Due in TOK Notebook Google Doc file by end of period
TOK Q2 Journal #1 (arts) OR (stats)
Using at least 6 concrete examples of your favorite “artists”/artistic works as proof (songs, movies, artwork, dancers, buildings, books, etc) attempt to resolve as many of these as you feel comfortable addressing in 50 mins
TOK Q2 Journal #1 (arts) OR (stats)
Using at least 6 concrete examples of your favorite “artists”/artistic works as proof (songs, movies, artwork, dancers, buildings, books, etc) attempt to resolve as many of these as you feel comfortable addressing in 50 mins
- What is good art to you?
- Should art persuade? Protest? Inspire/be fun? Challenge/push the envelope or provide comfort? Come from or reflect a particular ideology? What is the proper function of the arts: to capture a perception of reality, to teach or uplift the mind, to express emotion, to create beauty, to bind a community together or to praise a spiritual power?
- Should the artist write primarily for himself? An intended audience? Critics? In pursuit of immortality? Money? OR Which matters the most: the art piece itself (Hamlet: “the play’s the thing”); the creator of the art piece (the artist); or the consumer of the art piece (the audience)? [is the artist insignificant/irrelevant as soon as the artistic piece is finished?] Is it the singer or the song? Can one distinguish between the dancer and the dance (YEATS)? Which matters more: the end product or the means and methods used/creator/artist?
- Must the artist suffer for his art? Is the “starving artist” somehow more authentic than the profitable artist? Does the degree of an artist “selling out” impact the way you perceive their work and why?
- Is the inherent subjectivity of art a strength or weakness?
- Is context (time, place, culture, etc) the primary determining factor in what sort of art gets made? Either way (yes or no), is this a good thing? Do artists shape the time/atmosphere in which they exist or are they shaped by and thus comment upon their times/atmosphere?
- Are the creative arts central to human existence or just a hobby? Is it correct in public school budget cuts to begin the cutting in the “art” electives?
- Is low art (disposable, non-serious, High School Musical, Will Ferrell-type work) inherently worse or less useful/truthful than high art?
- Are Olympic/top-tier athletes artists? Is it a fair assessment to say that good artists make the difficult seem easy (painting, architecture, scoring 40+ points in the NBA, product design, Opera-singing)?
- Is the production and enjoyment of art subject to the principles of ethics or are art and morality two separate and autonomous fields? Must art have a moral component?
- Do you agree: “The only end of art is to enable humanity to better enjoy life or to better endure it.”
- Is there a complimentary, symbiotic or conflicting relationship between the sciences and the arts? Do 21st century jobs increasing require a creative imagination/aesthetic mindset? (While the sciences may help objectively explain reality, the arts are the only AOK which nourishes the soul … do you agree?)
- Must all arts create artifacts (or physical/tangible objects) OR what is the impact when an artistic outlet (for example, music) no longer has to exist in a tangible format (CDs, cassettes, vinyl, etc)… does the importance of that art suffer when the audience has nothing concrete to hold onto? Should you feel like a criminal when you steal/download from the arts (mp3s)?
- “…we will always learn more about human life and human personality from novels than from scientific psychology.” (Noam Chomsky). To what extent would you agree? (2008) OR Can literature "tell the truth" better than other Arts or Areas of Knowledge?(2007) OR Who has given you more “knowledge” about humanity/reality: Shakespeare/ Fitzgerald/Frost OR Einstein/Freud/Euclid?
- “All children are born artists, the problem is to remain an artist as we grow up.” – Pablo Picasso. DO you agree?
- Can the success of a civilization/culture be determined by the degree to which is embraces/develops the arts OR has there ever been a civilization that didn’t express itself artistically OR should governments subsidize the arts or should the arts have to be economically self-sustainable (or pay for itself in the free market)? Can we ever codify the rules of the arts in ways we can with physics, chemistry, even economics?
- Can commercially successful / mainstream art ever be revolutionary? On the spectrum of insider vs. outsider art which do you prefer or identify with? Must art be on the side of the oppressed (aka underdogs) … this was an IB English exam prompt? (OR is art simply/unfortunately what you can get away with (aka John Cage 4’33 or Duchamp’s Fountain) … explore what constitutes artistic innovation in your generation or some specific prior generation/movement).
- In science the idea of progress is dominant: new knowledge builds on what is already known; knowledge once discovered cannot be “unlearned”. Is the same true in the arts?
- Can mathematics be beautiful/aesthetic? Are most artistic efforts ultimately reducible to mathematical patterns (rhymed/metrical poetry, brushstrokes, fractals, origami, musical octaves/chords, etc)?
- If someone says, “I know this music,” how can the claim be evaluated? Compare your answer with the evaluation of claims in Areas of Knowledge other than the Arts. (2004)
- “Art is a lie that brings us nearer to the truth” (Pablo Picasso). Evaluate this claim in relation to a specific art form (for example, visual arts, literature, theatre). (2011)
- Is a work of art enlarged or diminished by interpretation?
- Must art achieve a catharsis? Is the main responsibility of an artist to ask the question or provide answers? (should art be the beginning or the end of a conversation?)
- Does good art come out of the inner life of the artist or from an interpretation of his exterior reality?
Does the artist have the responsibility of chasing an audience or does the audience need to keep up with the evolution of the artist? - “As far as biological cause and effect are concerned, music is useless. It shows no signs of design for attaining a goal such as long life, grandchildren, or accurate prediction and perception of the world. Compared with language, vision, social reasoning, and physical know-how, music could vanish from our species and the rest of our lifestyle would be virtually unchanged.” Steven Pinker, from The Language Instinct Is he wrong? OR Do you more agree with Plato: “Music gives soul to the universe, wings to the mind, flight to imagination, and life to everything”
- John Adams: “I must study politics and war that my sons may have liberty to study mathematics and philosophy. My sons ought to study mathematics and philosophy, geography, natural history, naval architecture, navigation, commerce and agriculture in order to give their children a right to study painting, poetry, music, architecture, statuary, tapestry, and porcelain.” What view of the arts area of knowledge (and its relationship to the other 5 areas of knowledge) is shown here and to what extent (using examples) do you agree?
- Are all people who practice one of the arts “artists” or is there a hierarchy? Which WOKs are most vital to each art type? (CONSIDER some: painting/2D art, photo, ceramics, music, song, drama, poetry, literature, performance art, graphic/web design?, architecture?, engineering/manufacturing?, dance, cooking, interior design?, film making?, mechanics?)
- What are good examples to you of innovation or progress in a particular branch of the arts? (contrast, if desired, with other AOKs and their view of progress/development)
- Must all art be shared? Can art be called art if it remains exclusively in the domain of personal knowledge (and not shared knowledge)?
- Does art have an obligation to explain itself (to its audience)?
- Discuss how conceptions of beauty change between the transitory, ephemeral forms of art (dance, music, spoken poetry, etc) versus the permanent artifacts created types of art (painting, architecture, written poetry, etc).
- Can we ever codify the rules of the arts in ways we can with physics, chemistry, even economics?
- Does good art polarize or unify its audience? (Can an artist simply be a provocateur?) Does good art reassure or create a sense of anxiety/dread/questioning?
What does a knowledge community in the arts look/feel like?
Is the health of a culture best seen by the health of its arts (creative outputs)? - Is the main responsibility of an artist to ask the question or provide answers? (should art be the beginning or the end of a conversation?)
- Must/should art be functional/useful as well as beautiful?
- Should art be seen as central to human experience and the development of “civilization” or is it an elective course or the cherry on top of the more “substantial” other AOKs?
- Ambiguity in a creative work is perhaps its greatest attraction. Agree or qualify this claim.
- A significant feature of poetry is its capacity to affirm or console.” OR 2010 #3. “Some poets criticise; other poets praise.” Do you prefer or respect art that uplifts over art that raises a critical eye (provokes, protests, challenges) …. Or vice versa?
- 2011 SL, 3. “Poetry (or any form of art) does not offer answers or absolutes, but [it] helps readers think and feel their way through difficulties and anxieties, leading to self-knowledge.” Discuss how far you agree with this statement. Must art lead to self-knowledge?
- Comment on: Jacques Maritain once wrote that "Art awakens the dreams of man, and reveals to him some of the abysses he has in himself".
- Can any good art come out of mashups, imitations, cover songs, etc? (not new creative work but from remix)
- How does collaboration expand the creative process?
- How do artists (versus other AOKs) learn from trial and error?
- What responsibilities come with the freedom to create?
- What is the purpose of an art museum? (or the idea of other physical structures that store or display achievement in this AOK … can contrast to other AOKs such as historical monuments, science museums, library of congress, etc)
- How does/should one determine criteria to evaluate a work of art?
- What do 100+ million dollar paintings tell us about the way we determine value in the arts? (rationally/irrationally/other)
- Are there inherently good/bad/worthy subject/topics for the artist to tackle? Is there a hierarchy or inherent goodness/badness in the materials/tools which the artist chooses to use to convey their intent or accomplish their goals? Are there inherent goodness/badness to the methodologies or conventions the artist chooses to use (or reject or overthrow)?
- “The center cannot hold”… Do the diversity of methods/materials/subjects/types of art count as a strength of weakness of this AOK?
- “Art upsets; science reassures.” (Braque) Analyse and evaluate this claim.
A) Are the arts best seen as a system of knowledge, a type of knowledge or a means of expressing knowledge?
B) Is there such a thing as "obsolete" knowledge in the arts?
C) Can art change the way we interpret the world?
D) What are justifications for, and implications of, claiming that there are absolute standards for "good art"?
E) How important is the study of literature in our individual ethical development?
F) On what criteria could it be decided if the state has the right to censor art that is deemed immoral or blasphemous?
G)Can we separate the moral character of the artist from the value of the artwork?
B) Is there such a thing as "obsolete" knowledge in the arts?
C) Can art change the way we interpret the world?
D) What are justifications for, and implications of, claiming that there are absolute standards for "good art"?
E) How important is the study of literature in our individual ethical development?
F) On what criteria could it be decided if the state has the right to censor art that is deemed immoral or blasphemous?
G)Can we separate the moral character of the artist from the value of the artwork?
MATHS JOURNAL OPTION
- Statistics can be very helpful in providing a powerful interpretation of reality but also can be used to distort our understanding. Discuss some of the ways in which statistics can be used or misused in different Areas of Knowledge to assist and mislead us, and how we can determine whether to accept the statistical evidence that is presented to us. (06 #3)
things you can consider for above prompt:
modelling styles: scatterplots, 3D visualizations, immersive data/technology, touchscreens, color use [can read Lies and Damned Statistics ]
With any data sets you analyze, consider 1) do you trust the raw data/numbers (methods of collection, objectivity of data, etc); 2) do you trust the overt or implicit conclusions the data set leads you to draw. Are there negative/uncontrollable implications that could come from the numbers? 3) does the visual presentation of the data (gapminder, bar charts, pie graphs vs. numerical tables) influence the conclusions you draw from the data?
NOTE: Gapminder's PR tag is "unveiling the beauty of statistics for a fact-based worldview" - do a TOK analysis of this....
What knowledge issues, knowledge problems exist in this mathematical approach to analysis of reality... or, for every social problem that we have is the diagnosis and solution to that problem to be found in the numbers or in mathematical analysis (when might this work and when doesn't it?); Also, consider if this free access to "information" (w/ Gapminder) has any negative effects or if it can lead only to positive social change & improvements in public policy/health conditions. Is Gapminder conclusive/partial/no proof that all that is needed is to make raw data real and understandable to an audience is accessible presentation format (to turn the numbers into understandable art)? Has Gapminder solved a problem or only made it easier for dumb people to misread and draw bad conclusions from raw data? Does Gapminder or IB stat bulletin or Freakanomics baby names help to explode false stereotypes or does it reinforce them because it lets people draw their own desired conclusions from the data?
OR
ACTUAL IB TOK ESSAY PROMPTS you could go to if you apply exclusively to statistics or applied mathematics for examples:
- Mathematicians have the concept of rigorous proof, which leads to knowing something with complete certainty. Consider the extent to which complete certainty might be achievable in mathematics and at least one other area of knowledge. (2008)
- A model is a simplified representation of some aspect of the world. In what ways may models help or hinder the search for knowledge? (2011)
- Some educational systems make a distinction between pure mathematics and applied mathematics. Does this reflect a fundamental difference in approach to mathematical knowledge?
- We can use mathematics successfully to model real-world processes. Is this because we create mathematics to mirror the world or because the world is intrinsically mathematical?
- Do the terms “beauty” or “elegance” have a role in mathematical thought?
- How have technological innovations, such as developments in computing, affected the nature and
practice of mathematics? - “Seek simplicity, and distrust it” (Alfred North Whitehead). Is this always good advice for a knower? (2009)
- “In expanding the field of knowledge we but increase the horizon of ignorance” (Henry Miller). Is this true? (2009)
- Compare and contrast our approach to knowledge about the past with our approach to knowledge about the future. (2009)
- Discuss the ways in which value judgments should and should not be used in different Areas of
Knowledge. (2007) - Discuss the strengths and limitations of quantitative and qualitative data in supporting knowledge claims in the human sciences and at least one other area of knowledge. (2010)
- “Doing the right things starts with knowing the right things.” In what ways does responsible action depend on sound, critical thinking? (2005)
- “Tell me how you’re conducting your search and I’ll tell you what you’re looking for.” To what extent do the methods used in different Areas of Knowledge determine the scope of the research and the conclusions you can reach? (2006)
- How would you account for the following features that seem to belong particularly to mathematics: some people learn it very easily and outperform their peers by years; some people find it almost impossible to learn, however hard they try; most outstanding mathematicians supposedly achieve their best work before they reach the age of 30?
- Is the impulse towards mathematical quantification self-defeating in certain contexts (the emotional, subjective, holistic, etc)? Is the desire to quantify what previously hadn't been attemped to reduce to numbers (Gapminder, baby names in Freakanomics, student achievement via FCAT, national happiness levels, etc) a good or bad thing (or find more nuanced language yourself)? What are your thoughts on attempts to use/rely on mathematics and statistical analysis in order to quantify the deeply subjective or possibly unquantifiable (the BCS rankings; judging criteria in MMA fights/surfing contests, etc; the use of FCAT data (or other metrics) to determine teacher merit pay or student excellence; forensic evidence, political polling…)?
- Can we "know" a problem exclusively using math/stats? Can we better solve problems when we have accurate information about the problem?
- Is math the servant to or the Queen/Lord/master of/over the human sciences and natural sciences? Is math a prerequisite to all specific branches of AOKs that attempt a methodology similar to the scientific method?
A) Is absolute certainty attainable in mathematics?
B) Is there a hierarchy of areas of knowledge in terms of their usefulness in solving problems?
C) Is mathematical knowledge embedded in particular cultures or traditions?
D) Is progress harder to make in mathematics than in other areas of knowledge?
E) If mathematics is created by humans, is it still possible to accept mathematical truths as objective facts about the world?
F) How mathematicians reconcile the fact that some conclusions seem to conflict with out intuitions?
G) What does it mean to say that mathematics is an axiomatic system? How is an axiomatic system of knowledge different from, or similar too, other systems of knowledge?
H) Is it ethically justifiable for academic mathematicians to spend time doing research that does not have immediate useful applications?
B) Is there a hierarchy of areas of knowledge in terms of their usefulness in solving problems?
C) Is mathematical knowledge embedded in particular cultures or traditions?
D) Is progress harder to make in mathematics than in other areas of knowledge?
E) If mathematics is created by humans, is it still possible to accept mathematical truths as objective facts about the world?
F) How mathematicians reconcile the fact that some conclusions seem to conflict with out intuitions?
G) What does it mean to say that mathematics is an axiomatic system? How is an axiomatic system of knowledge different from, or similar too, other systems of knowledge?
H) Is it ethically justifiable for academic mathematicians to spend time doing research that does not have immediate useful applications?