Critique Writing File: critique
Objectives
1.Students will learn the process of formulating a critical analysis.
2.Students will critique an historical artwork
3.Students will discuss and learn about the four parts of a critical analysis--description, analysis, interpretation and judgement.
4.Students will complete one critique.
PROCEDURE
Three philosophies Imitationalism, Formalism, Expressionism or Emotionalism
Write in complete sentences and paragraphs. Do not write in a outline form or as though you are answering questions. This hand out is a guide to help your write.
I. The student will place the following information under the heading of DESCRIPTION
Description is making an inventory; the words are pointers and allow the critic to construct a complete and neutral inventory. The purpose is to identify the artistic techniques. Preferences or value judgements ARE NOT to be made at this time. That will be later. Description consists of the following:
Title of the work, artists name, when and where the work was created, medium or media, and obvious techniques used to create the work.
Subject Matter--refers to the recognizable content that can be seen in the work: people, buildings, trees, etc. It may also refer to abstract forms that can be observed.
Describe the Art Elements--line, color, texture, value, space, shape, form.
REFRAIN FROM STATING WHAT IT LOOKS LIKE--this is interpretive.
Elements of art
1.Line--Consider outlines, contour lines, broken or implied lines, textured lines, etc. Light and heavy lines may occur around shapes, on surfaces, in backgrounds, etc. What kinds of lines can be seen? Where can lines be found?
2.Color--Identify the hues that can be seen. Contrasts are created by the use of dark and light, warm and cool, opaque and transparent fields, intense and dull hues. Look to see if recognizable color patterns are used. Where can contrasts be observed in the work?
3.Shape and Form--indicate how height, width and depth are used to represent objects in the work. What basic shapes are present? What forms or shapes can be recognized?
4.Value--Refers to the related lightness or darkness or a surface. Changes in value provide clues to the solidity of forms and help define volume and distance. Where is value used to help the viewer see what is happening in the work?
5.Texture--Refers to the surface qualities of objects and suggest how they might feel to the touch. Some textures are real; others are simulated. What textures can be seen? Where are they located?
6.Space--Spatial depth is the illusion of distance on a flat surface. How are space and distance shown in space, shallow, deep--the use of negative space.
II. The student will place the following information under the heading of ANALYSIS.
Describing how the ART ELEMENTS are applied through PRINCIPLES OF DESIGN. You are examining the basic content of the work. A work of art can be analyzed in terms of formal elements and principles. In this stage the focus is on composition and structure. Most art objects can be described through the use of the following:
Principles of Design
1.Rhythm/Repetition/Pattern--refers to the decorative surface produce by repeating a motif over and over in a recognizable sequence. Polka dots, checkered board and stripes are examples of formal pattern. Are there any informal patterns that can be seen? Consider the repetition of shapes, sizes or colors, transitions from small to large or dark to light and sharp changes in pattern. Identify and locate the rhythmic elements in the work.
2.Movement--The visual movement through the work. Is your eye led form one place to next? What causes this movement? Is there any movement? Is the work static or inactive?
3.Balance--Symmetrical (formal) or asymmetrical balance (informal). Works are balanced in a variety of always including offsetting busy areas with plain areas of a different size or repeating similar elements of different sizes throughout the piece. How is balance achieved? Is it formal or informal?
4.Variety/contrast--difference or contrast. How are varying size of shape, form, value, color or hues, or texture used in the work?
5.Proportion--refers to size relationships of parts. They might be realistic, distorted, exaggerated or contrasted.
6.Emphasis/Center of Interest--refers to the element, area or part that is most dominant. It may be the center of interest because of its placement, complex shape, strong color, value characteristics, and surface pattern or line direction toward it. Where is the focal point? Why is that element or area dominate? Are there any important subordinate features?
7.Unity/Composition--is the selection of content and organization of parts in the work according to artistic motivation or inspiration. What qualities contribute to the overall structure or visual impression of the work?
III. The student will place the following information under the heading of INTERPRETATION
This is the process of identifying themes or making connections between the images seen and the personal meanings they suggest. This is the most challenging and most creative aspect of the critical process.
Providing an interpretation combines one's imagination with the visual information present to speculate about the mystery or magic of the image. Consider how the work relates to personal feelings by drawing together your own impressions and discoveries. Good interpretations make sense as reasonable arguments and they correspond to the evidence of the artwork. **A researched history or background of the work will builds the argument for the interpretation.
What is this picture about and why do you think that?
Keep in mind that the first try may not provide the best interpretation. Being wrong--missing the target--can be a helpful first step in arriving at a convincing explanation later.
As the interpretation phase continues, convey personal idea and give reasons for them by addressing such questions as:
These are suggested questions to help you to write the interpretation
1. To what extent does the work symbolize something about the time or place in which it was produced?
2.How does the work express some experience you have had, seen, heard, or read about?
3.What is the purpose of the work? Does it praise, predict, entertain, celebrate, tell a story, memorialize? Perhaps it conveys more than one.
4.How does the work stir emotions such as happiness, fear, love, joy, loneliness, nostalgia, etc? What elements cause it to do so? --The composition, use of symbols, effects of lines, textures, colors, etc.
IV. The student will place the following information under the heading of JUDGMENT
This involves making decisions of worth, value and success. Giving the work a rank in relation to other works of its type is appropriate at this stage. For many, deciding whether a work of art is worth serious consideration is one of the most important problems faced in art criticism.
To most people, the final judgment is the conclusion of the critical process, just as the judge's final decision ends a trial. When a final judgement is made, the critical process stops. Art criticism, as a learning activity, attempts to defer closure and final judgment. Critical examination should be part of an ongoing learning activity that attempts to defer closure and final judgment. Critical examination should be a part of an ongoing learning process.
One's ability to comprehend abstract and non-objective forms can be expected to increase through continued study and exposure to aesthetic ideas. In effect, we tend to grow into and learn to respect a broad range of artistic representations.
To guide in making artistic judgements, students can decide if a work is mainly for, DECORATIVE PURPOSES a beautiful object to be enjoyed, or EXPRESSIVE PURPOSES when the artist is making a statement about some significant aspect of life.
To further guide the judgment process consider the following questions:
1. What criteria can be used to determine the merit this work?
2. What significance does it have for the society or culture in which it was created?
3. Why do certain features in the work cause you to respond to the work as you do?
4. What is the value of this work when considered with other similar works?
Name______
Paper is due ______No extensions
CATEGORY / 25-23 / 22 / 21-20 / 19-18 / 17-0Description
______25 / Makes a complete and detailed description of the subject matter and/or elements seen in a work. / Makes a detailed description of most of the subject matter and/or elements seen in a work. / Makes a detailed description of some of the subject matter and/or elements seen in a work. / Descriptions are not detailed or complete. / Descriptions are not complete.
Analysis
______25 / Accurately describes all dominant elements or principles used and accurately relates how they are used by the artist to reinforce the theme, meaning, mood, or feeling of the artwork. / Accurately describes a couple of dominant elements and principles used by the artist and accurately relates how these are used by the artist to reinforce the theme, meaning, mood, or feeling of the artwork. / Describes some dominant elements and principles used by the artist, but has difficulty describing how these relate to the meaning or feeling of the artwork. / Has trouble picking out the dominant elements. / Has no dominant elements.
Interpretation
______25 / Forms a somewhat reasonable hypothesis about the symbolic or metaphorical meaning and is able to support this with evidence from the work. / Student identifies the literal meaning of the work. / Student can relate how the work makes him/her feel personally. / Student finds it difficult to interpret the meaning of the work. / Student did not interpret the meaning of the work.
Judgment
______25 / Uses multiple criteria to judge the artwork, such as composition, expression, creativity, design, communication of ideas. / Uses 1-2 criteria to judge the artwork. / Tries to use aesthetic criteria to judge artwork, but does not apply the criteria accurately. / Evaluates work as good or bad based on personal taste. / Student did not evaluate work.
Total
______ / Comments / Comments / Comments / Comments / Comments