The attached PDF explains and gives examples for the steps of art criticism: Description, Analysis, Interpretation and Judgement. This is a great way for students to break down each step in progression. This document also contains space for 3 critiques.
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THE PLAN
1 session; 60 minutes per session
SWBAT explain the 4 steps of art criticism.
SWBAT perform the 4 steps of art criticism on a specific work of art.
SWBAT form and defend claims.
1. The attached worksheet
2. Image of Warhol's "100 Cans"
3. Additional images (of your choosing) for critique
—Student work is an option here too!
1. (I DO) You do an example (as the instructor) by yourself
2. (WE DO) You do an example with the class assisting
3. (YOU DO) Students attempt on their own
—The more you do this, the better they get!
1. I have tried splitting the class up to debate and defend their interpretations and judgements with great results!
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2. I highly recommend using Jacob Lawrence's "The Migration of the Negro, Panel 49"
THE STANDARDS
Visual Arts Standard 2: Using knowledge of structures and functions
[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions
[9-12 Proficient] Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art
[9-12 Advanced] Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[9-12 Proficient] Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture
[9-12 Advanced] Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others
[9-12 Advanced] Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others
Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures
[9-12 Proficient] Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art
[9-12 Proficient] Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places
[9-12 Proficient] Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making
[9-12 Advanced] Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning
[9-12 Advanced] Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[9-12 Proficient] Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art
[9-12 Proficient] Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works
[9-12 Proficient] Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts
[9-12 Advanced] Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions
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