IB Visual Arts Internal Assessment Day Investigative Workbook December 13, 2012

1. IB Visual Arts Internal Assessment Day Investigative Workbook December 13, 2012

2. 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

3. 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

4. 8- 8:25 AM - Attendance + Introduction ’ Plan of Action Investigation’ for our Visit / Tour > Barnes Foundation Museum

6. Queen of Diamonds: • Emily, TyLisa, Maria, and Devon • Questions: • 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?

7. 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?

8. 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.

9. 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?

10. 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.

11. 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. 12:30 PM – 1:10 PM Lunch ‘ N’ Discussion based on ‘Plan of Action Questions’

13. 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?

14. 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?

15. 1:10 PM – Download documents ‘Writing About Art’ and IWB assessment

16. Investigation to make connections to studio work: IWB • culture / content • tech / process • investigation • depth / breadth • vocabulary • sources • presentation • integration Studio • understanding • relevance • development • sensitivity to materials • technical • confidence • independence

17. What is Art History / Visual Culture? Presenting Art History / Visual Culture / Visual Image Museums, Collections, Galleries > Media

18. Museums, Collections , Galleries

20. 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?

21. 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

22. 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.

23. 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/

31. Titles

32. 2:30 PM – Creative Groups share their investigation and sources Reflection / Wrap up 3:00PM - dismissal

33. Ciao!