visual arts extended essay criteria

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Visual Arts Extended Essay: The Complete Guide for IB Students

by  Antony W

May 8, 2023

An extended essay in visual arts allows you to conduct study in a particular area of visual arts that is of interest to you. The conclusion of the study should be a clear and structured piece of writing that tackles a topic or research question pertinent to the visual arts in an effective manner.  

The strongest EE in arts is the one that demonstrate a thoughtful selection of socially and culturally relevant topics, which frequently have a personal significance for the candidate in respect to his or her cultural identity, a potential university program, or present creative interests, such as studio work.

It is discouraged to rely solely on textbooks and the Internet, and no long essay in visual arts should rely solely on such sources.

You should only read your textbooks to the extent that they generate unique ideas, give models of disciplined, organized, and informed methods, and foster direct and personal engagement with the essay topic.

Choice of Arts Extended Essay Topic

When it comes to choosing a visual arts extended essay, we strongly recommend that you avoid themes that rely solely on summarizing generic secondary sources and those that are likely to result in an essay that is mostly narrative or descriptive in nature.

You must address a pertinent subject or research question and reach a specific, ideally individual, conclusion.

Choosing a topic that encompasses several areas of art history or a lengthy time span is likewise unlikely to result in a great essay. Restriction of the essay’s scope will help you to establish a clear focus and create opportunities for exhibiting in-depth comprehension and critical evaluation of your extended essay.

How Should You Treat Visual Arts Extended Essay Topic?

The topic you choose must have a clear and direct connection to visual arts. If the relationship is only tenuous, you risk introducing irrelevant material, which will confuse the investigation and undermine the case.

You should construct a research issue that is of personal interest and use a range of materials to support your claims, including textual analysis, the study of actual artworks or designed artifacts, and interviews with practitioners and subject-matter experts.

Questions that do not provide a systematic examination that exhibits critical creative analysis and in-depth comprehension are unlikely to be appropriate. In certain cases, it may become apparent early in the research process that there are insufficient sources to conduct such an examination. In such situations, consider a shift in emphasis.

In visual arts extended essays, the incorporation and discussion of pertinent visual reference material is of special relevance. However, such material must directly support and be relevant to the analysis/argument. It should be cleanly presented, appropriately acknowledged, and appear as near as feasible to the first reference in the body of the essay.

To stimulate personal investment in the extended essay, your work should include local and/or original sources wherever feasible. However, you may not have access to original materials in some circumstances. In such instances, high-quality replicas, movies, films, or photographs/Internet pictures are acceptable sources.

An argument should be well supported, with remarks and conclusions supported by evidence that is relevant and well-founded, as opposed to being based only on preconceived notions.

Visual Arts Extended Essay Topics Examples

Now that you know about the kind of topic you should choose for you visual arts extended essay, let’s consider some good and bad examples.

The worst example can be something like:

• The variation within human perception
• Architecture is functional art.
• Postmodernism
• Islamic architectural design

You want avoid these types of examples because they’re broad and therefore can’t fit within the scope of extended essay requirements .

You want to consider only the best topic for the project, particularly making sure you pick a subject that’s specific enough to form a research question that you can answer within the respective scope of the assignment.

Some of the best examples include but not limited to the following:

• What role did national themes have in the creative activity of Russian avant-garde artists associated with the Knave of Diamonds society?
• How did men and women’s clothes communicate National Socialist ideals?
• How does Yinka Shonibare’s work represent the evolving importance of African art in a global society?
• What are the origins of Romanesque architecture in Arles?
• Are there pop art elements in the design of Pakistani trucks?
• Titles for Protracted Essays
• Appropriateness of Picasso’s usage of the Mbangu mask in ‘Les Demoiselles d’Avignon’ in terms of cultural borrowing
• How does Ketna Patel’s work reflect the increasing influence of media culture on Asian cultures?
• How does Yinka Shonibare’s work represent the evolving significance of African art in a global society?
• How far did Andy Warhol’s “Death and Disaster” series develop his interest in morbidity?
• How Jesse Trevino’s cultural experiences influenced his artwork
• How would one identify the crucial balance between design and function for four pedestrian bridges of the 21st century?
• In what way does Damien Hirst’s art tackle the themes of Life and Death? (2013)
• To what degree has Federation Square’s design proven successful?
• When does photojournalism become an art form?
• How does Fra Angelico’s picture of The Annunciation represent him in Renaissance Florence?

Tips for Writing a Visual Arts Extended Essay

You are supposed to assess critically the sources you consulted while writing the essay by asking yourself the following questions:

• Which sources are essential to my ideas, beliefs, and assertions?
• Which sources are irrelevant to the analysis?

For the research question, you can:

• Utilize primary and secondary sources to develop and evaluate diverse perspectives.
• Use these primary sources to explore and explain particular aspects of the visual arts, with emphasis on a particular aspect of the visual arts collecting and analyzing reproductions of artwork.

You must also exhibit an understanding of various topics associated with the studied work.

• Demonstrate a knowledge of the worth and limitations of the work you’re studying by analyzing its origin and function
• Show a continuous high level of creative comprehension by addressing the study subject comprehensively and effectively.

Relevant findings from this analysis must feature in your argument, not to mention that you should carefully support the arguments.  

About the author 

Antony W is a professional writer and coach at Help for Assessment. He spends countless hours every day researching and writing great content filled with expert advice on how to write engaging essays, research papers, and assignments.

Extended Essay

• Mathematics
• Studies in language and literature
• World studies extended essay
• Visual arts
• Language Acquisition

Visual Arts: Sample A

Visual arts: sample b, visual arts: sample c.

• Last Updated: Oct 14, 2021 3:31 PM
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Extended Essay: The Arts: Visual Arts

• Step 1 - Choosing a Subject
• Step 2 - Choosing a Topic
• Step 3 - Draft a Research Question
• Step 4 - Finding Sources
• Step 5 - Evaluating Information
• Step 6 - Bibliography & Citation
• Step 7 - Organizing Information
• The Arts: Visual Arts
• Individuals & Societies: Business Management
• Individuals & Societies: History
• Individuals & Societies: Psychology
• Language Acquisition
• Language and Literature
• Sciences: Biology
• Sciences: Sports, Exercise, and Health Sciences
• Interdisciplinary Papers: World Studies
• Assessment Criteria
• Research Questions
• Investigation

Extended Essays in the Arts

Extended Essays in the Visual Arts

Choosing a Topic

The visual arts are here broadly defined also to include architecture, design and contemporary forms of visual culture. The outcome of a student's research should be a coherent piece of writing that effectively addresses a particular research question appropriate to the visual arts, and including any relevant images or illustrations.

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.

Students can choose an extended essay topic related to an area of their 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.

Approaches to Research

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. Students will often use a combination of primary and secondary research to answer their research questions.

Visual Arts Sources

Even students doing primary research will still need to reference secondary sources. These may include established artistic interpretations or criticisms, biographical and/or historical information.

Writing the Essay

Beyond individual interpretations, students should also demonstrate awareness of other issues surrounding the artworks they study such as:

• Considering the origin and purpose of an artwork to discuss its value and limitations
• Contextualizing the research question to demonstrate good artistic understanding 

Relevant outcomes of this analysis should be integrated into a well-substantiated argument.

• Using primary or secondary evidence to justify the argument
• Ensuring that cited evidence is relevant, well founded, and not simply based on 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

It is required that students include visual references to any artworks they discuss, provided it is 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. (i.e. a picture of the artwork taken by the student themself). In the case where students do not have access to the artwork they may rely on high-quality reproductions or images.

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?

Assessed Student Work

• Marina Abramovic and her audience: An investigation into her diverse techniques to connect with her public.
• To what extent did Japanese aesthetics and fashion have an influence on contemporary Danish fashion?
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Gr. 11-12 Extended Essay

• Reflections
• Choose a Subject
• Choose a Topic
• Draft a Research Question
• Develop Your Search Strategy
• Computer Science
• Visual Arts

Visual Arts EE Overview

• World Studies
• Introduction
• Academic Integrity
• Common Questions
• For Supervisors
• EE Examples
• Visual Arts EE: Workflow and Expectations
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IB Visual Arts EE examples

Filter exemplars, to what extent does the street art in downtown athens, greece politically and socially charge the city, how did pablo picasso develop intimacy with the original audience and the impact on the contemporary audience through his artworks during his blue period, want to get full marks for your ee allow us to review it for you 🎯, to what extent did the mughal architectural style influence the hindu temple architecture of india, to what extent was gaudi's iconographic program on the example of the basilica of the sagrada familia different from gothic solutions on the example of the seville cathedral, to what extent can artificial intelligence create original fine art, fast track your coursework with mark schemes moderated by ib examiners. upgrade now 🚀, to what extent did hilma af klint’s artworks (1906-1922) bridge science and spiritualism, to what extend does gender impact omani artists, to what extent did edvard munch apply formal elements of art therapy such as color,shape, and repetition to create symbolism and purpose in the scream, how did zofia and oskar hansen’s architectural vision of przyczółek grochowski estate translate into practice and with what effect, how do andy warhol and thierry guetta's artwork demonstrate the controversies between intertextuality and plagiarism in pop art culture, to what extent has the indian culture influenced the architect gajanan b mhatre in the design of the empress court in mumbai during the british colonization, an exploration into the theme of motherhood in art during the early weimar republic, as seen through the works of otto dix and käthe kollwitz, how does frida kahlo portrya her devotionb to communism, the influence of nature on caso batlo by architect antoni guadi, "how did the dynamic style of zaha hadid's original abstract paintings introduce her unique architectural design of the jockey club in hong kong"..

IBDP Visual Arts

Website by Heather McReynolds & Shannon Brinkley

Updated 29 April 2024

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• The Extended Essay
• Course Components

Students can choose from the subject areas on offer and as an IB Visual Arts teacher you will probably be asked to supervise one or more essays of those students who chose a Visual Arts topic. The EE is compulsory for all Diploma Programme studentsThe extended essay is an in-depth study on a topic chosen from the list of approved Diploma Programme subjects. This piece of writing is intended to help students learn research...

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IB Extended Essay: Assessment Criteria

• Research Questions
• Past Essays
• Notes & Outlines
• Works Cited Page
• In-Text Citations
• Assessment Criteria
• Reflections
• Supervisor Info
• Net Valley Library This link opens in a new window

Score Descriptors for each Criterion:

• A - Focus and Method
• B - Knowledge and Understanding
• C - Critical Thinking
• D - Presentation
• E - Engagement

Printable: Full Rubric  for all subjects

To view details for your SUBJECT, open the correct page below.

• Choose "Interpreting the EE Assessment Criteria" on the sidebar to see how to score well in YOUR subject area

Language & literature (language A)

Language acquisition (language B)

Mathematics

Visual Arts

World Studies

Business Management

Grade Boundaries

What's Expected?

• A: Focus/Method
• B: Knowledge
• C: Critical Thinking
• D: Presentation
• E: Engagement
• A: Focus and Method (6 marks)
• B: Knowledge and Understanding (6 marks)
• C: Critical Thinking (12 marks)
• D: Presentation (4 marks)
• E: Engagement (6 marks)
• Total marks possible: 34 (see grade boundaries below)
• Printable:  Full Rubric
• Printable: A3 size with details
• Printable:  Details for each criterion , via the Oxford guide

Criterion A:  Focus and Method (6 points)

What It Means:   This criterion focuses on the topic, the research question and the methodology. It assesses the explanation of the focus of the research (this includes the topic and the research question), how the research will be undertaken, and how the focus is maintained throughout the essay.

Questions to ask:  

• Does this essay meet the requirements for the subject for which you are registering it?
• Is your research question stated as a question?
• Have you explained how your research question relates to the subject that you selected for the extended essay?
• Have you given an insight into why your area of study is important?
• Is your research question feasible within the scope of the task? Could your research question be “answered” or it is too vague?
• Did you refer to your research question throughout the essay (not only in the introduction and conclusion)?
• Did you explain why you selected your methodology?
• Are there other possible methods that could be used or applied to answer your research question? How might this change the direction of your research?
• If you stated a particular methodology in the introduction of your essay, or specific sources, have you used them?
• Are there any references listed in the bibliography that were not directly cited in the text?

(Source: Susan Trower, via West Sound Academy)

Criterion B:  Knowledge and Understanding (6 points)

What It Means:   This criterion assesses the extent to which the research relates to the subject area/discipline used to explore the research question; or in the case of the world studies extended essay, the issue addressed and the two disciplinary perspectives applied; and additionally, the way in which this knowledge and understanding is demonstrated through the use of appropriate terminology and concepts.

• Have you explained how your research question relates to a specific subject you selected for the extended essay?
• Have you used relevant terminology and concepts throughout your essay as they relate to your particular area of research?
• Is it clear that the sources you are using are relevant and appropriate to your research question?
• Do you have a range of sources, or have you only relied on one particular type, for example internet sources?
• Is there a reason why you might not have a range? Is this justified?

(Source: Oxford EE manual, p. 110)

Criterion C:  Critical Thinking (12 points)

What It Means:   This criterion assesses the extent to which critical thinking skills have been used to analyze and evaluate the research undertaken.

• Have you made links between your results and data collected and your research question?
• If you included data or information that is not directly related to your research question have you explained its importance?
• Are your conclusions supported by your data?
• If you found unexpected information or data have you discussed its importance?
• Have you provided a critical evaluation of the methods you selected?
• Have you considered the reliability of your sources (peer-reviewed journals, internet, and so on)?
• Have you mentioned and evaluated the significance of possible errors that may have occurred in your research?
• Are all your suggestions of errors or improvements relevant?
• Have you evaluated your research question?
• Have you compared your results or findings with any other sources?
• Is there an argument that is clear and easy to follow and directly linked to answering your research question, and which is supported by evidence? Are there other possible methods that could be used or applied to answer your research question? How might this change the direction of your research?

(Source: Oxford EE Manual p. 111)

Handy Links:

• Presentation One Pager  via Catalina Bordoy
• Presentation Checklist
• Sample Title page   (see below - top half of the page)

Criterion D:  Presentation ( 4 points)

What It Means:   This criterion assesses the extent to which the presentation follows the standard format expected for academic writing and the extent to which this aids effective communication.

• Have you read and understood the presentation requirements of the extended essay?
• Have you chosen a font that will be easy for examiners to read on-screen?
• Is your essay double-spaced and size 12 font?
• Are the title and research question mentioned on the cover page?
• Are all pages numbered?
• Have you prepared a correct table of contents?
• Do the page numbers in the table of contents match the page numbers in the text?
• Is your essay subdivided into correct sub-sections, if this is applicable to the subject?
• Are all figures and tables properly numbered and labelled?
• Does your bibliography contain only the sources cited in the text?
• Did you use the same reference system throughout the essay?
• Does the essay have less than 4,000 words?
• Is all the material presented in the appendices relevant and necessary?
• Have you proofread the text for spelling or grammar errors?

Criterion E: Engagement

• Three reflections (best after meeting with your supervisor)
• 500 words TOTAL (100 + 150 + 250?)
• Reflections are done in Managebac on your Reflection space
• See the "Reflections" tab above for prompts to write about

(Source: Oxford EE Manual p.135)

(Source: Oxford EE Manual p.133)

• Sample Reflections
• Full chapter on Reflections from the Oxford Guide

Criterion E:  Engagement (6 points)

What It Means:   This criterion assesses the student’s engagement with their research focus and the research process. It will be applied by the examiner at the end of the assessment of the essay, after considering the student’s RPPF (Reflections on planning and progress form).

• Have you demonstrated your engagement with your research topic and the research process?
• Have you highlighted challenges you faced and how you overcame them?
• Will the examiner get a sense of your intellectual and skills development?
• Will the examiner get a sense of your creativity and intellectual initiative?
• For prompts to deepen your reflections, go  here  and then to the bottom of the page
• Presentation Quick Guide
• << Previous: In-Text Citations
• Next: Reflections >>
• Last Updated: Apr 9, 2024 9:39 AM
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Choose Your Test

Sat / act prep online guides and tips, the complete ib extended essay guide: examples, topics, and ideas.

International Baccalaureate (IB)

IB students around the globe fear writing the Extended Essay, but it doesn't have to be a source of stress! In this article, I'll get you excited about writing your Extended Essay and provide you with the resources you need to get an A on it.

If you're reading this article, I'm going to assume you're an IB student getting ready to write your Extended Essay. If you're looking at this as a potential future IB student, I recommend reading our introductory IB articles first, including our guide to what the IB program is and our full coverage of the IB curriculum .

IB Extended Essay: Why Should You Trust My Advice?

I myself am a recipient of an IB Diploma, and I happened to receive an A on my IB Extended Essay. Don't believe me? The proof is in the IBO pudding:

If you're confused by what this report means, EE is short for Extended Essay , and English A1 is the subject that my Extended Essay topic coordinated with. In layman's terms, my IB Diploma was graded in May 2010, I wrote my Extended Essay in the English A1 category, and I received an A grade on it.

What Is the Extended Essay in the IB Diploma Programme?

The IB Extended Essay, or EE , is a mini-thesis you write under the supervision of an IB advisor (an IB teacher at your school), which counts toward your IB Diploma (learn more about the major IB Diploma requirements in our guide) . I will explain exactly how the EE affects your Diploma later in this article.

For the Extended Essay, you will choose a research question as a topic, conduct the research independently, then write an essay on your findings . The essay itself is a long one—although there's a cap of 4,000 words, most successful essays get very close to this limit.

Keep in mind that the IB requires this essay to be a "formal piece of academic writing," meaning you'll have to do outside research and cite additional sources.

The IB Extended Essay must include the following:

• A title page
• Contents page
• Introduction
• Body of the essay
• References and bibliography

Additionally, your research topic must fall into one of the six approved DP categories , or IB subject groups, which are as follows:

• Group 1: Studies in Language and Literature
• Group 2: Language Acquisition
• Group 3: Individuals and Societies
• Group 4: Sciences
• Group 5: Mathematics
• Group 6: The Arts

Once you figure out your category and have identified a potential research topic, it's time to pick your advisor, who is normally an IB teacher at your school (though you can also find one online ). This person will help direct your research, and they'll conduct the reflection sessions you'll have to do as part of your Extended Essay.

As of 2018, the IB requires a "reflection process" as part of your EE supervision process. To fulfill this requirement, you have to meet at least three times with your supervisor in what the IB calls "reflection sessions." These meetings are not only mandatory but are also part of the formal assessment of the EE and your research methods.

According to the IB, the purpose of these meetings is to "provide an opportunity for students to reflect on their engagement with the research process." Basically, these meetings give your supervisor the opportunity to offer feedback, push you to think differently, and encourage you to evaluate your research process.

The final reflection session is called the viva voce, and it's a short 10- to 15-minute interview between you and your advisor. This happens at the very end of the EE process, and it's designed to help your advisor write their report, which factors into your EE grade.

Here are the topics covered in your viva voce :

• A check on plagiarism and malpractice
• Your reflection on your project's successes and difficulties
• Your reflection on what you've learned during the EE process

Your completed Extended Essay, along with your supervisor's report, will then be sent to the IB to be graded. We'll cover the assessment criteria in just a moment.

We'll help you learn how to have those "lightbulb" moments...even on test day!  

What Should You Write About in Your IB Extended Essay?

You can technically write about anything, so long as it falls within one of the approved categories listed above.

It's best to choose a topic that matches one of the IB courses , (such as Theatre, Film, Spanish, French, Math, Biology, etc.), which shouldn't be difficult because there are so many class subjects.

Here is a range of sample topics with the attached extended essay:

• Biology: The Effect of Age and Gender on the Photoreceptor Cells in the Human Retina
• Chemistry: How Does Reflux Time Affect the Yield and Purity of Ethyl Aminobenzoate (Benzocaine), and How Effective is Recrystallisation as a Purification Technique for This Compound?
• English: An Exploration of Jane Austen's Use of the Outdoors in Emma
• Geography: The Effect of Location on the Educational Attainment of Indigenous Secondary Students in Queensland, Australia
• Math: Alhazen's Billiard Problem
• Visual Arts: Can Luc Tuymans Be Classified as a Political Painter?

You can see from how varied the topics are that you have a lot of freedom when it comes to picking a topic . So how do you pick when the options are limitless?

How to Write a Stellar IB Extended Essay: 6 Essential Tips

Below are six key tips to keep in mind as you work on your Extended Essay for the IB DP. Follow these and you're sure to get an A!

#1: Write About Something You Enjoy

You can't expect to write a compelling essay if you're not a fan of the topic on which you're writing. For example, I just love British theatre and ended up writing my Extended Essay on a revolution in post-WWII British theatre. (Yes, I'm definitely a #TheatreNerd.)

I really encourage anyone who pursues an IB Diploma to take the Extended Essay seriously. I was fortunate enough to receive a full-tuition merit scholarship to USC's School of Dramatic Arts program. In my interview for the scholarship, I spoke passionately about my Extended Essay; thus, I genuinely think my Extended Essay helped me get my scholarship.

But how do you find a topic you're passionate about? Start by thinking about which classes you enjoy the most and why . Do you like math classes because you like to solve problems? Or do you enjoy English because you like to analyze literary texts?

Keep in mind that there's no right or wrong answer when it comes to choosing your Extended Essay topic. You're not more likely to get high marks because you're writing about science, just like you're not doomed to failure because you've chosen to tackle the social sciences. The quality of what you produce—not the field you choose to research within—will determine your grade.

Once you've figured out your category, you should brainstorm more specific topics by putting pen to paper . What was your favorite chapter you learned in that class? Was it astrophysics or mechanics? What did you like about that specific chapter? Is there something you want to learn more about? I recommend spending a few hours on this type of brainstorming.

One last note: if you're truly stumped on what to research, pick a topic that will help you in your future major or career . That way you can use your Extended Essay as a talking point in your college essays (and it will prepare you for your studies to come too!).

#2: Select a Topic That Is Neither Too Broad nor Too Narrow

There's a fine line between broad and narrow. You need to write about something specific, but not so specific that you can't write 4,000 words on it.

You can't write about WWII because that would be a book's worth of material. You also don't want to write about what type of soup prisoners of war received behind enemy lines, because you probably won’t be able to come up with 4,000 words of material about it. However, you could possibly write about how the conditions in German POW camps—and the rations provided—were directly affected by the Nazis' successes and failures on the front, including the use of captured factories and prison labor in Eastern Europe to increase production. WWII military history might be a little overdone, but you get my point.

If you're really stuck trying to pinpoint a not-too-broad-or-too-narrow topic, I suggest trying to brainstorm a topic that uses a comparison. Once you begin looking through the list of sample essays below, you'll notice that many use comparisons to formulate their main arguments.

I also used a comparison in my EE, contrasting Harold Pinter's Party Time with John Osborne's Look Back in Anger in order to show a transition in British theatre. Topics with comparisons of two to three plays, books, and so on tend to be the sweet spot. You can analyze each item and then compare them with one another after doing some in-depth analysis of each individually. The ways these items compare and contrast will end up forming the thesis of your essay!

When choosing a comparative topic, the key is that the comparison should be significant. I compared two plays to illustrate the transition in British theatre, but you could compare the ways different regional dialects affect people's job prospects or how different temperatures may or may not affect the mating patterns of lightning bugs. The point here is that comparisons not only help you limit your topic, but they also help you build your argument.

Comparisons are not the only way to get a grade-A EE, though. If after brainstorming, you pick a non-comparison-based topic and are still unsure whether your topic is too broad or narrow, spend about 30 minutes doing some basic research and see how much material is out there.

If there are more than 1,000 books, articles, or documentaries out there on that exact topic, it may be too broad. But if there are only two books that have any connection to your topic, it may be too narrow. If you're still unsure, ask your advisor—it's what they're there for! Speaking of advisors...

Don't get stuck with a narrow topic!

#3: Choose an Advisor Who Is Familiar With Your Topic

If you're not certain of who you would like to be your advisor, create a list of your top three choices. Next, write down the pros and cons of each possibility (I know this sounds tedious, but it really helps!).

For example, Mr. Green is my favorite teacher and we get along really well, but he teaches English. For my EE, I want to conduct an experiment that compares the efficiency of American electric cars with foreign electric cars.

I had Ms. White a year ago. She teaches physics and enjoyed having me in her class. Unlike Mr. Green, Ms. White could help me design my experiment.

Based on my topic and what I need from my advisor, Ms. White would be a better fit for me than would Mr. Green (even though I like him a lot).

The moral of my story is this: do not just ask your favorite teacher to be your advisor . They might be a hindrance to you if they teach another subject. For example, I would not recommend asking your biology teacher to guide you in writing an English literature-based EE.

There can, of course, be exceptions to this rule. If you have a teacher who's passionate and knowledgeable about your topic (as my English teacher was about my theatre topic), you could ask that instructor. Consider all your options before you do this. There was no theatre teacher at my high school, so I couldn't find a theatre-specific advisor, but I chose the next best thing.

Before you approach a teacher to serve as your advisor, check with your high school to see what requirements they have for this process. Some IB high schools require your IB Extended Essay advisor to sign an Agreement Form , for instance.

Make sure that you ask your IB coordinator whether there is any required paperwork to fill out. If your school needs a specific form signed, bring it with you when you ask your teacher to be your EE advisor.

#4: Pick an Advisor Who Will Push You to Be Your Best

Some teachers might just take on students because they have to and aren't very passionate about reading drafts, only giving you minimal feedback. Choose a teacher who will take the time to read several drafts of your essay and give you extensive notes. I would not have gotten my A without being pushed to make my Extended Essay draft better.

Ask a teacher that you have experience with through class or an extracurricular activity. Do not ask a teacher that you have absolutely no connection to. If a teacher already knows you, that means they already know your strengths and weaknesses, so they know what to look for, where you need to improve, and how to encourage your best work.

Also, don't forget that your supervisor's assessment is part of your overall EE score . If you're meeting with someone who pushes you to do better—and you actually take their advice—they'll have more impressive things to say about you than a supervisor who doesn't know you well and isn't heavily involved in your research process.

Be aware that the IB only allows advisors to make suggestions and give constructive criticism. Your teacher cannot actually help you write your EE. The IB recommends that the supervisor spends approximately two to three hours in total with the candidate discussing the EE.

#5: Make Sure Your Essay Has a Clear Structure and Flow

The IB likes structure. Your EE needs a clear introduction (which should be one to two double-spaced pages), research question/focus (i.e., what you're investigating), a body, and a conclusion (about one double-spaced page). An essay with unclear organization will be graded poorly.

The body of your EE should make up the bulk of the essay. It should be about eight to 18 pages long (again, depending on your topic). Your body can be split into multiple parts. For example, if you were doing a comparison, you might have one third of your body as Novel A Analysis, another third as Novel B Analysis, and the final third as your comparison of Novels A and B.

If you're conducting an experiment or analyzing data, such as in this EE , your EE body should have a clear structure that aligns with the scientific method ; you should state the research question, discuss your method, present the data, analyze the data, explain any uncertainties, and draw a conclusion and/or evaluate the success of the experiment.

#6: Start Writing Sooner Rather Than Later!

You will not be able to crank out a 4,000-word essay in just a week and get an A on it. You'll be reading many, many articles (and, depending on your topic, possibly books and plays as well!). As such, it's imperative that you start your research as soon as possible.

Each school has a slightly different deadline for the Extended Essay. Some schools want them as soon as November of your senior year; others will take them as late as February. Your school will tell you what your deadline is. If they haven't mentioned it by February of your junior year, ask your IB coordinator about it.

Some high schools will provide you with a timeline of when you need to come up with a topic, when you need to meet with your advisor, and when certain drafts are due. Not all schools do this. Ask your IB coordinator if you are unsure whether you are on a specific timeline.

Below is my recommended EE timeline. While it's earlier than most schools, it'll save you a ton of heartache (trust me, I remember how hard this process was!):

• January/February of Junior Year: Come up with your final research topic (or at least your top three options).
• February of Junior Year: Approach a teacher about being your EE advisor. If they decline, keep asking others until you find one. See my notes above on how to pick an EE advisor.
• April/May of Junior Year: Submit an outline of your EE and a bibliography of potential research sources (I recommend at least seven to 10) to your EE advisor. Meet with your EE advisor to discuss your outline.
• Summer Between Junior and Senior Year: Complete your first full draft over the summer between your junior and senior year. I know, I know—no one wants to work during the summer, but trust me—this will save you so much stress come fall when you are busy with college applications and other internal assessments for your IB classes. You will want to have this first full draft done because you will want to complete a couple of draft cycles as you likely won't be able to get everything you want to say into 4,000 articulate words on the first attempt. Try to get this first draft into the best possible shape so you don't have to work on too many revisions during the school year on top of your homework, college applications, and extracurriculars.
• August/September of Senior Year: Turn in your first draft of your EE to your advisor and receive feedback. Work on incorporating their feedback into your essay. If they have a lot of suggestions for improvement, ask if they will read one more draft before the final draft.
• September/October of Senior Year: Submit the second draft of your EE to your advisor (if necessary) and look at their feedback. Work on creating the best possible final draft.
• November-February of Senior Year: Schedule your viva voce. Submit two copies of your final draft to your school to be sent off to the IB. You likely will not get your grade until after you graduate.

Remember that in the middle of these milestones, you'll need to schedule two other reflection sessions with your advisor . (Your teachers will actually take notes on these sessions on a form like this one , which then gets submitted to the IB.)

I recommend doing them when you get feedback on your drafts, but these meetings will ultimately be up to your supervisor. Just don't forget to do them!

The early bird DOES get the worm!

How Is the IB Extended Essay Graded?

Extended Essays are graded by examiners appointed by the IB on a scale of 0 to 34 . You'll be graded on five criteria, each with its own set of points. You can learn more about how EE scoring works by reading the IB guide to extended essays .

• Criterion A: Focus and Method (6 points maximum)
• Criterion B: Knowledge and Understanding (6 points maximum)
• Criterion C: Critical Thinking (12 points maximum)
• Criterion D: Presentation (4 points maximum)
• Criterion E: Engagement (6 points maximum)

How well you do on each of these criteria will determine the final letter grade you get for your EE. You must earn at least a D to be eligible to receive your IB Diploma.

Although each criterion has a point value, the IB explicitly states that graders are not converting point totals into grades; instead, they're using qualitative grade descriptors to determine the final grade of your Extended Essay . Grade descriptors are on pages 102-103 of this document .

Here's a rough estimate of how these different point values translate to letter grades based on previous scoring methods for the EE. This is just an estimate —you should read and understand the grade descriptors so you know exactly what the scorers are looking for.

Here is the breakdown of EE scores (from the May 2021 bulletin):

How Does the Extended Essay Grade Affect Your IB Diploma?

The Extended Essay grade is combined with your TOK (Theory of Knowledge) grade to determine how many points you get toward your IB Diploma.

To learn about Theory of Knowledge or how many points you need to receive an IB Diploma, read our complete guide to the IB program and our guide to the IB Diploma requirements .

This diagram shows how the two scores are combined to determine how many points you receive for your IB diploma (3 being the most, 0 being the least). In order to get your IB Diploma, you have to earn 24 points across both categories (the TOK and EE). The highest score anyone can earn is 45 points.

Let's say you get an A on your EE and a B on TOK. You will get 3 points toward your Diploma. As of 2014, a student who scores an E on either the extended essay or TOK essay will not be eligible to receive an IB Diploma .

Prior to the class of 2010, a Diploma candidate could receive a failing grade in either the Extended Essay or Theory of Knowledge and still be awarded a Diploma, but this is no longer true.

Figuring out how you're assessed can be a little tricky. Luckily, the IB breaks everything down here in this document . (The assessment information begins on page 219.)

40+ Sample Extended Essays for the IB Diploma Programme

In case you want a little more guidance on how to get an A on your EE, here are over 40 excellent (grade A) sample extended essays for your reading pleasure. Essays are grouped by IB subject.

• Business Management 1
• Chemistry 1
• Chemistry 2
• Chemistry 3
• Chemistry 4
• Chemistry 5
• Chemistry 6
• Chemistry 7
• Computer Science 1
• Economics 1
• Design Technology 1
• Design Technology 2
• Environmental Systems and Societies 1
• Geography 1
• Geography 2
• Geography 3
• Geography 4
• Geography 5
• Geography 6
• Literature and Performance 1
• Mathematics 1
• Mathematics 2
• Mathematics 3
• Mathematics 4
• Mathematics 5
• Philosophy 1
• Philosophy 2
• Philosophy 3
• Philosophy 4
• Philosophy 5
• Psychology 1
• Psychology 2
• Psychology 3
• Psychology 4
• Psychology 5
• Social and Cultural Anthropology 1
• Social and Cultural Anthropology 2
• Social and Cultural Anthropology 3
• Sports, Exercise and Health Science 1
• Sports, Exercise and Health Science 2
• Visual Arts 1
• Visual Arts 2
• Visual Arts 3
• Visual Arts 4
• Visual Arts 5
• World Religion 1
• World Religion 2
• World Religion 3

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• Support Sites

Extended Essay Support Site

Visual art - klee.

Study the assessment criteria for the Extended Essay before reading the example essay and RPPF that have been provided below. How would you apply the assessment criteria ? How many marks would you award the essay for Criteria A-D and the RPPF for Criterion E? Discuss your comments and marks with a colleague or classmate, before revealing the examiner's comments and marks below.

When writing about Visual Arts

There are a few points worth considering when writing an EE in Visual Arts. Take these into consideration when reading the following essay: 

• Be careful not to summarise secondary sources (i.e. history books on art).
• Focus on applying theories and ideas on art to particular artists.
• Avoid writing a biography on an artist.
• There should be evidence of critical analysis of primary sources (i.e. artwork).
• Try to come to a personal conclusion that is based on an orginial argument. 

An RPPF with examiner comments is also on this site here . In fact the RPPF that is annotated is the one from this essay. In brief, it is a rather mediocre RPPF , which could have scored much better with a few key changes. Learn from this student's mistakes, so that you do not have to make them on your RPPF . 

50+ Visual Arts Extended Essay Topics for IBDP

Table of contents

• Writing Metier

Finally, this is our exploration of Visual Arts Extended Essay topics. As you set out on this creative path, you’re about to enter a world where art meets identity, emotion intertwines with nature, and spirituality dances with performance. 

Suppose you’re fascinated by how artists express their cultural roots, intrigued by the emotional power of expressionism, or curious about the role of art in fashion. In that case, this article is your gateway to many inspiring topics. 

With the help of IB experts from Writing Metier, we’ll venture into the realms of art conservation, examine the interplay between art and performance, and even delve into the ethical considerations of art restoration. 

Art and Identity

• Cultural Identity : Exploring how artists express cultural identity through their work.
• Personal Identity : Investigating the role of art in shaping and reflecting personal identity.
• National Identity : Analyzing how art is used to construct and communicate national identity.

Art and Emotion

• Expressionism : Exploring how expressionist artists convey emotion through their work.
• Art Therapy : Investigating the therapeutic effects of art on mental health.
• The Sublime in Art : Analyzing the concept of the sublime and its emotional impact in art.

Art and Nature

• Land Art : Exploring the relationship between land art and environmentalism.
• Botanical Illustration : Investigating the scientific and artistic aspects of botanical illustration.
• Animal Representation : Analyzing the symbolic and aesthetic representation of animals in art.

Art and Spirituality

• Sacred Art : Exploring the role of art in religious and spiritual practices.
• Mysticism in Art : Investigating the influence of mysticism on artistic expression.
• Art and Meditation : Analyzing the use of art as a meditative and contemplative tool.

Art and Performance

• Performance Art : Exploring the evolution and significance of performance art.
• Theatre Design : Investigating the role of visual art in theatre production and design.
• Dance and Visual Art : Analyzing the intersection of dance and visual art in interdisciplinary performances.

Art and Fashion

• Fashion Illustration : Exploring the artistic techniques and impact of fashion illustration.
• Art and Haute Couture : Investigating the relationship between art and high fashion design.
• Street Art and Fashion : Analyzing the influence of street art on contemporary fashion trends.

Art Conservation and Restoration

• Art Conservation Techniques : Exploring the methods and challenges of art conservation.
• Restoration Ethics : Investigating ethical considerations in the restoration of artworks.
• Preserving Digital Art : Analyzing the strategies for preserving and archiving digital art.

These categories offer a broader range of topics for an Extended Essay in Visual Arts, allowing students to delve into various aspects of the subject and contribute to the understanding of complex artistic issues.

Each category offers a unique lens through which to view the vibrant tapestry of visual arts. 

So, grab your palette and brush (or pen and paper) as we set the stage for a journey into the heart of artistic exploration.

IB VA EE Topic Ideas and RQs

Our team has carefully compiled a diverse range of ideas spanning various artistic mediums, cultural contexts, and conceptual frameworks. In this block, you will find three topics and research questions for each category for an IB Visual Arts Extended Essay:

 In “Art and Identity,” we’ll dive into the fascinating ways artists express themselves and their cultural, personal, and national identities through their art. It’s all about exploring how art can be a mirror reflecting who we are and where we come from.

Cultural Identity

• Research Question: How have contemporary Australian artists incorporated indigenous art elements to express cultural identity?
• Research Question: How did African American artists during the Harlem Renaissance use art to express and shape their cultural identity?
• Research Question: How does calligraphy function as a tool for expressing cultural identity in Islamic art?

Personal Identity

• Research Question: How does Frida Kahlo use self-portraiture to explore and express her personal identity?
• Research Question: How do émigré artists represent the impact of migration on their personal identity through their artwork?
• Research Question: How do contemporary artists use visual art to explore and express gender identity?

National Identity

• Research Question: How do Canadian landscape paintings reflect and shape the national identity of Canada?
• Research Question: How has postcolonial art contributed to the construction of national identity in India?
• Research Question: How did propaganda art in Soviet Russia shape and reflect national identity during the 20th century?

Here, we’ll uncover how artists channel their feelings into their creations , from the raw intensity of expressionism to the healing power of art therapy. Let’s delve into the emotional depths of art and its impact on our hearts and minds.

Expressionism

• Research Question: How does Edvard Munch’s “The Scream” embody the principles of expressionism and convey emotion?
• Research Question: How do expressionist artists use color to convey emotion in their paintings?
• Research Question: How does Egon Schiele’s portraiture reflect expressionist themes and the human psyche?

Art Therapy

• Research Question: How effective is art therapy as a treatment for anxiety disorders compared to traditional therapies?
• Research Question: How does art therapy facilitate trauma recovery and emotional healing in children?
• Research Question: How does art therapy contribute to enhancing mental well-being and reducing feelings of loneliness in elderly populations?

The Sublime in Art

• Research Question: How do Romantic landscape paintings, such as those by Caspar David Friedrich, depict the concept of the sublime?
• Research Question: How do contemporary digital art installations create a sense of the sublime for viewers?
• Research Question: How does the concept of the sublime influence the emotional impact of Mark Rothko’s color field paintings?

In “Art and Nature,” we’re going to explore the beautiful interplay between the natural world and artistic expression.

From land art that harmonizes with the environment to botanical illustrations that capture nature’s details, this section is all about art’s green side.

• Research Question: What is the environmental impact of Robert Smithson’s “Spiral Jetty,” and how does it interact with its natural surroundings?
• Research Question: How has land art been used as a tool to promote environmental awareness and conservation?
• Research Question: How does Andy Goldsworthy’s use of site-specific natural materials in his sculptures enhance the viewer’s connection to the environment?

Botanical Illustration

• Research Question: How did botanical illustration in the 19th century contribute to scientific knowledge and artistic expression?
• Research Question: How have botanical illustration techniques evolved from traditional media to digital media, and what are the implications for scientific accuracy and artistic expression?
• Research Question: How can contemporary botanical illustration be used as a tool for environmental education and promoting biodiversity conservation?

Animal Representation

• Research Question: How are animals symbolically represented in indigenous art, and what cultural meanings are associated with them?
• Research Question: How has wildlife photography contributed to conservation efforts and public awareness of endangered species?
• Research Question: How does anthropomorphism in children’s book illustrations influence children’s perceptions of animals and nature?

Here, we’ll delve into the sacred side of art, exploring how it intersects with religious practices, mystical experiences, and meditative contemplation. It’s a journey into the soulful dimensions of artistic expression.

• Research Question: How does iconography function in Christian sacred art to convey theological concepts and spiritual experiences?
• Research Question: How are Hindu deities represented in Indian temple architecture, and what is their significance in religious practices?
• Research Question: How is art used in Buddhist meditation practices to enhance spiritual experiences and understanding?

Mysticism in Art

• Research Question: How are mystical experiences represented in medieval art, and what do they reveal about the spiritual beliefs of the time?
• Research Question: How do Kandinsky’s artworks reflect his interest in theosophy and mystical concepts?
• Research Question: How is Sufi symbolism expressed in Persian miniature paintings, and what does it convey about Sufi mystical teachings?

Art and Meditation

• Research Question: How are mandalas used in art therapy and meditation to promote mental well-being and spiritual growth?
• Research Question: How does the practice of Zen calligraphy serve as a form of artistic expression and mindfulness meditation?
• Research Question: What are the therapeutic effects of engaging in the creative process of art-making on mindfulness and stress reduction?

“Art and Performance” is where we’ll dive into the dynamic world of performance art, theatre design , and the interplay between dance and visual art. Get ready to discover how artists bring their visions to life on stage and beyond.

Performance Art

• Research Question: How has performance art evolved in the 20th century, and what are the key themes and innovations that have shaped its development?
• Research Question: How has performance art been used as a medium for feminist expression and activism?
• Research Question: How does audience participation impact the meaning and experience of performance art?

Theatre Design

• Research Question: How does set design influence audience experience and immersion in theatrical productions?
• Research Question: How is digital technology integrated into contemporary theatre design, and what are its implications for storytelling and audience engagement?
• Research Question: What are the sustainable practices being implemented in theatre design and production, and how do they impact environmental sustainability?

Dance and Visual Art

• Research Question: How do collaborations between choreographers and visual artists influence the creation and interpretation of dance performances?
• Research Question: How do visual elements such as costumes, lighting, and set design contribute to the aesthetics and narrative of contemporary dance?
• Research Question: How has dance been represented in visual art throughout history, and what does this reveal about the cultural significance of dance?

In this section, we’ll explore the stylish intersection of art and fashion, from the creativity of fashion illustration to the haute couture runway.

>via GIPHY

Let’s unravel the threads that weave together the worlds of art and fashion.

Fashion Illustration

• Research Question: How have fashion illustration techniques evolved from traditional methods to digital media, and what are the implications for the fashion industry?
• Topic: The Role of Fashion Illustration in Brand Identity
• Research Question: How does fashion illustration contribute to the development and communication of brand identity in the fashion industry?
• Research Question: How has the rise of social media platforms influenced the style, visibility, and relevance of fashion illustration?

Art and Haute Couture

• Research Question: How have specific art movements, such as Art Deco or Surrealism, influenced the design and aesthetics of haute couture collections?
• Research Question: How do collaborations between contemporary artists and fashion designers impact the creative process and final designs in haute couture?
• Research Question: How does haute couture contribute to the preservation and innovation of traditional artisanal techniques in fashion?

Street Art and Fashion

• Research Question: How has street art influenced urban fashion trends and the development of streetwear brands?
• Research Question: How is graffiti used in fashion design and branding to convey urban identity and cultural messages?
• Research Question: How do collaborations between street artists and fashion brands impact the artistic value and commercial appeal of fashion collections?

“Art Conservation and Restoration” is all about the science and ethics behind preserving art for future generations. We’ll dive into the techniques used to conserve and restore artworks, and the challenges faced in keeping art alive and authentic.

Art Conservation Techniques

• Research Question: What are the challenges in conserving contemporary art, and what innovative techniques are being used to address them?
• Research Question: How is technology being used to enhance art conservation practices and extend the lifespan of artworks?
• Research Question: What ethical considerations arise in the conservation of cultural heritage, and how are they addressed by conservators?

Restoration Ethics

• Research Question: What are the ethical debates surrounding the restoration of damaged artworks, and how do different approaches impact the integrity of the original piece?
• Research Question: How does the restoration process affect the authenticity and historical value of paintings?
• Research Question: What ethical dilemmas arise in the restoration of religious artifacts, and how are they navigated by conservators and religious communities?

Preserving Digital Art

• Research Question: What are the challenges in preserving digital art, and what strategies are being developed to ensure its longevity?
• Research Question: How are museums adapting their conservation practices to accommodate and preserve digital media art?
• Research Question: What methods are being used to archive and document digital artworks to maintain their accessibility and integrity over time?

All these topics and research questions are designed to inspire IB Visual Arts students to engage in meaningful and manageable research projects that contribute to their understanding of various aspects of art while meeting the IB Extended Essay criteria.

Final Thoughts

At WritingMetier, we firmly believe that the Visual Arts extended essay is a transformative experience that nurtures critical thinking, creativity, and a deeper appreciation for the boundless realms of artistic expression. 

As you peruse through this list, allow your curiosity and passion to lead the way, and remember that the true essence of the extended essay lies in your ability to articulate your unique artistic vision and contribute to the ever-evolving discourse within the Visual Arts community. 

If you need further assistance in finding the perfect topic or even require a custom-written IB Visual Arts extended essay, WritingMetier is here to help . Our team of experts can guide you through the process, ensuring your extended essay is well-researched, engaging, and aligns with all the IB’s requirements .

So, let your creativity flow, and set out on this artistic voyage with confidence and enthusiasm. Your journey through the visual arts is bound to be as colorful and dynamic as the subjects you choose to explore. 

Free topic suggestions

Vasy kafidoff.

Vasyl Kafidoff is a co-founder and CEO at WritingMetier. He is interested in education and how modern technology makes it more accessible. He wants to bring awareness about new learning possibilities as an educational specialist. When Vasy is not working, he’s found behind a drum kit.

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A still from Man with a Movie Camera

Dziga Vertov: The Revolutionary Eye of the Camera

Published: July 16, 2021

Like many other great Soviet filmmakers of the Russian avant-garde, David Abelevich Kaufman – better known by his revolutionary pseudonym Dziga Vertov – came from a largely scientific background, having likely been first introduced to film as a tool in one of his science classes at university. Given this fact, it is perhaps understandable that all of his works display an uncompromising dedication to capturing reality and the physical world.

Dziga Vertov’s Early Life and Education

Vertov was born in Bialystok in what is now Poland on 15 January 1896.  His parents were librarians before becoming successful bookstore owners, starting in 1893. The couple wed one year later in 1894 and had three sons besides Vertov: Semyon – who died in infancy – as well as Boris and Mikhail.

In a remarkable turn of events, all three brothers became famous for their contributions to cinema: Boris became a successful cinematographer in Europe and America, while Mikhail collaborated with Vertov and directed several films of his own.

Vertov’s parents made sure that they received a liberal, Russified education. Vertov was enrolled at the Bialystok Modern School from August 1905 through June 1914. There he met Mikhail Koltsov, who later became a journalist and figured prominently in Vertov’s career.

Both friends Russified their names. Vertov’s original first name was Denis while Koltsov’s full name had been Moisey Haimovich Fridlyand. Both names would have immediately identified them as Jewish. The Russification of Jewish names was common and likely fueled by the overwhelmingly antisemitic atmosphere prevalent in Russia at the time.

Vertov also attended classes at the local conservatory during this period and developed an early interest in music and poetry. He had his first experience with photography around this time when his aunt gifted the family a still camera.

Vertov later moved to Saint Petersburg and enrolled at the Bekhterev Psychoneurological Institute in the fall of 1914. The institute was relatively new and a popular destination for young Jewish intellectuals due to its lax observance of state-imposed Jewish student quotas.

He was joined there by his former classmate Koltsov and met many soon-to-be members of the Soviet intelligentsia while studying there.

Vertov began experimenting with scientific film at the Bekhterev Institute, using timelapses to chart the growth of plants, while also working on creative and experimental “sound collages.” However, World War One effectively ended his studies.

Most of the Kaufman family was forced to evacuate Bialystok in 1915 when German forces overran the city. The Kaufmans moved to what is today St. Petersburg and then Moscow before resettling in Bialystok at the end of the war.

In 1916 Vertov joined the Russian army as a musician at a military academy near Kharkiv, Ukraine. He remained at the academy until the February Revolution of 1917 when he left the army and traveled to Moscow. He spent much of the following year mingling with the avant-garde of the Moscow art scene at various cafes and public poetry readings.

The “Spinning Top” and His First Films

Vertov met the young cameraman and cinematographer Aleksandr Lemberg, a future collaborator, sometime in the fall of 1917. Lemberg introduced him to the world of creative film.

Around this time, Vertov adopted the revolutionary pseudonym “Dziga Vertov,” which translates loosely from Ukrainian as “spinning top.” The name may have referred to many things, including the rotating wheels in video and audio apparatuses at the time, to the revolution itself, to his dynamic, motion-oriented cinematographic style, as well as possibly to Vertov’s concealed Jewish heritage, of which the dreidel, a spinning top, is a major piece of cultural heritage.

In 1918, Koltsov was appointed head of the newsreel division of the All-Russian Cinema Committee of the People’s Commissariat of Enlightenment. One of his first acts as head of the division was to hire Vertov as his personal secretary.

By the end of 1918, Vertov was the chief administrator of the Kinonedelia, which translates as “Cine-week,” newsreel series. Vertov’s unique style of documentary filmmaking can be seen even in these early works: whereas most contemporary newsreels relied on static shots with intertitles to relate single events, Kinonedelia uses dynamic shots and editing to convey arguments about the state of life in Russia. An example cited by Jeremy Hicks in Dziga Verto в : Defining Documentary Film uses shots of ships sailing down rivers, sunken barges, and supplies waiting on piers to show how badly communications were disrupted by the Russian Civil War.

This style of editing – called “montage” after the French word for assembly – was pioneered in fiction films by Russian film theorist Lev Kuleshov and later perfected by the famous directors Vsevolod Pudovkin and Sergei Eisenstein. The idea at the heart of montage was that by juxtaposing two contrasting scenes the director could force the audience to make a connection between them and form an entirely new meaning. In the case of Kinonedelia newsreel cited above, all three shots – river travel, sunken barges, supplies waiting on the pier – have their own meaning. However, when edited together, they convey a new idea about the economic state of Russia. Although montage theory was already well known by the time Vertov created his first newsreel, it had never been applied to the documentary genre before.

Kinonedelia was discontinued the following year after forty-three issues. Vertov was subsequently transferred to a project called “October Revolution,” which was a mobile screening and filming effort that traveled by train to spread the word about the new government and its policy goals. In this, Vertov was joined by several notable filmmakers including Lev Kuleshov and Vladimir Gardin. He met his first wife, pianist Olga Toom, while working on the project, although their marriage lasted only a few short years.

In between filming trips, Vertov worked on his first major film: the now-lost 1919 Battle of Tsaritsyn, about a Russian Civil War battle in which Stalin played a major role commanding Bolshevik forces. The only member of the Moscow Cinema Committee editing staff willing to make the unusual edits that Vertov wanted was Elizaveta Svilova, the woman who became his second wife and longtime colleague after he and Olga separated in 1923.

Vertov’s Films in Revolutionary Context

Vertov’s entry into the world of filmmaking occurred at an important time in Soviet film history. The 1920s were a period of great artistic and social experimentation in the nascent Soviet Union. Russian Futurism – an offshoot of the broader, pan-European Futurist movement that celebrated modernity, technology, motion, youth, and revolution – had already grown into an immensely influential faction within the Russian avant-garde.

In his influential 1912 Futurist manifesto A Slap in the Face of Public Taste, Vladimir Mayakovsky famously called for a new, scientific mode of artistic production:

Cinema for Vertov was the visual art of the revolution. He believed that it could provide the sort of scientific mode of expression that the Futurists desired.

In 1922, Vertov founded the Kinoki group with his brother Mikhail and editor Elizaveta Svilova to further this Futurist vision. “Kinoki” was an invented term that they chose to replace the longer and more formal “kinematograph,” the Russian word for “cinematographer.” It translates as “Cine-eyes.”

The Kinochki published their manifesto, WE: Variant of a Manifesto in August of that year. In it, they claim to be seeking an entirely new form of film, one that would draw from new material, exist in four dimensions, and would be “cleansed” of

Vertov’s Futurism in Cinematic Practice

By 1922, Vertov was a high ranking leader within the newsreel department of the State Committee for Cinematography (Goskino). In that same year, he began work on a weekly film journal called Kinopravda , a name that translates to “ Cine-Truth .”

Vertov hired his brother Mikhail to work on these after his discharge from the army. Vertov also met many leading members of the Russian avant-garde through his work, including the famous constructivist artists Aleksey Gan and Aleksandr Rodchenko.

Kinopravda grew into an extended experiment as Vertov pushed the boundaries of newsreel and documentary cinema, incorporating new techniques like animations and moving intertitles – some of them designed by Rodchenko himself – to weave a tapestry of the revolution.

Twenty-three issues of Kinopravda were produced between June 1922 and March 1925 with each one covering a particular aspect of life in the USSR, from the death of Lenin to the collectivization of agriculture.

To help with this project, Vertov created a USSR-wide network of film correspondents. The network provided him with footage from across the country and worked to increase the popularity of cinema. Some of its members even went on to become directors themselves, most notably the Soviet documentary filmmaker Ilya Kopalin.

Kinopravda culminated in the 1924 feature-length film Kino Eye , a series of five separate newsreels about the activities of a Moscow-based Young Pioneers troop. Kino Eye met with much critical acclaim at the 1925 International Exposition of Modern Decorative and Industrial Arts in Paris but failed to earn any awards. However, its relative success earned Vertov two commissions, one from the Moscow City Soviet for Stride, Soviet! and one from the State Office for Imports and Exports (Gostorg) for One Sixth Part of the World .

Both films proved immensely controversial.

Stride, Soviet! was commissioned in advance of the Moscow Soviet election year to promote the accomplishments of elected Soviet officials, but the actual film never mentioned the officials themselves.

One Sixth Part of the World was commissioned to promote Soviet exports abroad but was never used for international advertising because of its savagely anti-capitalist rhetoric and difficult narrative. It was also judged to have had excessively high production costs.

Vertov was subsequently fired from Goskino in 1927 and spent most of the next year writing unused film scripts before the All-Ukrainian Photo-Film Directorate (VUFKU) hired him.

His first film at the new studio – a characteristically stylized and novel documentary called The Eleventh Year , detailed the achievements reached by the USSR in its first ten years. It was released in 1928 and met with overall mild reactions. However, his next releases would be his most memorable.

Above: One Sixth Part of the World , in full, for free, on YouTube.

Man with a Movie Camera: Vertov’s Masterpiece

Man with a Movie Camera used footage that Vertov had amassed over the course of three years and it went

through at least two versions. It was long a project in flux and another reason for his firing from Goskino was his refusal to submit a script for the film.

Finally released in 1929, Man with a Movie Camera stands out as one of Vertov’s most complex and difficult films. It follows Vertov’s brother and cameraman Mikhail as he records scenes of daily life in the modern Soviet cities of Kharkiv, Kiev, and Odessa. A train pulls into a station; athletes practice swimming and pole vaulting for a small crowd; a young woman packages cigarettes in a factory; two men play chess in a workers’ club. There are no real characters apart from Mikhail, and even he is later revealed to be of secondary importance to the camera itself, which leaps up and operates of its own accord through a series of stop motion animations.

Man with a Movie Camera functions as a graphic illustration of the Kinoki manifesto. Instead of relying on plot or conflict for structure, Vertov uses rhythm and mechanical motion – captured in the workings of machines like coal elevators and trams – to carry the narrative to its conclusion.

The film feels like a celebration of the Futurist ideals of modernity and dynamism and an ode to the Soviet Union’s victory over industrial backwardness. Vertov’s inventive editing even makes it look like the mechanical precision of the factory has seeped into the lives of ordinary citizens. Clips of the young woman packaging cigarettes are sped up to superhuman speeds, while the chess board automatically resets itself by rewinding the scene.

Man with a Movie Camera was largely derided by critics and misunderstood by the public at the time. It was also his last film produced with his brother and cameraman Mikhail. Tensions between the two had grown during production of The Eleventh Year and the two abruptly ended their collaboration after Man with a Movie Camera .

The movie proved to be simply ahead of its time, however. In the following decades, its reputation grew internationally. Although it is now regarded as one of the most cinematically daring and innovative documentaries of all time, its initial release must have been a great disappoint for Vertov.

Unlike at home, his unusual style was remarkably well received abroad, where his films were widely circulated and written about in various film journals.

Above: Man with a Movie Camera , in full, for free, on YouTube.

Vertov’s “Sound Documentary” and Three Songs of Lenin

Enthusiasm: Symphony of the Donbass was released in 1931. It is another highly inventive piece, mixing industrial sounds to an orchestral soundtrack. Its release was long delayed as state committees debated whether it was fit for release. When it finally was released, audiences recoiled, confused by the fast-paced, largely voiceless film. It was pulled from theaters soon after.

His films, Enthusiasm in particular, received much more critical acclaim in the West than they had in Russia. Writing in Russia’s People of Empire , scholar John Mackay cites a particular screening of Enthusiasm where the famed silent film actor Charlie Chaplin himself praised Enthusiasm as “one of the most exhilarating symphonies [he had] ever heard.”

His Western admirers also included the English science fiction writer H.G. Wells. He was not without his foreign detractors, however. John Grierson, a pioneering English documentary filmmaker, reportedly detested Man with a Movie Camera and derided it as a “snapshot album.” Regardless, Vertov returned to the USSR in 1932 refreshed, making a personal note of Chaplin’s praises in his journal.

Vertov next left the Ukrainian VUFKU studio and joined the German-Russian international film studio Mezhrabpomfilm where, in 1934, he produced the most popular film of his career : Three Songs of Lenin . As a tribute to the former chairman of the Soviet Union, the film is a relatively standard Soviet hagiography for the 1930s. However, it is still remarkable for its blend of synchronized sound interviews and music as well as for its rich imagery from the Muslim regions of the USSR. Vertov was awarded the Order of the Red Star the following year.

Politics in the USSR were turning increasingly authoritarian, however, and in 1938 Vertov rereleased the film with a speech given by Stalin added to the conclusion and several sequences involving people that had since been deemed “enemies of the state” edited out. That same year, Vertov and his wife were gifted a new apartment in Moscow.

Above: Enthusiasum , in full, for free, on YouTube.

Final Films, Obscurity, and Death

Three Songs of Lenin would be the climax of Vertov’s celebrity status within the USSR, as the artistic climate became more and more restrictive, especially after Socialist Realism became the country’s official artistic style in 1936.

In 1937, he produced a documentary called Lullaby . He intended to decry the historical exploitation of women, but the film became so warped by political pressures that the final version barely resembled the original concept. Instead, Lullaby celebrates the place of women in Soviet society and the protections afforded to them by Stalin and the state.

Vertov’s longtime friend and patron Mikhail Koltsov was arrested in 1938 and later executed for supposedly spying for England. Although on good terms with the Stalinist regime himself, Vertov took the precaution of purging his personal library of any letters or other correspondence from Koltsov.

Vertov’s health began declining shortly after the release of Lullaby and, coupled with his commitment to Futurism – an artistic movement incompatible with Socialist Realism – he slowly faded into obscurity.

Over the next few years, he and Svilova found themselves working for various film studios, always on projects which were either never produced or never released. The one exception to this trend is his 1942 wartime documentary To You, Front about war production and life in Soviet Kazakhstan, but his final feature-length film The Oath of Youth , about the Komsomol’s contributions to the war effort, was firmly rejected by studio executives two years later in 1944 and was not released in his lifetime.

Tragically, Vertov’s parents and many of his relatives were killed by the Nazis in WWII, although their exact fate remained a mystery for many years after the war ended. While working with his brothers Mikhail and Boris to find out more about their parents’ death, Vertov submitted a number of film proposals to various film studies but was turned down repeatedly. To add insult to injury, he was denounced by several filmmakers and party officials at a meeting of the Central Documentary Film Studio in 1949 for “formalism” and producing art for art’s sake.

Vertov attempted to defend himself, but the damage was already done. Over the next few years, Vertov’s film production dwindled to nothing. His sole creative outlet towards the end of his life was poetry, which he wrote privately in his diaries. He was diagnosed with stomach cancer in 1953 and died the following year.

Above: Three Songs of Lenin , in full, for free, on YouTube.

Vertov’s Rebirth and Legacy

Vertov’s reputation rebounded in the 1960s, as Western interest in the Soviet avant-garde rose with improving relations under Khrushchev. In addition, the “Thaw” presided over by Khrushchev allowed for a renewed domestic interest in the experimental art. Vertov’s wife Svilova and friend and former correspondent Ilya Kopalin  worked tirelessly to keep his work alive. A steady stream of scholarship on the late director’s writings and films soon developed in the USSR and abroad.

At the same time, a new generation of young filmmakers in Western Europe was inspired by the boldness and innovation of Vertov’s work. In 1968, French directors Jean-Luc Godard and Jean-Pierre Gorin founded the Dziga Vertov Group as a collective of politically-motivated filmmakers.

Taking inspiration from Vertov’s films and other avant-garde artists of the USSR, they produced a number of experimental and politically charged films throughout the 1960s and ‘70s, including Wind from the East (1970) and Everything’s Fine (1972).

Today, Vertov is perhaps more widely renowned than ever. In 2011, the State Film Agency of Ukraine paid to have Enthusiasm restored and re-released. In 2012, the British Film Institute named Man with a Movie Camera the 8th best film ever produced.

Vertov also remains historically controversial as his films show the USSR in an entirely positive light. The most striking example of this is Enthusiasm , which makes no mention of the terrible famines occurring in the Donbas, where it was set, during the same time period as it was shot.

Despite controversy, however, Vertov’s unique vision of cinema and pioneering innovations in sound and cinematography were decades ahead of their time and continue to be of great interest to audiences, critics, and film theorists.

Works Cited

Gillespie, Vertov. Early Soviet Cinema : Innovation, Ideology and Propaganda . Wallflower, 2000.

Hicks, Jeremy.  Dziga Vertov : Defining Documentary Film . I. B. Tauris, 2007.

Mackay, John. “Dziga Vertov.” Russia’s People of Empire: Life Stories from Eurasia , 1500 to the Present , edited by Stephen M. Norris and Willard Sunderland. Indiana University Press, 2012.

Masing-Delic, Irene.  From Symbolism to Socialist Realism: A Reader . Academic Studies Press, 2012.

Michelson, Annette, editor.  Kino-Eye: the Writings of Dziga Vertov . University of California Press, 1984.

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Reimagining Design with Nature: ecological urbanism in Moscow

• Reflective Essay
• Published: 10 September 2019
• Volume 1 , pages 233–247, ( 2019 )

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The twenty-first century is the era when populations of cities will exceed rural communities for the first time in human history. The population growth of cities in many countries, including those in transition from planned to market economies, is putting considerable strain on ecological and natural resources. This paper examines four central issues: (a) the challenges and opportunities presented through working in jurisdictions where there are no official or established methods in place to guide regional, ecological and landscape planning and design; (b) the experience of the author’s practice—Gillespies LLP—in addressing these challenges using techniques and methods inspired by McHarg in Design with Nature in the Russian Federation in the first decade of the twenty-first century; (c) the augmentation of methods derived from Design with Nature in reference to innovations in technology since its publication and the contribution that the art of landscape painters can make to landscape analysis and interpretation; and (d) the application of this experience to the international competition and colloquium for the expansion of Moscow. The text concludes with a comment on how the application of this learning and methodological development to landscape and ecological planning and design was judged to be a central tenant of the winning design. Finally, a concluding section reflects on lessons learned and conclusions drawn.

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Acknowledgements

The landscape team from Gillespies Glasgow Studio (Steve Nelson, Graeme Pert, Joanne Walker, Rory Wilson and Chris Swan) led by the author and all our collaborators in the Capital Cities Planning Group.

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Evans, B.M. Reimagining Design with Nature: ecological urbanism in Moscow. Socio Ecol Pract Res 1 , 233–247 (2019). https://doi.org/10.1007/s42532-019-00031-5

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