This document provides instructions for a film worksheet assignment. Students are asked to watch a film, select one from an approved list, and fill out a worksheet analyzing it. The worksheet involves considering the social context of viewing the film in a theater, analyzing technical aspects like narrative and cinematography, and interpreting the film's significance and representation of its subject matter. Students are provided guidance on choosing a film with appropriate complexity to analyze and reminded that late assignments will be penalized.

1. Film Worksheet
Art Education 1600 Art and Music since 1945
For this assignment, you are to see a film this semesterand fill
out your worksheet. In a nutshell, your job is to use the skills
you learned for the Art Worksheet, but now you will have to
consider combinations of sound and moving images, which will
complicate the task in a different way.
Step 1 Select a Film
Dear students:
I hope this assignment is interesting for you. You will choose
the film you write about from a list of films we provide.
Selecting a film to watch may seem as simple as picking a
movie with favorite actors or a genre you like (science fiction,
super heroes, detective mysteries, romance). Selecting a movie,
however, with enough interesting content to write about is
another matter. In addition to having a plot, as most movies do,
there have to be other complexities involved. Because you
cannot always know this when you buy your ticket, it will help
to read reviews beforehand. Two kinds of reviews can be
helpful. First, professional critics, who have seen many movies,
write from a well-informed point of view, but you should
remember that theirs is just one point of view. Many critics
address mainstream audiences or small niche audiences with a
particular interest. Other critics may specialize in one film
genre or the other. Whatever the case, they can tell you a lot
about the plot and depth of a film, but there is more to consider.
Beyond the perspective of Professional critic, with their one
point of view, are other voices from moviegoers, like
yourselves, who have seen films you are interested in and they
often post their responses on blogs and theater websites. These
reviews are not from professionals, but can be just as valid, so
long as they tell why they feel the way they do about one movie

2. or another. Both kinds of critics can be helpful as you narrow
your choice of a film to write about. In the end, you still have to
pick a film on the list you feel like writing about. Think of this
task as a challenge to yourself.
Clayton Funk
10 pts: State the title of the film you chose:
Citations and References
If you decide you use ideas from the film reviews you read,
whether from a professional critic or anyone else, write the
name of the source here, so it will be easy to put in your
reference list (bibliography).
Rules from the Syllabus
1. The film you select must be one that you view personally.
You must see a film that is in theaters this semester and you
must see it in a theater. Even if you choose an older film made
in 1945 or later, we want you to see the film in a theater. At a
theater, you see and feel the effects of the sound and moving
images that are crucial to every film. When shown on television
or even played from a DVD on a cutting edge five-channel
system, the experience is not the same as going to a theatre. In
addition to your responses to the film, we want you to tell about
your ritual of attending a film. Do you go alone, with friends,
on a date? What is the audience like and how did it influence
what you got from the film? Answering these questions helps us
understand your responses to the film and how the social ritual
of movie-going brings meaning to your life -- or not.
2. In order to connect cultural and social ideas we discuss in
class, you should choose a film that has enough substance to
write about. It will help you to look at reviews as you choose
your film. To help you choose a film for this assignment, you
will find some guidelines below.
3. Before you attend the film, look over the Film Worksheet so

3. you know what to look for while in the theater. You probably
won’t take notes during the film, but you can make your notes
afterward, if you find a place where you can concentrate, you
will be surprised at how much you will recall about the film and
your experience viewing it.
Late Paper Policy:
You will loose points for assignments turned in late.
1 day late: 20%
2 days late: -40%
3 days late: -60%
4 days late: -80%
Step 2 Complete the Worksheet
Here are several questions that will help you organize
information about your film viewing experience for your
Worksheet. Write detailed notes for each answer so you have
something to weave into logical paragraphs.
Step2.1
Tell about your theater attendance as a social event:
Social interaction is important in the making of an art form, and
it is also important for the audience. All of these factors
influence overall enjoyment of a film. Analyze and describe the
environmental conditions and how your circumstances affected
your perception of the film.
How did you feel about the audience when you walked into the
theatre? Did you notice anyone in particular? Did they see you;
and how did you feel about that?
Did you go to the movie alone or with someone? A first date?
Friends that never stop talking?
When did you go to the film, the middle of the week when you
had no homework? A rainy day? Over the weekend? Spur of the
moment?

4. Was it opening night?
What was the mood of the crowd?
Did you fit in?
Were you comfortable?
25 pts: Type your response below in 200 words or less:
Step 2.2
The Film and You
An important part of film critique is how the director holds the
audience’s attention. In the film Pulp Fiction, the director
manipulates the pace of the film, switching between 1) scenes
where two characters have a long conversation and the camera
is still and 2) lots of action fast camera work. When the film
slows down you become aware of how long even one minute
your time in the theatre can seem, but when the pace picks up,
time is compressed and you don’t notice the minutes passing.
Changes like this are how the director keeps your attention.
Another example: The television show, CSI, we accept that in
each episode, forensic detectives cut apart bodies in their labs
complete with colored lighting and music that ‘rocks,’ which is
very unlikely in most labs. Yet these theatrics hold our attention
and we like believing these things are possible.
All this content that plays with your attention span (and your
imagination) helps you forget where you are. Every piece of
equipment from the huge screen, to the sound system supports
the director’s attempts to take you into their world. This is, in
fact, one of the reasons we require you to attend a theatre.
So, do you think the director successful in pulling you into the
world of the film, were there surprises that kept your attention?
Were effects overstated? Were they tiresome or ridiculous?
25 pts: Type your response below in 200 words or less:
Step 2.3
Analyse the film technically

5. To help you pick out aspects of the film that you can analyze,
read this table and include the vocabulary and examples in your
responses.
FRAMEWORK FOR ANALYZING FILM
(http://www.frankwbaker.com/filmframework.htm)
Literary Aspects
Dramatic Aspects
Cinematic Aspects
Narrative Scene Characters
Setting Theme Signs Genre
Acting Costumes Make-up
Camera angles Sound and vision Lighting
* Narrative (the story, story line, what the story line is based
on; binary oppositions; disruption of an equilibrium and how a
new equilibrium sets in).
* Characters (heroes, villains, helpers, main characters,
supporting characters, and how characters function and
contribute to our understanding of the story).
* Setting (physical environment in which filming occurs, indoor
or outdoor setting, its significance).
* Theme (general statement about the subject).
* Signs (anything perceptible that has significance beyond its
usual function or meaning; an object, a sound, a person, an act,
a color).
* Genre (romance, comedy, suspense, a combination of different
genres).
* Acting (the performance of actors, whether it is convincing or
not).
* Costumes (formal clothes, informal clothes, their color, and
their contribution to the film).
* Make-up (style, color, whether it is exaggerated or plain, the
effect it
creates, colors).
* Camera angles, movements, and positions (low camera angle,
high camera angle, close-up, extreme close-up, tilted camera,
and how these affect our

6. understanding).
* Sound and vision (sound effects, soundtrack music, visual
effects).
* Lighting (illumination in a scene).
From the table above List at least two aspects from each
category (Literary, Dramatic, and Cinematic) and tell how they
were used in the film:
1. Literary Aspects in 100 words or less (5 pts)
2. Dramatic Aspects in 100 words or less (5 pts)
3. Cinematic Aspects in 100 words or less (5 pts)
Step 2.4
Interpret the film and tell the significance of the film and its
audience.
25 pts: Enter responses after each question, below, each in 100
words or less. Include examples from step 2.3.
1. Who is telling the story? Why is it being told? Does it appear
to have a purpose?
(media agencies, authorial voice, influences from marketing,
economics, ideology)
2. How is it experienced? Who 'consumes' it, where and in what
way?
(readers and media audiences- private and public experience,
narrative structures [how parts are assembled into one
narrative])
3. How is it made?
(What film technologies? One-time story? Part of a sequence of
films? Does it have an audience following (i.e., Trekies that
follow Star Trek)?
4. How does it construct meaning?
(Film language and written language-expectations of audiences
and readers, codes and conventions. Are there symbols we see
throughout, but are never put into words? Body language? Other

7. visuals or sounds other than words)
5. How does it represent its subject- especially with reference to
period?
(Representation, use of stereotypes, representation of the past.
Does it ridicule or glorify a stereotype? Is the setting or are
characters exaggerated? Diminished?)
LAST REMINDERS:
You will loose points for assignments turned in late.
1 day late = 20 percent
2 days late = 40 percent
3 days late = 60 percent
4 days late = 80 percent
Art Worksheet
Spring 2016
Art Education 1600, Art and Music since 1945
Your Name _______________________________
This worksheet is designed to prepare you with critical skills
for analyzing a visual artwork. Follow the steps in this
worksheet carefully and it will help you organize your thinking.
This assignment is worth 100 points. Use the checklists
throughout to be sure you meet all requirements.
In Step 1, you will tell a story about the work or tell what the
work means to you in some way. If you are allowed to take
pictures in the exhibition space, take a picture of the work to
include in this assignment.
In Step 2, you will re-examine the art work in more detail. List
specific elements of the art work as that appear in your story
and tell how the artist made them more or less important in the
work.
In Step 3, you will go beyond what the work means to you and
judge the work. Do you think it was successful? How does it

8. make sense?
The combination of these three steps is a strategy for writing
about visual art. You will also be prepared to analyze a visual
or musical form in other discussions and assignments.
REMEMBER that late assignments will not receive a
participation point for turning in on time, AND you will lose
points on a late paper, as follows:
1 day late: -20%
2 days late: -40%
3 days late: -60%
4 days late: -100%
Where do I find an art form to write about?
Here is a list of acceptable locations where you can see visual
art. When you choose an art work to write about, remember:
• You must see the work in-person, in Columbus, Ohio
• The work you choose must have been done after 1945
These requirements are to be strictly followed or your
assignment will not be accepted.
If you are taking the online class at remote location outside
Columbus, you will need to find an artwork in your area. Email
your instructor for approval of your alternative site before you
start. If you do not have your choice approved in advance, your
paper will not be accepted.
• Columbus Museum of Art - http://columbusmuseum.org
• Hale Black Cultural Center at OSU (Columbus)
• King Arts Complex - http://kingartscomplex.com
• Ohio State University Urban Arts Space -
http://uas.osu.edu/exhibition/current
• Ohio Union (Artwork on display on the second floor
mezzanine)
• Short North Galleries and Studios – http://shortnorth.org
• Wexner Center for the Arts - http://wexarts.org
When you get to the exhibition location you chose, look at the
art works there and find one to write about. If you choose a
work you feel an affinity for, it will be much easier to write this
assignment.

9. REMEMBER: You are not required to find quotes for this
assignment, but if you want to quote someone else’s words (on a
museum sign, website, brochure, etc.) you must tell where you
got that information with citations and references according to
MLA or APA style. Need help with that? Look here…
http://library.osu.edu/find/resources/citation-examples/ -
doneComplete the all three (3) steps on this worksheet in MS
Word and upload it to the Art Worksheet Dropbox.
STEP 1
In Step 1, you will focus on your interpretation of the work.
You will interpret the artwork through writing a story about it
or telling what it means to you. Explain what you think is going
on in the piece, and what it is about. Your story can be
personal, true, fictional, fantasy, a diary or journal entry. Tell
us your story using the three steps below:
Step 1.a.
If you are allowed to take pictures of the artworks, insert an
image no larger than 5 inches high or wide. If cannot take a
picture of the artwork, please explain this.
<Insert image here>
Tell your story about the work:
Enter into the piece and tell what you think is going on.
Remember to describe the parts of the artwork that tie to the
story. Type your answer in the space below (At least 250
words).
Step 1.b.
Make a brief statement of how your story relates to the piece:
How does telling a story help you understand art work?
Do you think other viewers would make a similar story or is
yours different?
(At least 200 words)

10. Step 1.c.
Tell the title of your story:
Your work for Step 1 will be evaluated with this rubric:
CONTEMPLATION ON INTERPRETATION (6 points possible
for this section)
10 pt Clearly states how you interpret the work OR gives a
narrative/story to the work
10 pt Tells a plausible story that coherently relates to the work
10 pt Makes clear distinctions between opinion and facts.
STEP 2.a
For Step 2.a and 2.b, you will analyze the artwork, focusing on
literally what you see.
Record the following information on the worksheet.
What year was the work created? ________(5 points)? What is
the name of the work and the artist, if available? (5 points) tell
the name of the exhibition location where you found the
work.
(5 points)
Based on your interpretation of the work in Step 1. Examine the
artwork for specific elements of subject matter you referred to
in your interpretation. Also, look for parts of the work you
would not have noticed at first. You might notice something
new when you return to an area of the work. Here is what to do:
• Record at least 10 aspects of the art work in the table
below
• If you need a way to get started, take a few minutes to
study the work and think through your interpretation. Find
elements of the work and tell how the technical effects led you
to your interpretation.
• Also think of different or familiar objects that you could
refer to for comparison.
• Be specific. Avoid simple descriptions of basic colors and

11. shapes. Instead of "green," for example, use "lima bean green"
or “grass green."
• Discuss where your eye moves through the work as you put
the interpretation together. What did you notice first and what
makes it more noticeable than other areas of the work?
• Describe the scale of the work in relation to the exhibition
space. Instead of "six inches wide" or "thirty feet high," write
tall as the ceiling or a two-story house, large as a laptop, small
as my cell phone, etc. These relationships help you identify
exhibition context of the artwork.
Aspect 1
Aspect 6
Aspect 2
Aspect 7
Aspect 3
Aspect 8
Aspect 4
Aspect 9
Aspect 5
Aspect 10
STEP 2.b
From the aspects you recorded in Step 2.a, write five (5) well-
developed sentences that include:
• What you perceive as movement within the piece and how
it contributes to your interpretation (Review the discussion of
movement in your textbook in Chapter 1).
• Relationships between elements you have described
Sentence 1
Sentence 2
Sentence 3
Sentence 4
Sentence 5
Your work from Step 2 will be evaluated with this rubric.
DESCRIPTION (18 points possible for this section)
5 pt Gives the year the work was made or explains why this
information was unavailable

12. 5 pt States the name of the artist or explains why this
information was unavailable
5 pt States the name of the exhibition location
5 pt Thoroughly describes elements in the work
5 pt Uses art vocabulary from class and rich language
5 pt Articulates a sense of the movement through the work,
where and how the eye goes
5 pt Tells if the work moves in any way
5 pt Tells how relationships between descriptive elements
support the interpretation
Step 3
In steps 3.a and 3.b you will determine how you value the art
work.
Here are two issues you will address:
1) How is it Art?
2) Your judgment of the piece.
Explain how you think this work is art, what meaning it
provides, and why you like or dislike the work.
Step 3.a. How is it art?
In this part of the worksheet, discuss how you think the artwork
you have been working with might be an art form. This is your
opinion and it is up to you to explain how and why you came to
such a conclusion.
Tell how location and context impact the meaning of the work.
Where is it displayed? How would its meaning change if it were
in a different location?
• In this section be sure to include:
• The name of the artist and the title of the work, if
available. If this information is not available, please explain.
• How is the work art?
o Why or why not -- because of …
♣ It’s beauty or ugliness?
♣ What it means to you?
♣ Its location/placement?
♣ Its style?

13. (At least 150 words)
Step 3.b. Judgment
In this step, you are to discuss whether or not you like the
artist/artwork and explain why you like or dislike it. Explain
your reasoning and go beyond basic statements such as: “it’s
truly beautiful,” “It caught my eye,” “It’s ugly.”
Expand on your judgment and refer to specific things in the
artwork, as well as your interpretation of the piece that makes
you think that way about it. That is, how does all this make
sense to you?
• In this section be sure to include:
o Whether or not you like the artist’s work(s).
o Why or why not?
♣ How do you make sense of the art form? Give specific
reasoning referring back to the work(s).
♣ Did your judgment change?
(At least 250 Words)
Your Work for Step 3 will be evaluated with this rubric.
JUDGMENT (8 points possible for this section)
5 Thoroughly explains what you think of the work based on
description and interpretation; specifically gives evidence of
why you do or do not like it
4 Provides a personal definition of art and explains how the
piece does or does not fit.
3 Discusses influences of surrounding space and other
contexts that impact your
judgment
3 Tells how another individual might view the compared to
your perception of it OR how does your personal background
affect the way you view this piece?
MECHANICS for writing in the whole assignment (8 Points
possible for this section)
5 No to very few spelling errors, typos, and meets stated
mechanical requirements Uses Times New Roman 12-point font

14. 5 If you have to cite a source, use citations and references
according to APA or MLA style (see page 2)
5 Meets minimum number of words requirement
Congratulations, you have finished your analysis of a visual
artwork. Your instructor will evaluate this work sheet. The
feedback they give you will benefit your performance on other
assignments and discussions in this class.
Art Worksheet
Spring 2016
Art Education 1600, Art and Music since 1945
Your Name _______________________________
This worksheet is designed to prepare you with critical skills
for analyzing a visual artwork. Follow the steps in this
worksheet carefully and it will help you organize your thinking.
This assignment is worth 100 points. Use the checklists
throughout to be sure you meet all requirements.
In Step 1, you will tell a story about the work or tell what the
work means to you in some way. If you are allowed to take
pictures in the exhibition space, take a picture of the work to
include in this assignment.
In Step 2, you will re-examine the art work in more detail. List
specific elements of the art work as that appear in your story
and tell how the artist made them more or less important in the
work.
In Step 3, you will go beyond what the work means to you and
judge the work. Do you think it was successful? How does it
make sense?
The combination of these three steps is a strategy for writing
about visual art. You will also be prepared to analyze a visual
or musical form in other discussions and assignments.

15. REMEMBER that late assignments will not receive a
participation point for turning in on time, AND you will lose
points on a late paper, as follows:
1 day late:
-20%
2 days late: -40%
3 days late: -60%
4 days late: -100%
Where do I find an art form to write about?
Here is a list of acceptable locations where you can see visual
art. When you choose an art work to write about, remember:
· You must see the work in-person, in Columbus, Ohio
· The work you choose must have been done after 1945
These requirements are to be strictly followed or your
assignment will not be accepted.
If you are taking the online class at remote location outside
Columbus, you will need to find an artwork in your area. Email
your instructor for approval of your alternative site before you
start. If you do not have your choice approved in advance, your
paper will not be accepted.
· Columbus Museum of Art - http://columbusmuseum.org
· Hale Black Cultural Center at OSU (Columbus)
· King Arts Complex - http://kingartscomplex.com
· Ohio State University Urban Arts Space -
http://uas.osu.edu/exhibition/current
· Ohio Union (Artwork on display on the second floor
mezzanine)

16. · Short North Galleries and Studios – http://shortnorth.org
· Wexner Center for the Arts - http://wexarts.org
When you get to the exhibition location you chose, look at the
art works there and find one to write about. If you choose a
work you feel an affinity for, it will be much easier to write this
assignment.
REMEMBER: You are not required to find quotes for this
assignment, but if you want to quote someone else’s words (on a
museum sign, website, brochure, etc.) you must tell where you
got that information with citations and references according to
MLA or APA style.
Need help with that? Look here…
http://library.osu.edu/find/resources/citation-examples/ - done
Complete the all three (3) steps on this worksheet in MS Word
and upload it to the Art Worksheet Dropbox.
STEP 1
In Step 1, you will focus on your interpretation of the work.
You will interpret the artwork through writing a story about it
or telling what it means to you. Explain what you think is going
on in the piece, and what it is about. Your story can be
personal, true, fictional, fantasy, a diary or journal entry. Tell
us your story using the three steps below:
Step 1.a.
If you are allowed to take pictures of the artworks, insert an
image no larger than 5 inches high or wide. If cannot take a
picture of the artwork, please explain this.
<Insert image here>
Tell your story about the work:
Enter into the piece and tell what you think is going on.
Remember to describe the parts of the artwork that tie to the
story. Type your answer in the space below (At least 250

17. words).
Step 1.b.
Make a brief statement of how your story relates to the piece:
How does telling a story help you understand art work?
Do you think other viewers would make a similar story or is
yours different?
(At least 200 words)
Step 1.c.
Tell the title of your story:
Your work for Step 1 will be evaluated with this rubric:
CONTEMPLATION ON INTERPRETATION (6 points possible
for this section)
10 pt
Clearly states how you interpret the work OR gives a
narrative/story to the work
10 pt
Tells a plausible story that coherently relates to the work
10 pt
Makes clear distinctions between opinion and facts.
STEP 2.a
For Step 2.a and 2.b, you will analyze the artwork, focusing on
literally what you see.
Record the following information on the worksheet.
What year was the work created? ________(5 points)? What is
the name of the work and the artist, if available? (5 points) tell
the name of the exhibition location where you found the work.
(5 points)
Based on your interpretation of the work in Step 1. Examine the
artwork for specific elements of subject matter you referred to
in your interpretation. Also, look for parts of the work you
would not have noticed at first. You might notice something
new when you return to an area of the work. Here is what to do:
· Record at least 10 aspects of the art work in the table below

18. · If you need a way to get started, take a few minutes to study
the work and think through your interpretation. Find elements
of the work and tell how the technical effects led you to your
interpretation.
· Also think of different or familiar objects that you could refer
to for comparison.
· Be specific. Avoid simple descriptions of basic colors and
shapes. Instead of "green," for example, use "lima bean green"
or “grass green."
· Discuss where your eye moves through the work as you put the
interpretation together. What did you notice first and what
makes it more noticeable than other areas of the work?
· Describe the scale of the work in relation to the exhibition
space. Instead of "six inches wide" or "thirty feet high," write
tall as the ceiling or a two-story house, large as a laptop, small
as my cell phone, etc. These relationships help you identify
exhibition context of the artwork.
Aspect 1
Aspect 6
Aspect 2
Aspect 7
Aspect 3
Aspect 8
Aspect 4
Aspect 9
Aspect 5
Aspect 10
STEP 2.b
From the aspects you recorded in Step 2.a, write five (5) well-
developed sentences that include:

19. · What you perceive as movement within the piece and how it
contributes to your interpretation (Review the discussion of
movement in your textbook in Chapter 1).
· Relationships between elements you have described
Sentence 1
Sentence 2
Sentence 3
Sentence 4
Sentence 5
Your work from Step 2 will be evaluated with this rubric.
DESCRIPTION (18 points possible for this section)
5 pt
Gives the year the work was made or explains why this
information was unavailable
5 pt
States the name of the artist or explains why this information
was unavailable
5 pt
States the name of the exhibition location
5 pt
Thoroughly describes elements in the work
5 pt
Uses art vocabulary from class and rich language
5 pt
Articulates a sense of the movement through the work, where
and how the eye goes
5 pt
Tells if the work moves in any way
5 pt
Tells how relationships between descriptive elements support
the interpretation
Step 3
In steps 3.a and 3.b you will determine how you value the art

20. work.
Here are two issues you will address:
1) How is it Art?
2) Your judgment of the piece.
Explain how you think this work is art, what meaning it
provides, and why you like or dislike the work.
Step 3.a. How is it art?
In this part of the worksheet, discuss how you think the artwork
you have been working with might be an art form. This is your
opinion and it is up to you to explain how and why you came to
such a conclusion.
Tell how location and context impact the meaning of the work.
Where is it displayed? How would its meaning change if it were
in a different location?
· In this section be sure to include:
· The name of the artist and the title of the work, if available. If
this information is not available, please explain.
· How is the work art?
· Why or why not -- because of …
· It’s beauty or ugliness?
· What it means to you?
· Its location/placement?
· Its style?
(At least 150 words)
Step 3.b. Judgment
In this step, you are to discuss whether or not you like the

21. artist/artwork and explain why you like or dislike it. Explain
your reasoning and go beyond basic statements such as: “it’s
truly beautiful,” “It caught my eye,” “It’s ugly.”
Expand on your judgment and refer to specific things in the
artwork, as well as your interpretation of the piece that makes
you think that way about it. That is, how does all this make
sense to you?
· In this section be sure to include:
· Whether or not you like the artist’s work(s).
· Why or why not?
· How do you make sense of the art form? Give specific
reasoning referring back to the work(s).
· Did your judgment change?
(At least 250 Words)
Your Work for Step 3 will be evaluated with this rubric.
JUDGMENT (8 points possible for this section)
5
Thoroughly explains what you think of the work based on
description and interpretation; specifically gives evidence of
why you do or do not like it
4
Provides a personal definition of art and explains how the piece
does or does not fit.
3
Discusses influences of surrounding space and other contexts
that impact your
judgment
3
Tells how another individual might view the compared to your
perception of it OR how does your personal background affect
the way you view this piece?
MECHANICS for writing in the whole assignment (8 Points

22. possible for this section)
5
No to very few spelling errors, typos, and meets stated
mechanical requirements Uses Times New Roman 12-point font
5
If you have to cite a source, use citations and references
according to APA or MLA style (see page 2)
5
Meets minimum number of words requirement
Congratulations, you have finished your analysis of a visual
artwork.
Your instructor will evaluate this work sheet. The feedback they
give you will benefit your performance on other assignments
and discussions in this class.
© Clayton Funk