unity)
● What is the impact of these particular artistic choices?
● How did the artist choices set the tone of the artwork?
● How does this artwork reflect particular methods or artistic ideas?

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Analysis of Formal Qualities

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Analysis of Formal Qualities

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Analysis of Formal Qualities

Formal qualities are not entirely

separate from one another and
can be considered as a whole.
Analysis will vary depending on
the medium.

Formal qualities are not the same

when analysing a moving object or
a sculpture, painting or an
installation.

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Analysis of Formal Qualities

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Analysis of Formal Qualities

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 Analysis of Formal Qualities
Formal Qualities and Function and Purpose

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