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Submitted by: Maggie Tucker, Brentwood Middle School,
Brentwood Tennessee
Unit: Art Criticism Theories of Aesthetics
7th Grade Final Exam Template (See student example Student Essay- Paragraph form )
Art
Criticism Links
Final Exam Idea for
High School Marvin Bartel
Art Final: Art
Criticism
1.
Artist:
Title:
Year
Media:
Dimensions:
2.
What type of artwork do you
consider this painting (what theory of aesthetics)? Why?
3.
Description
What is happening?
Where is it happening?
When is it happening?
a.
Time of day?
b.
Time of year?
4.
Analysis
a.
Name the type of art movement to
which your artist belongs:
How did this influence his/her work?
Did anything happen in his/her life that may have
influenced his/her work?
b.
Did your artist use rules of
perspective drawing? Explain.
5.
What is the real meaning behind
the painting?
6.
Do you think the artist succeeded in what he was
trying to accomplish?
ART CRITICISM LINKS TO USE WITH YOUR STUDENTS:
Successful
Art Class Critique by Marvin Bartel
http://www.goshen.edu/art/ed/critique1.html
Student Handout by Marvin Bartel
http://www.goshen.edu/art/ed/critiqueform.html
How
to Read a Painting by Will Hanson
http://www.kcsd.k12.pa.us/~projects/critic/
Art Criticism
-
suggestions and activities from North Texas Institute for
Educators of the Visual Arts. http://www.art.unt.edu/ntieva/artcurr/crit/
ARTiculation
(designed for middle school but adaptable)
http://www.brigantine.atlnet.org/GigapaletteGALLERY/websites/ARTiculationFinal/MainPages/index.htm
Viewing
Artwork Art Criticism Hand-out by Ms. Guttormson (needs some
revision)
What
is Art? What is an Artist? Sweet Brian College by Chris Witcombe
http://www.arthistory.sbc.edu/artartists/artartists.html
Eyes
on Art A Learning to Look Curriculum by Tom March
http://www.kn.pacbell.com/wired/art2/index.html
Art
Crimes - cautionary tales of art criticism gone to far
(Aesthetic issues valuing art)
http://www.renewal.org.au/artcrimes/
From Marvin Bartel:
For
students, I use simple language rather Feldman's terms until the
they are familiar with the ideas. I start with terms that need no
definition. Then in the discussion I begin to use Feldman's
terms whenever they are appropriate.
1) (instead of describe) I ask, What is
the main thing you see? (if it is conceptual art,
substitute notice for see)
2) (instead of analyze) I ask, Why does
it get your attention? Sometimes I use a follow up and
ask for a second thing noticed.
3) (instead of interpret) I ask, What do you
think it means and/or what feelings do you get from
it?
4) (instead of analyzing the interpretation) I ask,
why do you think it means this and/or feels this
way?
5) (instead of judge) I ask, How would you
rank it compared to -----? (This is not used with student
artwork - only with art world work)
I have students pick from these and write two or more
responses before having a discussion.
If they are writing and discussing about a peer, I restrict
them to making neutral or positive comments - no negative
opinions. I skip the ranking. When writing about art
world work anything goes.
In the discussion, I ask a student to share one point that
she or he wrote. Invite others who wrote a different idea
about the same thing. If they miss something that I think is
important, I will add a question myself to help them see it.
For sample forms to print for students go to:
http://www.goshen.edu/art/ed/critiqueform.html
http://www.goshen.edu/art/ed/critique-page-2.html
For the teacher:
http://www.goshen.edu/art/ed/critique1.html
Final
Exam Idea for High School from Marvin Bartel
If the course work has included age appropriate
critique methods and practice, the final exam day can be used
for writing peer critique. Ask students to each display
several of their best works from the term. I ask students to
draw classmate names from a box to determine which other student
artwork to write about. The number of names they each take
depends on the time available and the amount of writing expected
for each student. They are told in advance that the other
student will be allowed to read what they write. I allow the
writer to select one work from each student name that they draw
from the name box.
This web page shows a sample of a critique form I developed
to guide the critique process. I also ask students to fill
this out in preparation for oral classroom discussion critiques
earlier in the term.
http://www.goshen.edu/art/ed/critiqueform.html
The emphasis is on analysis and interpretation - not
judgment and not on ranking or grading the work. The
process is not meant to evaluate so much as to learn what
makes artwork work, how it works, what it says, how it feels, what
it might mean, why it might mean this or feel this way, and what
its purpose might be.
Marvin Bartel
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