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robertomx last won the day on September 21 2009

robertomx had the most liked content!

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    May 2009
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  1. Okay I took the exact same course you're taking and yes, talent is helpful but hard work is essential. In Arts it's all about progress so it is kind of helpful that you're not that fantastic at art production. I for one was very... creative, but not skillful. Throughout the two years of the programme you could actually see some progress in my technique and in the way I handled materials. The key is to be dedicated. IB encourages art that is thoughtful and meaningful, not just pleasant to the eye. Since you're going for option B and, as you say, you're doing good with the IWB, the examiner will notice that your strength isn't in studio work but in investigation. However, you still have to work hard on the studio stuff. I kind of didn't take it that seriously, hence the 5 in my grades (my iwb got like 16 but my studio work got 9 :/) but if you do I'm sure you can get a 7 without much problem.
  2. robertomx

    The IWB

    Well... yes, she's doing it wrong. [Honestly, what is it with the teachers that even though they have the syllabus they still don't do things right?] I sort of can understand what she wants you to do (to understand the basics of art and everything) but the IB Arts course isn't supposed to be like that. That's what makes IB different: they want YOU to discover/learn/develop your concepts and abilities in a more personal way. You're supposed to go through those things but... in a way that helps you develop your studio work. See, the thing is that you should first come up with an idea, then develop it, sketch etc (obviously registering everything in the workbook) and THEN experimenting with whatever it is that helps you with the technique you want to use for your work. Say, I want to do a painting. THEN I will be experimenting with colours and so on (and it'd help to use some influences from other artists). Try talking to your IBC to tell him/her about this. Look, the bottom line is, this is going to be taken into account to come up with YOUR grade, not the teacher's. You could tell that to your IBC and your teacher. If you're in doubt about how the IWB should look like, send me a message. I'll try to help
  3. robertomx

    The IWB

    What kinds of things is she asking you to put in? I'm pretty sure that's not the right thing to do, but it's best if you tell us what stuff she's making you write about/ work on so we can help you more?
  4. Hey there (I hope this isn't coming too late - and btw, your topic kind of reminds me of a band called Muse haha), Okay, first of all I would change the title to something like 'to what extent is collateral damage in war morally justifiable?' as it seems that is what you will be addressing. The issues you've raised are very interesting, especially the first one. There's a quote by Joseph Stalin that says "One death is a tragedy, a million is just statistics". Basically, the question is: where does the tragedy end and statistics kick in? It's obviously very difficult to tell. First of all, 'tragedy' is a very relative term and it relates a lot to emotion and perception. I'd find it suitable to refer to History to address this issue: for example, in the World Wars a lot of people died. Of course this was a tragedy, especially to the people close to the victims, but now we kind of see it more as 'numbers'. Sure, we think 'wow, that's terrible', but we don't FEEL it as tragic. Collateral damage is basically inevitable when a war takes place, but to define it as morally acceptable (or not) we would have to refer to every individual related to the issue. As you mentioned, there are the so-called just wars, but that's a term that in itself carries a lot of implications: the just war theory is very 'complex' in the sense that it involves a lot of considerations. Of course, 'just war' is also a very relative term. Collateral damage will still take place, but if we are to define to what level this is acceptable, we would have to look at the causes of such war and its conditions: if the cause is just, if there was no other option, if it's the only way to succeed, if it's the best for all... it's all depends on a lot of factors. As to who is morally responsible for the damage, it's evidently also relative. Truth is, no one can be held for ALL the responsibility, but the 'percentage' of each participant's responsibility is very difficult to determine. Hopefully this will help. Good luck!
  5. robertomx

    The IWB

    Hey there again Okay, the IWB is very important. As it was the part where i did best in my Visual Arts experience I guess I can sort of tell you what you are supposed to do. Basically, your IWB is the place to register EVERYTHING that has to do with your studio work; i.e., you're supposed to write about the way you got an idea for a piece, your sketches, your explanations as to why you chose to use this or that technique, the symbolism in your work, the reason for each element to be there, the reason for the colors, your reason for changing the techinque you had chosen if you do so, the progress of your work, how it's coming, the difficulties you face, the changes you make, EVERYTHING until the piece is completed. Don't forget to date your entries. Now, obviously it is not easy. I didn't write daily entries, and I don't think it's necessary, but I wrote whenever something important happened. For example, if I had initially decided to go with a painting but then I changed it to a sculpture I wrote why. The examiner will be expecting something NON CONVENTIONAL; with this I do NOT mean you can't use oils or aquarelas or whatever. Of course you can, but the IB wants you to think outside of the box. That is why in your IWB you should register anything to do with media experimentation. For example, a friend of mine decided to use toilet paper in hers to make little balls out of it, glue it together to form letters and then form a poem. Obviously that wasn't a normal thing to do hahah, so she explained why she used it and whether she was pleased with what that had achieved or not. That's what I mean; IB doesn't want just a 'pretty' art piece, they want something with meaning. Something that means something to you, as they want you to be reflective. That's why you have the IWB: that way you can explain to the examiner the reasons behind your work so that they can see it really made you think and work. Now, something that's also important is that you use art 'lingo' haha, what I mean is that you are expected to use appropriate vocabulary when talking about art (yours and others'). There are good websites on the internet that can help you with that, or you can always ask your teacher for help (if s/he's a good teacher of course). Try to analyze other artists' art; read about it. It's kind of a requirement that you are able to relate your work to other people's art (and draw influence from them). Especially contemporary artists. Try to go to a museum of contemporary art and talk about it in your IWB. My school used to organize those kinds of trips, but I don't know about yours. If not, the Internet is always a good option (haha). However, I would suggest that rather than printing/buying and pasting images of art pieces of other artists you tried to replicate them yourself. That would make your IWB more 'artsy' and impressive. NEVER erase mistakes, as in, if you sketched something and then you changed your idea, don't try to make it look as if you had that idea from the beginning. That way the examiner can see you are reflective and growing. Try to describe what you're trying to accomplish from the beginning. Of course I would suggest to have a strong (and a tad broad) theme to link all your pieces, but that is not strictly required (although most of the times expected). Write by hand, make it personal. It's yours. I hope that this helped you. If you need anything don't hesitate to ask
  6. robertomx

    IB Visual Art

    I took Visual Arts and I quite liked it. I mean it's not an easy subject, but if you're dedicated enough I'm sure you'll get a good score. Of course it all depends on your skills and all but it's not that difficult, it's more demanding than difficult. I for example am not an artsy person, but I liked the subject so I took it as an SL. I got a five because I got like 16 in my workbook but like 10 or 9 or smth like that in my studio work (because... yeah, I suck at art haha and besides I sort of ignored the subject for the first 6 months). But it's not difficult if you know what to do and how to do it. I also kind of depends on your teacher, if s/he knows what s/he's supposed to do and all. My teacher for one was TERRIBLE. He never read the workbooks and always tried to get you to modify your studio work and didn't give us the criteria etc. I'm sure I wouldv'e done worse if I hadn't stumbled upon this site (thanks IBSurvival!). But if you're up for it and you like it, then take Visual Arts!
  7. robertomx

    The Official May 2009 Results Thread

    I just got mine from my IBC, and I'm happy! Subject Grade 2009 MAY SPANISH A1 HL 7 2009 MAY ENGLISH A2 HL 7 2009 MAY HIST.AMERICAS HL in SPANISH 7 2009 MAY HISTORY EE in SPANISH B 2009 MAY CHEMISTRY SL in SPANISH 6 2009 MAY MATHEMATICS SL in SPANISH 6 2009 MAY VISUAL ARTS OPTION B SL in SPANISH 5 2009 MAY THEORY KNOWL. TK in SPANISH A Additional/Extra subjects None EE/TOK points: 3 Total points: 41 Result: Bilingual Diploma awarded
  8. robertomx

    English A2 Paper 2 (MAY09)

    I did question 8, about the way authors create sympathy for immoral characters or something like that. I basically said that they did it by justifying their choices by their setting or their memories, or with some sort of 'karma' related to their 'destiny' or the way other character's were to them and so on. First I wrote about Kim Edwards' The Memory Keeper's Daughter, then about Cormac McCarthy's The Road, and then about George Bernard Shaw's Major Barbara. It wasn't my best, but it went pretty good I think.
  9. robertomx

    HL/SL History MAY09

    Paper 1: I was determined to go for Section C, but then I read the sources and didn't like it; I went for Section A instead, which really wasn't that bad. I think I could have done better, but it wasn't horrible. Paper 2: I thought it was wonderful. I chose question 11 and 21 (I think). The first one dealt with some quote about unpopularity / weaknesses of previous governments being the cause of the rise to power of single party states rulers; I discussed Hitler and Mussolini, taking into account the reasons for the previous governments' unpopularity and then arguing that it wasn't only about that but also because of the way they used it to their advantage. I added some stuff about propaganda and their proposals; for Hitler I talked about his appeal and stuff, and then for Mussolini I talked about the fear of communism in Italy and stuff about the socialists. Then for 21 (which was about the causes for/consequences of the Truman Doctrine and the Marshall Plan) I talked about the fear of communism and the soviet satellites, containment and Truman's declaration of the USA's obligation to defend 'the peoples' freedom' or something, like, in respect to Bulgaria and Romania etc; for the Marshall Plan I also added the situation of Greece, I talked about Italy and mentioned Turkey. For consequences I talked about COMECON (idk if I did write about COMINFORM as well; I remember having it on my 'plan' but I don't remember if I actually mentioned it), about Stalin's reinforcement of his control, an increase in tension because of the USSR's interpretation of the whole thing as 'dollar imperialism', and I did go over Czechoslovakia and the fact that Stalin forced them to refuse Marshall Aid. Paper 3: Canceled. I had actually prepared pretty well for it, but as I don't know what kind of questions it had idk if I would've done well or not. Hopefully Papers 1 & 2 will give me a nice grade.
  10. robertomx

    English A2 HL Paper 1 (MAY09)

    I don't like poems hahah so I went straight to section B, which I liked. I think it went pretty fine!
  11. robertomx

    Swine flu and May IB exams

    If that is true, it is solely on his/her school's policy. All Unis and High Schools were supposed to open on Thursday the 7th (and as far as I know, they did) :/
  12. robertomx

    Visual Art Interview

    The thing with Arts interviews is that you can't know what makes the examiner happy, as you don't even know who it is (in most cases, that is). I guess that if you reveal that you've actually learned something from the course and that you've 'evolved' you should do fine. However, one thing you should remember is to act naturally. In my experience (as my art interview already passed) the examiner will sort of lead the interview: he/she will ask you some broad questions for you to be able to expand on your experience during the course. The important thing is that you don't need to 'impress' the examiner, just be yourself, that will be enough. As to what to talk about, just refer to any piece or part of your investigation that you consider relevant when you're talking about something. For example, my examiner asked me something along the lines of 'what pieces do you consider to be the most representative of your investigation?', so I referred to the ones that I considered the most representative and also talked about the things I had focused on while working on them. Just relax; confidence is the key (and since you're the artist, you should feel pretty confident). After all, the examiner will have already read your IWB and seen your art, he/she just wants to see if you've learned something and to understand the way you feel towards art and your theme.
  13. robertomx

    IB Visual Arts SL/HL: Is The Much Difference?

    There are two basic differences: the amount of work you're expected to complete, and the 'strictness' (does that exist? im sorry my english is horrible today) of the criteria. For HL you're expected to have more studio work and IWB overall (and probably good skills, though its not a requirement); in addition, the criteria ask for more from an HL student (you could check the guide out). The duration for HL is of course longer (that is, you're expected spend more time on the subject). Ehm... that's all I can think of. :]
  14. Hey there, spanish a1 here. with this book it's all about the complexity of the definition of identity in Mexicans, and EVERYTHING has to do with that. the historical background, the analysis of the 'pachuco' and everything else has to do with identity. Paz explains this concept through the attitude of Mexicans towards parties, or towards others, or towards death or towards history or towards whatever-you-can-think-of. tbh, i didnt like the book either (and i only read five essays!). fortunately my ioc had nothing to do with it; otherwise i wouldve probably killed myself. Ill try to find some notes on the book, but I probably dont have that much. good luck!
  15. robertomx

    When is your EE due?

    Mine is due tomorrow! fortunately all the corrections im missing are just little details

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