Comparative study

Teacher planner checklist

This checklist can be used either to help with the planning of the taught curriculum or as a
checklist once the programme plan is complete. Use this checklist to ensure your course prepares
students for the demands of this task.

Part 1: Comparative Study

I have taught ways of examining and comparing
the work of artists from different times, places
and cultures, using a range of critical
methodologies, considering the cultural contexts
influencing their own work and the work of
others.
I have provided opportunities for students to
develop the ability to research and analyse art-
making practices from a variety of cultural
contexts and to make informed comparisons
between them.
I have guided students through the process of
critical analysis, identifying and critiquing the
formal qualities of a range of artworks, objects
and artifacts from a range of origins.
I have provided opportunities for students to
interpret the function and purpose of works,
evaluate their significance within the cultural
contexts in which they were created, and
compare and contrast different pieces,
demonstrating that they are able to articulate
their understanding in both visual and written
forms.
I have provided opportunities for students to
consider the historical, political, social, aesthetic
and intellectual contexts from which art can
evolve and to which it can contribute.
I have modelled different visual and graphic
organizers to assist students in analysing,
interpreting, evaluating and/or comparing
different works.
I have given students experience of exploring
ways of communicating through visual and
written means, making artistic choices about how
to most effectively communicate knowledge and
understanding.
I have given students the opportunity to work
independently.
I have introduced students to different types of
source material and provided guidance in
discerning the quality of sources.
I have explained how to acknowledge sources
used.

Visual arts teacher support material 1

 Part 1: Comparative Study
I have provided an outline of the nature and
requirements of the task and provided a
summary of the marking criteria.
I have unpacked the marking criteria with the
students and shared exemplars with them.
I have set a realistic timeframe for the students
to complete their first draft, and for myself to
provide feedback.
I have set a realistic internal deadline for the final
submission of the work to allow sufficient time to
have the work submitted electronically.

Visual arts teacher support material 2