IB Visual Arts HL Internal Assessment Example

The student sustains formal analysis across all three works with clear attention to composition, line, colour, texture, depth, and material processes.

The student consistently connects visual choices to viewer response and meaning, especially in their discussion of Basquiat, Bacon, and Tutankhamun’s mask.

The student's use of cropped details, annotations, and compositional overlays strengthens the visual evidence behind their observations.

The student moves beyond simple description in several places and shows a confident grasp of how form contributes to interpretation.

Some sections become repetitive when the student returns to the same formal ideas in slightly different wording.

At times the student moves too quickly from observation to broad symbolic claims without enough precise visual evidence.

A few interpretive claims, especially about Basquiat, would be stronger if the student qualified them more carefully and tied them more directly to what is visible.

The student shows a strong understanding of how the works function in very different cultural contexts.

The student clearly distinguishes the expressive and communicative purposes of Basquiat and Bacon from the funerary, protective, political, and religious purpose of Tutankhamun’s mask.

The student's explanation of the mask is particularly effective because they connect inscriptions, materials, iconography, and afterlife beliefs to ritual use.

The student shows a convincing awareness that artistic choices such as distortion, scale, and isolation shape purpose as well as appearance.

Some statements about artist intention are phrased too definitively when they are really interpretive.

The student sometimes repeats similar ideas about fragility, identity, and confrontation without pushing the analysis further.

A few claims would be stronger if the student separated documented function from their own inference more clearly.