Description
Basically have to talk for 10 minutes comparing the two texts, “A dolls house” by Henrik Ibsen, the link to text:https://www.gutenberg.org/files/2542/2542-h/2542-h… and Beyoncé music album “Lemonade”.
– Choose 40 lines or less from “A dolls house” to use it as comparison.
– Choose like 2-4 screenshots that have importance in the film Beyonce’s album “Lemonade” and use it to compare and analyze what they mean.
– The global issue I’m discussing is about “Culture, identity and community”,
– Please discuss about the audience, subject, stylistic devices
– “How do both Ibsen and Beyonce use identity to represent Women and their power relationship with society?” Is my research question im discussing about.
THIS IS WHAT THE OVERALL TOPIC IS FOR IOP
Duration
15 minutes (10 minutes, student individual oral; 5 minutes, teacher questions)
The Nature of the Task
The individual oral addresses the following prompt:
|
Examine the ways in which the global issue of your choice is presented through the content and form of one of the works and one of the texts that you have studied (see available texts here). |
Explanation of the task
The individual oral is based on the exploration the student has carried out in the course. During this exploration process, the student will have investigated a series of non-literary texts and literary works and a variety of global issues. In the lead up to the individual oral, the student must make a decision about which global issue and which text and work will be explored in the task. One work and one non-literary text must be selected. An extract of no more than 40 lines should be selected from each which is representative of the presence of the global issue in it. In forms or text types where the number of lines may not be applicable, teachers should be guided by the volume of text that can be discussed in sufficient depth in the time available.
Selection of text, work and extracts
The work and text selected must have a clear connection with the global issue. The individual oral should be a well-supported argument about the ways in which both represent and explore the global issue. Students must select two extracts, one from the text and one from the work, that clearly show significant moments when this global issue is being focused on. Normally these extracts should not exceed 40 lines or present an unmanageable amount of material to be analysed. As the student brings unannotated copies of these extracts to the individual oral, extracts which are too lengthy may hinder their ability to effectively expand the discussion to the text or work as a whole. An extract may be a complete text in itself, for example a whole poem or an advertisement. If the extract is from a literary text which is part of a larger work studied, such as a short story, or if it is a complete text which is part of a work studied, such as a poem, students should discuss relevant aspects of the broader work as a whole in their individual oral.
If the extract is a complete non-literary text, students should discuss relevant aspects of the broader body of work of the author of the text. In the case of a photograph, for example, the broader discussion should refer to other photographs by the same photographer. If identifying the single author of a non-literary text is not possible, students should use an ampler definition of authorship to broaden their discussion of the global issue. In the case of an advertisement, for example, students could refer to the other advertisements or commercials belonging to the same campaign, to other campaigns of the same brand or to other work produced by the advertising agency. In the case of an article, students could refer either to other articles by the same author or to the general editorial line of the medium in which the article was published. In cases such as the latter two, students should make explicit what constitutes their definition of authorship.
The extracts are meant to help students focus their responses, remove the need to learn quotations and enable them to explore more precise issues, such as style, specific devices and other distinct techniques used by authors to present the global issue. The choice of extracts should show the students understanding of the relevance of the part to the whole and enable coverage of larger and smaller choices made by the writers to shape their perspectives on the global issue.
Determining the global issue
A global issue incorporates the following three properties:
Students may look to one or more of the following fields of inquiry for guidance on how to decide on a global issue to focus their orals on. These topics are not exhaustive and are intended as helpful starting points for students to generate ideas and derive a more specific global issue on which to base their individual oral. It should also be noted that there is the potential for significant overlap between the areas.
- Culture, identity and community- Students might focus on the way in which texts explore aspects of family, class, race, ethnicity, nationality, religion, gender and sexuality, and the way these impact on individuals and societies. They might also focus on issues concerning migration, colonialism and nationalism.
- Beliefs, values and education- Students might focus on the way in which texts explore the beliefs and values nurtured in particular societies and the ways they shape individuals, communities and educational systems. They might also explore the tensions that arise when there are conflicts of beliefs and values, and ethics.
- Politics, power and justice- Students might focus on the ways in which texts explore aspects of rights and responsibilities, the workings and structures of governments and institutions. They might also investigate hierarchies of power, the distribution of wealth and resources, the limits of justice and the law, equality and inequality, human rights and peace and conflict.
- Art, creativity and the imagination- Students might focus on the ways in which texts explore aspects of aesthetic inspiration, creation, craft, and beauty. They might also focus on the shaping and challenging of perceptions through art, and the function, value and effects of art in society.
- Science, technology and the environment- Students might focus on the ways in which texts explore the relationship between humans and the environment and the implications of technology and media for society. They might also consider the idea of scientific development and progress.
In selecting the global issue for their oral, students must be careful not simply to select from the broad fields of inquiry above, but to determine a specific issue for discussion that can be reasonably explored in a 10 minute oral. The global issue chosen for consideration should be significant on a wide scale, be transnational in nature, and be an issue that has an impact felt in everyday local contexts. The issue should be clearly evidenced in the extracts or texts chosen.
For example, within the field of culture, identity and community, the theme of gender in itself might be unsuitably broad for an individual oral. A student interested in this theme might explore instead how gender bias manifests itself in different contexts; how this can be evidenced in many ways in texts of different sorts; how different authorial choices will determine what is meant by gender bias; whether bias should be viewed positively or negatively, allowing the students to evaluate the writers choices and the impact they might have on the different readers or viewers understanding.
The oral itself will only be concerned with the aspects of the global issue relevant to the two texts chosen. The student should ensure the oral offers a balanced approach, giving approximately equal attention to both texts. Thus, it is important that the student selects extracts/texts that offer equally sufficient material for the discussion.
Conduct of the individual oral
Students have the flexibility to use any of the texts from their course of study up until the time of the assessment. It should be remembered that texts chosen for the individual oral cannot then be used for any other assessment component. Students should select their own oral topics. Teachers should monitor and guide students in their selection of viable global issues, relevant texts and effective choice of extracts, but they should not suggest topics to students nor tell them what to do. Though teachers play a critical role in helping students prepare, this must be a student inspired and created oral.
Schools will be provided with a form for students to create an outline of their oral. Students should prepare this in advance as it will provide them with a springboard for their oral. Students should not read the outline as a prepared script. The form gives students a maximum of 10 bullet points to help provide structure to their oral. Individual bullet points must not be excessively long. Schools will be required to keep all copies of the outline form until after the results are issued. In order to determine authenticity of student performance, schools may be required to submit these forms to IB.
Copies of the extracts chosen by the student must be provided to the teacher for approval at least one week before the individual oral assessment takes place. Teachers will have their own copies of the extracts during the assessment and these may help the teacher frame suitable questions for the student.
The extracts must be clean, unmarked copies; the student may only take the extracts and the outline into the room where the individual oral assessment will take place.
The individual oral takes place between the student and teacher. The teacher asks questions to probe further into the students knowledge and understanding of the extracts/texts and their analysis of the choices made by the authors in relation to the global issue chosen. In the case of less confident students, teachers must encourage them to give them the opportunity to expand on unsubstantiated or inadequate statements.
The individual oral lasts 10 minutes, followed by 5 minutes of questions by the teacher.
The individual oral is internally assessed and externally moderated by the IB. Audio recordings of the oral, together with the relevant extracts, are required for the purpose of moderation. To this end, all materials and recordings must be clearly and accurately assembled and kept. Care must also be taken to provide a suitably quiet environment for the recordings.
