Unit 3 Critiquing Artwork
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This document outlines the four steps for critiquing an artwork: 1) Describe what you see in the artwork, noting details like the title, artist, date, and objects depicted. 2) Analyze the artist's use of elements and principles of design. 3) Interpret the meaning and message conveyed by the artwork. 4) Make a personal judgment about the quality and success of the artwork in conveying its message, stating whether you would display or recommend it. Specific questions are provided under each step to guide the critique.
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OverviewThe Midterm Paper is worth 100 points. It will consist of .docx
Overview
The Midterm Paper is worth 100 points. It will consist of a 1-2 page written description and analysis of a work of art using terminology from Chapters 2-5. You will find an outline of the terminology to follow in the
Midterm Paper Outline
.
This is an assignment to help you recognize visual elements and principles of design in works of art. For this assignment, you are to discuss the form, content, and subject matter of a work of art and how they relate to each other.
This is not a research paper, you will not need to do additional research. This paper is about looking and seeing, and is based on your observations of the visual elements and principles of design from Chapters 3 and 4, Style in Chapter 5, and the discussion of the relationship between form and content from Chapter 2.
Requirements
Select a work of art:
Select ONE of the following listed works of art. Analysis papers submitted using a work of art other than one of those listed will not be accepted.
The Approach of Krishna
. c. 1600 - 1670. Pahari region, India. Basophil style. Fig. 18.10, pg. 309.
Thomas Cole.
The Oxbow
. 1836. Fig. 21.6, pg. 365.
Vincent van Gogh.
The Sower
. 1888. Fig. 21.29, pg. 384.
Pablo Picasso.
Violin, Fruit, and Wineglass
. 1913. Fig. 22.17, pg. 403.
Diego Rivera.
The Liberation of the Peon
. 1931. Fig. 23.18, pg. 423.
Any paper submitted that does not analyze one of the works listed above will be returned for re-submission.
Introduction:
In the first paragraph, called the introduction, you will include:
An identification of the work of art you selected: The name of the artist, title (which is underlined or italicized every time you use the title in your paper), date, and medium.
Your initial interpretation of the subject - what is this piece about?
A very brief visual description of the work.
Thesis statement - usually the last line or so of your first paragraph clarifying the type of paper you are writing. What is this assignment, therefore your paper, about?
Description:
Your formal analysis should include a description of the piece using terminology (Visual Elements and Principles of Design in the order they are listed in the outline provided), and details of the work that have led you to come to some understanding of what the artist is communicating. Your analysis should have a sense of order, moving purposefully through your description, from one term to the next, with regard to each specific element. How do the visual elements and principles of design work within the work of art to create the meaning you are addressing? Remember that your analysis should not be just a mechanical, physical description. Please use descriptive language and adjectives to describe your work.
To aid in writing a formal analysis, you should think as if you were describing the work of art to someone who has never seen it before. What do you see? When your reader finishes reading your analysis, she/he should have a complete mental picture of what the work lo.
2016 TAEA Presentation- Making Choice Matter Stephanie Shaffer
Choice-Based art is a teaching philosophy for the student centered classroom. When student are given more opportunities to make choices they become better decision makers. This is how I execute the Choice classroom model in High School.
art_critiques.pptx
An art critique involves describing what is depicted in a work of art, analyzing how elements of design are used, interpreting the intended meaning or message, and deciding whether the artist was successful in conveying their idea. The critique process helps viewers better understand art and allows artists to receive feedback. Students will practice critiquing in small groups by looking at and providing written feedback for each person's artwork while learning respectful critique techniques.
Basic-Art-Criticism.pptx.................
This document outlines the basic steps of art criticism: description, analysis, interpretation, and judgment. It provides details on what to focus on for each step. Description involves stating visual facts about the artwork. Analysis looks at the elements and principles of art used. Interpretation explores the meaning and intent of the artwork. Judgment provides a personal evaluation of the artwork based on the understanding developed in the previous steps. Following these steps will help effectively evaluate and critique artworks.
1 Islamic Art History Guideline The 4-part analys
1
Islamic Art History
Guideline
The 4-part analysis method
The 4-part analysis method that art historians use:
• physical properties
• formal or visual structure (also known simply as form)
• subject matter and symbolism (also known as content or meaning)
• cultural context
•
1-The first part of the four-part analysis considers physical properties.
Questions:
Here are some questions we ask when we examine physical properties:
• What type of artwork is it: painting, sculpture, architecture, textile, woodwork?
• What is the work made of: stone, crushed minerals, inlaid lapis lazuli?
• How is that material visible? Is it smooth and hard or textured and rough?
• How has the material been handled? What technique was used to manipulate the
material?
• How big is the work? How does it compare to the size of a human body? Hint: The
textbook provides scale comparisons for all illustrations.
Evidence:
When we answer those questions, we provide evidence as it appears in the work of art.
2- Form
Form refers to the appearance of the work of art. We also call it the visual structure or style of
the work of art.
Form consists of how the artist uses the materials to create visual expression. This expression
comes through the building blocks of the work of art known as the visual elements (color, line,
light, texture, shape, space) and composition (organization of shapes, balance, and proportion).
The choice of how to handle these building blocks of the work of art--known as formal elements
and principles of design--is sometimes dictated by how all artists of a particular time and place
work. We call this a period or cultural style. In other cases, especially in the modern era, the
choice of formal characteristics is individual and the artist has a personal style.
2
What about form in architecture? This refers to the building blocks of floor plan, structural
elements like columns and domes, and the decorative elements that adorn the building.
Artists of a particular period and culture typically share similar forms or style. Knowing the
formal characteristics of this style an essential part of art history.
Questions:
When you analyze form or visual structure, here are some questions to ask.
• Is the work naturalistic? Does it look like things do in nature or does it depart from
visible forms? How?
• How is space presented? Does it create an illusion of three dimensions or is it flatter?
• How is color handled? Do the colors look like they do in nature? Do they repeat
throughout the image?
• How is line handled? Are things outlined? Are there real lines (like a road) or implied
lines (like a line of sight)?
• How are light and shadow handled? Is everything bathed in an even light or are there
dramatic highlights and deep shadows? Does shading help make things look three-
dimensional?
• How is the work organized? Is everything lined up in a row or are they grouped in a
pyramid ...
Evalauations why what how
This document provides guidance on evaluating art and design projects. It outlines three key parts of an evaluation: research and development, finals, and a self-assessment. For the research and development section, it recommends reflecting on themes, ideas development, research materials, artistic influences, techniques explored, and skills developed. For finals, it suggests analyzing formal elements, materials used, intentions vs. outcomes, layout/design, and messages conveyed. The self-assessment portion recommends justifying why evaluations are important, what to include, and how to approach them, with a focus on formal analysis and terminology. Open workshops are also recommended to set targets and work towards finalizing evaluations.
Using Critical Approaches in Writing a Critique.pptx
This document provides guidance on writing a critique using critical approaches. It discusses what a critique is, different approaches like formalism and feminism, and tips for writing a critique. Formalism examines a text's meaning, themes, and implications. Feminism analyzes how a text portrays women and gender issues. To write a critique, thoroughly study and understand the work, take notes, develop an understanding of its argument, and structure the critique with an introduction, body, and conclusion.
Yr12 guide
This document provides guidance for students taking an A-Level Art course. It outlines the course structure over two years, including coursework and externally set assignments. It describes the different art disciplines that will be covered, such as drawing, printmaking, painting, and sculpture. Students are expected to work independently and complete all assignments. Regular attendance is required as the course moves quickly. The document also provides information on annotation, analyzing artwork, color theory, techniques like gouache painting, and the equipment required. The goal is to guide students to develop their artistic skills and achieve a high grade.
Annotations at lutonsfc
Annotations exist to help artists express their thoughts on their work, show influences, techniques, and how they are working to improve. Annotations should explain what was done, how ideas will develop, experiences, methods, choice of materials, how works fit a project, opinions on aspects, use of elements like composition and color, and potential improvements. Artists must use proper vocabulary covering elements like line, shape, texture, and principles like balance. Annotations should be reviewed to ensure all relevant topics are covered to develop understanding.
inbound8871139979115174567.pdf
This document provides guidance on writing a critique paper. It explains that a critique paper involves a detailed analysis and assessment of a creative or academic work. It should have an introduction, summary, critical evaluation, and conclusion. The critical evaluation section analyzes the strengths and weaknesses of the work and assesses how well the creator achieved their purpose. When critiquing art, the paper should describe, analyze, interpret, and make a judgment about the artwork.
Gr10 u5 research an artist and imitate style
The culminating activity for this unit is worth 20% of the student's final mark and has two parts: 1) A 2-3 page typed report researching and providing key biographical and stylistic information about an artist from an approved list, including a critique of one artwork. 2) An original artwork created using materials studied in class that imitates the researched artist's style, for which sketches must be submitted and approved. Both parts will be evaluated on creativity, technique, and composition.
Critique guide & self eval (save as only) (2)
The document provides guidelines for conducting effective critiques of visual artworks. It outlines four areas of critique: description, analysis, interpretation, and judgment. Description involves objectively noting technical and formal qualities of the work. Analysis examines how elements are composed and relate to each other. Interpretation explores how the work makes the viewer think and feel. Judgment evaluates the success of the work based on stated criteria. The response summarizes ten photos taken following a photographer's style and notes they were well-edited and matched the chosen style. The student evaluates their own work as fairly successful in capturing their subject clearly.
The Fine Art of Common Core
Common Core, you say? Higher order thinking? Analyzing? Interpretation? Umm...art teachers are already doing a lot of this stuff.
The Fine Art of Common Core (with comments)
Common Core, you say? Higher order thinking? Analyzing? Interpretation? Umm...art teachers are already doing a lot of this stuff.
Past present and or future 2016
The document provides guidance for Year 11 students on completing preparatory work and their final exam pieces for a GCSE unit focusing on the theme of "Past, Present and/or Future", including producing 5 preparatory pieces using different materials, a 10 hour alternative final piece, a sketchbook, and a 10 hour exam piece. It offers suggestions for the content of the sketchbook and critical study work, and provides keywords, artist references, and questions to support analysis of artistic works related to the theme.
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Gr 10 Portfolio zentangle. illuminated manuscript
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Unit 3
The document outlines the steps and components of an artwork critique:
1. Describe the sensory properties - including shape, form, line, color, space, and texture.
2. Analyze the formal qualities - such as balance, unity, proportion/size, movement/rhythm, emphasis, and pattern.
3. Discuss the expressive properties - including mood, tension, and conveyed ideas or concepts.
The critique method examines both the objective sensory aspects and subjective expressive effects of a work of art. It provides a structured approach to thoughtfully evaluating and discussing artistic creations.
List of ceramicists. slideshow
The document provides instructions for a research assignment asking students to pick a ceramic artist from a provided list, write a report with key information about the artist, and critique one of their artworks. The document then lists over 30 ceramic artists for students to choose from for their research.
List of artists. images
The document provides instructions for a grade 10 culminating activity where students must research an artist from a provided list, write a report with key information about the artist, and create an artwork inspired by that artist's style.
Gr10 u4 printmaking
This document provides instructions for a unit on printmaking and career research. Students will research a career related to visual arts, creating a poster and one-page description with key details. They will present their poster to classmates in a gallery walk. For their career research, students must include the career name, description of duties, required tools/skills, needed education, starting salary, and availability. Students will complete a reductive print project making a linoleum block print with 3 layers of color. They will print an edition of 10 and write an artist statement reflecting on their design and printmaking process. The document also discusses printmaking techniques and provides examples of early Renaissance artists Jan van Eyck and Fra Angelico.
List of canadian artists
This document lists the names of 47 Canadian artists from the late 19th century to the mid 20th century who helped develop Canadian art. Some of the more notable artists mentioned include Emily Carr, Lawren Harris, Tom Thomson, Jean Paul Riopelle, and Michael Snow. The list provides an overview of important figures in the development of art in Canada.
Unit 5. 20 and 21st century ceramics
This document provides an overview of developments in ceramics from the 20th century to today. It discusses the Modernist rejection of realism in favor of abstraction in the late 19th/early 20th century. The Arts and Crafts Movement valued handmade crafts in reaction to industry. Modern ceramics in Britain featured simple abstract forms by artists like Lucie Rie, Ruth Duckworth, and Hans Coper. Post-Modernism emerged as a reaction against Modernism's rules, seen in Funk Art and influences from architecture. Post-Modern ceramics are characterized by variety and individuality with trends including bright colors, patterns, images, and references to history/culture.
Unit 4 History of Ceramic Sculpture
The document provides an overview of sculpture from ancient times to the present. It begins by discussing ancient figurines from places like Africa, Asia, and Europe. It then focuses on specific types of ancient sculptures like Venus figurines, Tanagra figurines, and sculptures from ancient Egypt, Moche culture, Nok culture, and China. The document also summarizes the terracotta army from the tomb of Qin Shihuangdi in China and the later development of porcelain figurines in Europe.
Ceramics Unit 3 Aesthetic Analysis
This document outlines the steps in performing an aesthetic analysis of an artwork. It describes analyzing the sensory qualities like shape, color, line; formal qualities like balance, unity and proportion; and expressive qualities like mood and tension. The sensory analysis focuses on visual elements, formal analysis examines design principles, and expressive looks at the mood or message conveyed. These steps provide a framework to systematically describe and interpret what can be seen in an artwork.
Gr 10 Figurative Clay Sculpture
This document provides instructions for working with clay, including important safety rules and cleaning procedures. It outlines the various tools used for sculpting with clay, such as modeling tools, ribs, and pin tools. It describes the different stages of working with clay from greenware to bisque ware to glaze ware. The document instructs students on processes like wedging, scoring, and welding clay together. It provides guidance on maintaining even thickness and drying clay evenly. Finally, it outlines assignments for making a clay vessel and figurative sculpture, including adding texture and glazing the finished pieces.
Gr10 u4 printmaking
This document provides instructions for a career research and printmaking project. Students will research a career related to visual arts, creating a poster and one-page description. They will present their poster to the class in a gallery walk. The document outlines requirements for the career research, including key information to include. It also provides examples to analyze the differences between Medieval and Renaissance art styles. Finally, it gives instructions on printmaking techniques like linoleum carving and using the golden ratio to design a composition integrating printmaking and drawing.
Gr10 u3 painting
This document provides information on surrealist artists such as Joan Miro, Max Ernst, Giorgio de Chirico, Salvador Dali, and Rene Magritte. It discusses how surrealism uses imagery from dreams and the subconscious to create illogical scenes combining everyday objects. Examples of surrealist paintings are presented along with background on how surrealism developed from the earlier Dada art movement as a way to protest war and rational thought through meaningless creations.
Gr 10 clay and Figure Drawing
The document provides instructions for working with clay in a studio, including important safety rules, tools used, clay stages, processes like wedging and scoring, techniques for clay vessels and figurative sculpture, glazing methods, and guidelines for an artist statement. Key points are that clay and glazes contain silica so dust must be avoided, clay must stay moist while working and tools/hands cleaned to prevent drain clogs, and firing is needed to make clay and glaze permanent.
Elements & principles of art
The document defines the key elements and principles of art. The elements are the basic components used in art - line, value, color, shape, form, texture, and space. The principles are ways of organizing the elements, such as balance, contrast, proportion, pattern, rhythm/movement, emphasis/focus, unity, and variety. It provides examples of how artists use each element and principle, encouraging the reader to experiment with applying them. Composition is discussed as the arrangement of elements based on orientation, viewpoint, the rule of thirds, simplicity, and the rule of odds. The document concludes with defining critiques as an analysis of artwork using these concepts.
Gr 10 u1 drawing
This document provides instructions and examples for several art projects involving musical response, still life drawing, and architecture. For the musical response project, students will create drawings inspired by and incorporating elements of a song, focusing on mood, rhythm, and complexity. They will then select their best work to transfer to their portfolio. The still life project involves practicing gesture, contour, and value drawing techniques to realistically depict objects. Examples of architectural styles and structures from different time periods are provided in a comparative chart addressing elements like materials, scale, and distinctive features. Students are then asked to design their own building using at least two characteristics from the styles studied and to draw it using two-point perspective techniques.
Ceramics Unit 5
In the early 20th century, mass production had taken over ceramic production. In the 1940s-50s, British potter Bernard Leach pushed for a revival of handmade ceramics, known as the Studio Potter Movement. Leach studied clay techniques in Japan and emphasized handmade craftsmanship. He collaborated with Japanese potter Shoji Hamada at his studio in St. Ives, England. Their teachings influenced potters in America and Canada. Peter Voulkos was inspired by Leach and Hamada's teachings and later pushed ceramic art into abstraction, blurring the line between craft and art. His non-functional sculptures highlighted clay's expressive potential.
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This document provides information about sculptures from ancient China and Japan. It discusses how horses were important symbols that were often depicted in sculptures during Chinese dynasties like Shang, Qin, and Tang. During Tang, potters created figures called mingqi to place in tombs. Contemporary to Tang in Japan, large earthenware sculptures called haniwa were made. The document also details the terracotta army and other sculptures buried with Qin Shihuangdi to protect him in the afterlife, including over 8,000 life-sized soldier figures.
Ceramics Unit 3
This document outlines the steps for critiquing an artwork, including describing its sensory, formal, and expressive qualities in three parts:
1. Sensory properties such as shape, form, line, color, space, and texture.
2. Formal properties including balance, unity, proportion/size, movement/rhythm, emphasis, and pattern.
3. Expressive properties like mood, tension, and ideas/concepts represented.
The critique process involves objectively observing and describing the visual elements and how they work together before interpreting the artwork's expressive effects.
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This document provides information about ancient ceramics from different cultures and time periods. It discusses coil building techniques used by ancient Greeks to make storage jars. It also describes how Greeks, Moche, and Maya painted decorative scenes and figures on their pottery. Additional sections cover Japanese Jomon ceramics decorated with cord patterns, different kiln and firing methods, and techniques like raku.
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Unit 3 Critiquing Artwork
- 1. Unit 3 Critiquing an Artwork
- 2. Critique ● An art critique is an evaluation of an artwork. ● While it is true that taste is relative, there are characteristics that can be assessed to measure the artist's success in conveying a message.
- 3. Steps in a Critique There are four steps to “reading” a work of art: 1) describe what you see, 2) analyze what you saw, 3) interpret the meaning of the work, and 4) make a personal judgement about the quality of the art.
- 4. Steps in a Critique 1) Use complete sentences to describe what you see in the artwork. ● What is the name of the artist and the title of the work? ● What year was the work created in? ● Describe the literal objects you see in the work.
- 5. Steps in a Critique 2) Use complete sentences to analyze the artist's use of the elements and principles of design. ● Describe the elements of art – line, shape, form, value, colour, texture, and space. ● Describe the principles of art – balance, emphasis, proportion, movement, rhythm, pattern, unity, and variety.
- 6. Steps in a Critique 3) Use complete sentences to interpret what you have noticed about the artwork in Steps 1 & 2. Take a guess about the meaning of the work. ● What is the artist trying to say in this work, and what makes you think that? ● Why did the artist create the work? ● What do you think is the meaning, and why? ● Do you think there are symbols in this work? What are they, and what do they symbolize? ● Look at the emotional content and symbols to find the meaning of the work.
- 7. Steps in a Critique 4) Use complete sentences to make a personal judgement about the work's quality. Give reasons for your judgements. Be fair and logical. ● What do you think about this work, and why? ● Do you like or dislike this work, and why? ● Do you think the artist was successful in conveying an idea or feeling through the art, and why? ● Do you think it is am important work of art; why or why not? ● Would you display this work in your home; or is it good enough to put in a museum? Why or why not?
- 8. REFLECTION: UNIT 3 1) Do you think you were successful in using slab building? Describe the areas of your project that are the most successful. 2) Describe the areas of your project that need improvement. How would you change them? 3) What else would you like to make using slab- building? How would you build it?
- 9. “Teaset – Iraq”, by Richard Notkin, 2007
- 10. “So Bored”, by Magda Gluszek, 2013
- 11. Fragile Fragment 5 – Vessel, By Timeo Sido, 2008
- 12. Flower brick, by Joan Bruneau, 2014