Written for the general public, includes reviews of art exhibitions in galleries and museums. Scholarly art criticism Written for a more specialized art audience and appears in art journals. It answers the question, "What do you see? Form of art whether architecture, sculpture, painting or one of the minor arts b.
Tweet This article has been written for high school art students who are working upon a critical study of art, sketchbook annotation or an essay-based artist study. The questions include a wide range of specialist art terms, prompting students to use subject-specific vocabulary in their responses.
It combines advice from art analysis textbooks as well as from high school art teachers who have first-hand experience teaching these concepts to students.
This material is available as a printable art analysis PDF handout. This may be used free of charge in a classroom situation.
To share this material with others, please use the social media buttons at the bottom of this page. Copying, sharing, uploading Analysing artworks using the frames essay distributing this article or the PDF in any other way is not permitted. International GCSE artist analysis example: Why do we study art?
Almost all high school art students carry out critical analysis of artist work, in conjunction with creating practical work. Looking critically at the work of others allows students to understand compositional devices and then explore these in their own art.
This is one of the best ways for students to learn. Instructors who assign formal analyses want you to look—and look carefully. Think of the object as a series of decisions that an artist made. Your job is to figure out and describe, explain, and interpret those decisions and why the artist may have made them.
Personal opinions must be supported with explanation, evidence or justification. To gain high marks, students must move beyond stating the obvious and add perceptive, personal insight. Students should demonstrate higher order thinking — the ability to analyse, evaluate and synthesize information and ideas.
For example, if color has been used to create strong contrasts in certain areas of an artwork, students might follow this observation with a thoughtful assumption about why this is the case — perhaps a deliberate attempt by the artist to draw attention to a focal point, helping to convey thematic ideas.
Although description is an important part of a formal analysis, description is not enough on its own. It is common for students to become experts at writing about one or two elements of composition, while neglecting everything else — for example, only focusing upon the use of color in every artwork studied.
This results in a narrow, repetitive and incomplete analysis of the artwork. Students should ensure that they cover a wide range of art elements and design principles, as well as address context and meaning, where required.
The questions below are designed to ensure that students cover a broad range of relevant topics within their analysis. Write alongside the artwork discussed. In almost all cases, written analysis should be presented alongside the work discussed, so that it is clear which artwork comments refer to.
This makes it easier for examiners to follow and evaluate the writing. Support writing with visual analysis. It is almost always helpful for high school students to support written material with sketches, drawings and diagrams that help the student understand and analyse the piece of art.
This might include composition sketches; diagrams showing the primary structure of an artwork; detailed enlargements of small sections; experiments imitating use of media or technique; or illustrations overlaid with arrows showing leading lines and so on.
Visual investigation of this sort plays an important role in many artist studies. Making sketches or drawings from works of art is the traditional, centuries-old way that artists have learned from each other.
If possible do this whenever you can, not from a postcard, the internet or a picture in a book, but from the actual work itself. This is useful because it forces you to look closely at the work and to consider elements you might not have noticed before. This is explained in more detail in our article about high school sketchbooks.
What should students write about? As complex as works of art typically are, there are really only three general categories of statements one can make about them.
A statement addresses form, content or context or their various interrelations.Click on the frames below to find detailed information and activities for each. It is most useful to use this site with reference to a particular artwork, so you have a context for using the frames.
To the right is a list of websites where you can find artworks to study in-depth. In all analysis of artwork, whether this involves discussion of composition, aesthetic qualities, cultural contexts, use of media, or approach to a theme, it is important that students move beyond simple observations and add perceptive, personal insight.
Click on the frames below to find detailed information and activities for each. It is most useful to use this site with reference to a particular artwork, so you have a context for using the frames. To the right is a list of websites . 5. Use italics for the titles of paintings and other works of art you mention in your essay.
Enjoy learning about and researching your chosen artists. Love learning about how the audiences reacted and why the artists did what they did.
Be passionate about what you learn and express your judgements in your essay. This article has been written for high school art students who are working upon a critical study of art, sketchbook annotation or an essay-based artist study. It contains a list of questions to guide students through the process of analyzing visual material of any kind.
Mar 30, · Essentially, the frames is a generalised term to describe a different range of paradigms to view an artwork in, in order to build our understanding of the artwork.
Subjective frame The subjective frame largely focuses on the psychological and .