Preparation - Have An Open Mind About Artwork

ART ANALYSIS WORKSHEET 1. Step 1 a) Preparation—have an open mind about artwork. Assume that the artist had something to communicate. b) Label—list the name of the artist, the title of the work, and the gallery visited or the location of the artwork. NOTE: DO THE FOLLOWING SECTIONS IN ORDER. Respond to the following sections in paragraph form. Use the questions provided (Q) as a guide to provide you with information for your paragraph. 2. First Impression—record your first spontaneous reaction to the artwork. By the end of the process, you may understand your first impression better or you may even change your mind. There are no wrong answers. Unfortunately, this step is where many people stop when they are looking at artwork. Q. What is your immediate reaction to the work? List any words that come to mind. 3. Description a) Inventory—This stage is like taking inventory. You want to come up with a list of everything you see in the work. The key here is to stick to the facts. Imagine that you are describing the artwork to someone over the telephone. This is a long and detailed section. b) Composition—Notice different elements in the artwork. How do the individual parts of the artwork contribute or distract? Use terms—line, shape, color, value, form. c) Visual Cues—How do the elements interact and conflict? How many colors are used? Notcie the source and direction of light. What kind of light source is used? How is the illusion of depth achieved? 4. Analysis—Try to figure out what the artist has done to achieve certain effects. You should refer to your first impressions and try to explain how the artwork achieves that reaction. Q. How are the elements of art (color, shape, line, texture, space, form, and value) and the principles of design (balance, contrast, emphasis, movement/rhythm, unity, and variety) used in this artwork? Q. What do you notice about the artist’s choice of materials? Q. What grabs your attention in the work? Q. What do you think this artist worked particularly at hard while he/she did this work? Q. Do you see any relationship between the things you listed during the description stage? Do they work together to communicate specific emotions, principles, symbols, or meaning? Q. What mood or feeling do you get when you look at this work of art? 5. Interpretation—try to figure out what the artwork is about. Your own perspectives, associations and experiences meet with “the evidence” found in the work of art. All art works are about something. Some art works are about color, their subject matter, and social or cultural issues. Some art works are very accessible—it is relatively easy for the viewer to understand what the artist was doing. Other works are highly intellectual, and it might not be as easy for the viewers to readily know what the artist was thinking about. Q. What is the theme or subject of the work? Q. What is the work about; what do you think it means? Q. Why do you think that artist created this work? Q. What do you think the artist’s view of the world is? 6. Background Information—Find out as much about the work and the artist as you can. It is important to complete this stage after having completed the other 5. Artworks should provoke thought in the viewer. If you are given the thought or the answer before you experience the artwork, your own creative thinking might be bypassed and your experience with the artwork will be lessened. Art galleries and gallery educators are good sources of information about art and artists. 7. Informed Judgement—This is a culminating and reflecting activity. You need to come to some conclusions about the artwork based on all the information you have gathered and on your interpretations. Q. Have your thoughts or feelings about the artwork changed since your first impression? If so, how? What made you change your mind? Q. If not, can you now explain your first reaction to the work? Q. What have you seen or learned from this work that you might apply to your own artwork or your own thinking? ELEMENTS Line blurred broken controlled curved diagonal freehand horizontal interrupted geometric meandering ruled short straight thick thin vertical wide Texture actual bumpy corrugated flat furry gooey leathery prickly rough sandy shiny simulated smooth soft sticky tacky velvet wet Color bright calm clear Descriptive Words to Use in a Formal Analysis of Art Shape/Form STYLE OR MEDIA amorphous (MATERIALS) PERIOD abstract biomorphic classical closed Two-Dimensional chalk genre distorted colored pencil historical flat conte literary free-form egg tempera full of spaces naïve found materials narrative geometric gouache nonobjective heavy ink primitive light oil realistic linear pastel romantic massive pencil Renaissance nebulous photograph open print organic Themes in Art tempera adoration vine charcoal Value children watercolor dark circus light cityscape medium earth, air, fire, water ThreeDimensional farming festivals bronze Space gardens clay ambiguous grief fibers deep history found materials flat hunting marble negative/positi landscape metal ve love mixed media open music shallow mythology of historic papier-mâché plaster occasions stone Principles of portraiture wood Art processions balance religion contrast seascape emphasis storytelling harmony theater pattern war repetition rhythm unity variety TECHNIQUE architecture batik carving ceramics collage crafts glassblowing jewelry-making metalwork modeling mosaics painting photography printmaking repousse sculpture weaving cool dull exciting garish grayed muted pale primary saccharine secondary subdued sweet warm