An extended essay (EE) in visual arts gives students an opportunity to undertake research in an area of the visual arts of particular interest to them. The visual arts are here broadly defined also to include architecture, design and contemporary forms of visual culture. The outcome of the research should be a coherent and structured piece of writing, with well-integrated and appropriate illustrations, and which effectively addresses a particular research question appropriate to the visual arts. The research may be generated or inspired by the student’s direct experiences of creating visual artworks, or by their interest in the work of a particular artist, style or period. This might be related to the student’s own cultural context or another cultural context. Personal contact with artists, curators and other active participants in the visual arts is encouraged, as is the use of local and primary sources.
Choice of Topic
The EE topic may relate to an area of the Diploma Programme visual arts course, but students can also choose to explore other areas of the subject. Crucially, the topic must reflect their particular interest and enthusiasm within the visual arts. Sources of ideas may include:
the student’s own art-making processes and resolved pieces
the student’s visual arts journal.
Topics to avoid
A topic that a student can answer by summarizing general secondary sources, such as universal art history textbooks and encyclopedias.
A topic that is likely to lead to an EE that is essentially narrative or descriptive in nature, such as one that covers many aspects of art history or particularly long periods of time.
Biographical studies of artists—unless they address a specific research question so that the student can arrive at a particular, and preferably personal, conclusion.
Visual arts and other subjects The topic must relate directly to the visual arts. Students may find that they need to submit their essay under another subject. For example:
Essays on “green” architecture that focus on technology rather than esthetic considerations would be better submitted under environmental systems and societies.
Essays about film that do not focus on the visual aspects probably belong under film studies.
Examples of Topics
Treatment of the Topic
Research Question Once they have chosen their topic, students must frame a focused research question. The connection between the research question and the visual arts should be more than just incidental. Otherwise, students risk introducing material that is of marginal relevance, will confuse their inquiry and weaken their argument. It is the task of the supervisor to ensure that the question:
can be answered using artistic sources available to the student
will encourage and enable the student to apply relevant art theory or concepts
allows a systematic investigation that demonstrates critical artistic analysis and detailed understanding.
Students should be encouraged to formulate a research question of personal interest and to draw on a variety of sources to support their arguments. They should also be helped to identify and choose appropriate sources, both primary and secondary, and appropriate methods of research. 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, students should change their focus.
Research Plan Once they have their research question, students should make a research plan. The plan should be flexible enough to allow the students to explore the topic in a creative manner. They should not be afraid to take risks throughout the research process: originality is encouraged, as is the use of a number of different research models. It is vital that the methodology of the EE is tailored to the research question and allows for an in-depth exploration. Many different approaches to the research question can be appropriate, for instance:
use of primary sources (artworks and artists) and secondary sources (material about the visual arts) in order to establish and appraise varying interpretations
analysing secondary sources in order to explore and explain particular aspects of the visual arts
using primary source material for analysis, with emphasis on a particular aspect of visual arts
collecting and analysing reproductions of artworks, possibly leading to a comparison of similar or different images.
Students should also demonstrate awareness of other issues surrounding the artworks 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 a well-substantiated argument.
With what evidence do I support my comments and conclusions?
Is this evidence relevant and well founded, and not based simply on my preconceptions?
The emphasis of the EE should always be on written analysis, interpretation, evaluation and the construction and development of a sound argument.
Visual reference material The inclusion and discussion of appropriate visual reference material is mandatory. Such material must, however, be directly supportive of, and relevant to, the analysis or argument. Images should be appropriately presented and 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 EE, the use of local and primary sources should be encouraged wherever possible. Where students do not have access to primary sources they may rely on high-quality reproductions or images of sources. Students are expected to evaluate critically the resources consulted during the process of writing the EE 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?
Finally, an EE in visual arts is a formal essay, so students must pay 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.
Examples of Topics, RQs, & Approaches
Note: All information on this webpage has been copied or adapted from the IB Extended Essay Guide (2018) and is used for educational purposes only.