Be specific, contextualized (not generic) with objects. They must be hypercontextualized/meaningful tied to a time/place/you.
There is no need for intro or conclusion.
There is no clear need to definitively answer the IA prompt (as you will in the TOK essay with that title/prompt)/.
You don't have to do the exhibition using only 1 theme. But make sure your Exhibition has focus/connection.
You don't need to connect object to object to object. You only need to connect objects back the IA prompt chosen.
No one will receive two rounds of feedback (from the teacher) on their written work for the TOK exhibition.
IB does not encourage using a quote as an object. A tweet is allowable.
You aren't formally required to weave back to the 4 Knowledge Frameworks or 12 Concepts.
Minimize bland summary/description of object to spend more word count on why it is interesting from a TOK point of view that links directly to thinking about the IA prompt.
ASK = Why are you picking that thing? What's the point?
The exhibition objects should be items that could, potentially, be exhibited in a museum. So, if you're considering something for a TOK exhibition, that should be your first thought. I'm worried that my students will all come along with photographs of objects, so I'm going to ask myself that question: would this be a photograph that you might find in a museum? What is the significance of this photograph?
VERSUS
I was advised by the the curriculum manager for TOK (man I can't remember her name to save my life) that the key thing was that the object be specific and not created for the purpose of the exhibition. Some objects will need to be photographed in order to be exhibited. For example, you can't bring a church in, and you should photograph a particular church, not just "a church".
OR
the object needs to "tell a story" - but almost any object can tell a lot of different stories! The real key is that the student needs to be able to use the object to tell a "TOK story"! Linked to one of the prompts! and demonstrating "TOK thinking" about it, or stimulated by it.
"I found the biggest issue was actually getting them to choose an appropriate object with real context. Too often students chose random illustrations online which simply represented a concept and so it was hard to give a real world context for it. Once they learned how to select an appropriate object, the commentary writing became easier..... The exhibition requires a focus on TOK in the real world, where the presentation didn't provide as much as an emphasis on this. Without detailed context, you can't truly fulfill the primary goal of the exhibition, which is to show how TOK manifests itself in the real world."
Articles are allowed as objects. Students (perhaps) could use their name visually in another language/alphabetic system but individual words likely will not be objects.
Show your student's voice and choice.
There is no need for intro or conclusion.
There is no clear need to definitively answer the IA prompt (as you will in the TOK essay with that title/prompt)/.
You don't have to do the exhibition using only 1 theme. But make sure your Exhibition has focus/connection.
You don't need to connect object to object to object. You only need to connect objects back the IA prompt chosen.
No one will receive two rounds of feedback (from the teacher) on their written work for the TOK exhibition.
IB does not encourage using a quote as an object. A tweet is allowable.
You aren't formally required to weave back to the 4 Knowledge Frameworks or 12 Concepts.
Minimize bland summary/description of object to spend more word count on why it is interesting from a TOK point of view that links directly to thinking about the IA prompt.
ASK = Why are you picking that thing? What's the point?
The exhibition objects should be items that could, potentially, be exhibited in a museum. So, if you're considering something for a TOK exhibition, that should be your first thought. I'm worried that my students will all come along with photographs of objects, so I'm going to ask myself that question: would this be a photograph that you might find in a museum? What is the significance of this photograph?
VERSUS
I was advised by the the curriculum manager for TOK (man I can't remember her name to save my life) that the key thing was that the object be specific and not created for the purpose of the exhibition. Some objects will need to be photographed in order to be exhibited. For example, you can't bring a church in, and you should photograph a particular church, not just "a church".
OR
the object needs to "tell a story" - but almost any object can tell a lot of different stories! The real key is that the student needs to be able to use the object to tell a "TOK story"! Linked to one of the prompts! and demonstrating "TOK thinking" about it, or stimulated by it.
"I found the biggest issue was actually getting them to choose an appropriate object with real context. Too often students chose random illustrations online which simply represented a concept and so it was hard to give a real world context for it. Once they learned how to select an appropriate object, the commentary writing became easier..... The exhibition requires a focus on TOK in the real world, where the presentation didn't provide as much as an emphasis on this. Without detailed context, you can't truly fulfill the primary goal of the exhibition, which is to show how TOK manifests itself in the real world."
Articles are allowed as objects. Students (perhaps) could use their name visually in another language/alphabetic system but individual words likely will not be objects.
Show your student's voice and choice.
Even though students often struggle through finding objects for their exhibition, sometimes a student comes in with a perfect one.
Student: So, I want to focus on Knowledge and the Knower, and the prompt "Can new knowledge change established values or beliefs?"
Me: Okay, good so far.
Student: And my first object is my letters to Santa Claus that I found in my mom's dresser when I was a kid.
Me: Wait, what? Holy crap, really?
Student: So, I want to focus on Knowledge and the Knower, and the prompt "Can new knowledge change established values or beliefs?"
Me: Okay, good so far.
Student: And my first object is my letters to Santa Claus that I found in my mom's dresser when I was a kid.
Me: Wait, what? Holy crap, really?