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ART ANALYSIS AND INTERPRETATION
Revision 2004 GRADE 8
Fulfilling Arts Analysis High Standard for Middle School
**Check here for Artists Listing**
OR
go to Wheaton homepage and click Links.

THE ART ANALYSIS standard gives evidence of a student's ability to interpret and understand a work of art. These art forms can be selected from a variety of times and cultures. The project will encompass the following activities:

THE TASKS
1. Viewing multiple works by a famous artist.
2. Selecting one of the works that has appeal to the student.
3. Noting and describing your own first impressions and reactions to this artwork.
4. Interpreting what the artist may have been trying to express, based upon visual clues.
5. Making an inventory list of subject or 'visual' content.
6. Looking for design features and describing them.
7. Look for clues about method and technology relating to the work.
8. Find information about the times the artist lived.
9. Discover some pertinent information about the artist's life.
10. Understand and describe the style of art used by the artist and others who were influential in the artist's life.

GUIDELINES AND REQUIREMENTS
This project will be typed or computer generated copy.

Use BOLD headings to organize the reports content.
Produce a cover page to introduce and describe the project.
The cover page will include a color print of your selected work.
You will include the questions for each heading in bold before you answer them.
Use complete sentences in answering questions, no numbers on the answers.

USE INFORMATION BELOW ON YOUR COVER PAGE
(MATERIAL IS CENTERED - - USE 16 POINT Helvetica or Roman Font)
INCLUDE EVERYTHING SEEN IN QUOTATIONS
BUT OMIT QUOTATION MARKS ON YOUR COVER

"Art Analysis, Partial Completion of middle level Graduation Standard required for Art:"

"Submitted by: _(Your Name)_____________"

"Name of the Artist: _______________________"

"Title (if given) of the Art Work Analyzed: " ________________________"

"Medium ________________________" (Oil, Watercolor, Wood Print, Fresco, etc.)

"Date or Approximate Date of the work: _____________________"

"Style or Period of the Art ______________________"(example - Modern, Abstract, Realism)



WRITING THE REPORT
Working timetable:
DO NOT ALLOW YOURSELF TO FALL BEHIND ON EACH DAYS TASKS.
Day 1:
task 1. Look at many examples by your artist.
task 2. Select a typical sample of the artist's work.
task 3. Arrange to have a copy made of the art;
task 4. Record any U.R.L. addresses and details needed to return and continue.
task 5. Write down any key information in your notebook.

HINT: When typing, start new pages as space requires. Do not have a page with only a small amount of information on it. You may get more than 1 heading on a page, or you may get less.
(USE basic fonts TWELVE POINT SIZE)

Working timetable: Day 2
DO NOT ALLOW YOURSELF TO FALL BEHIND ON EACH DAYS TASKS.

task 1. Write down the facts and information you will have on your cover page.
task 2. While looking at the art work you have selected, Begin to write down points that answer points on heading one- (BELOW) write in your notebook.

First Reactions: (first heading) List, then answer each question.
1. What was your first impression of the work? (be sincere not grandiose)
2. What struck you as interesting or unusual at first?
3. Why were you attracted to select this work?
4. What technology or ideology or values do you think may have influenced the work ?
(An "Ideology" may be a special view that attracts certain artists such as the excellence of human potential and learning, the ideology of the Renaissance. Another example, is awe of the machine age with respect to potential or power. This held by artists of the "Futurist movement")
5. Does the art seem to reflect an approach that is more, sensual, emotion or intellectual? - -choose one of the three and explain your reason.
6. Did you think that the art was easy or not so easy to understand and Why?
task 3. Record notes on computer and in a paper notebook.
HINT: Too often students lose information because of computer files being lost or deleted. So: Always use same machine, Always have original information written
in your notebook. task 4. Work on notes for heading two if time allows.

Picture Content and Meanings: (second heading)
1. What does this picture seem to be about?
2. Does the work have a theme?
3. Does the artwork tell a story or express a feeling or mood, explain your choice?
4. Explain what forms or visual features you see in the work are clues to the meaning.
(Include visual elements features; forms, color selection of style that you see?)

Working timetable: Day 3
DO NOT ALLOW YOURSELF TO FALL BEHIND ON ANY DAY'S TASKS.
 task 1. Reminder, if you do not have a colored printer, have you requested that your teacher make a reprint of your art image. You will have to write the U.R.L. address accurately and neatly on a note sheet and give it to Pinkmeister to do for you.
task 2. Continue with next headings and write both in handwritten and on computer file the information that will make up your report.

Examining the subjects or content found in the composition: (heading 3)
1. Examine the picture carefully. List the content of the picture in detail, name all the things you see. HINT: Naming things is the usual way we describe pictures. What about the case of abstract art? An abstract or unrealistic picture is still full of visual content but it must be identified in a different way. Try to use visual terms to describe the content.

Visual elements terms: areas, shapes, size, mass, color, tone, texture, line movements, spaces, light/shadow; (illumination), And design terms: contrast, rhythm, harmony, emphasis, figure/field, balance, etc.

Looking at Skills of the Artist (heading 4)
Working timetable: Day 4
DO NOT ALLOW YOURSELF TO FALL BEHIND ON EACH DAYS TASKS.
task 1. Continue on all headings until completed
task 2. Back up and guard and secure all written content

Artistic Skills in the work (heading 4)
1. What are some features you can point to that show an impressive level of skill?
2. What can this artist do that you would wish to be able to do?
3. Are there some methods in the work of art that you question as good artistic method?
4. Are there methods or techniques which are new to you or that you don't understand?
5. Why do you think this style of art came to be?

Working timetable: Day 5
DO NOT ALLOW YOURSELF TO FALL BEHIND ON EACH DAYS TASKS.

Design Features, Form and Space. (heading 5)
1. Describe some elements in which contrasts can be found.
2. Describe a how rhythm (rhythmic) features occur (intentional repetition of an element)
3. Describe where variety can be found.
4. How is harmony or unity achieved in the work?
5. How is repetition used by the artist to achieve harmony?
6. Is there a dominant color in the art? If so what is it?
7. Is there a point that seems to be emphasized? How is this emphasis achieved? (Size, color, line, other.)
8. Does the artist achieve texture? If so explain the texture effect.
9. Is the form of balance formal, informal or radial? (Evenly divided; unevenly divided, balanced like a wheel or line directions centered on a point
10.Does the art suggest 2 dimensional, shallow 3 dimensional space or deep 3 dimensional space?
HINT: 2 dimension space has a flat and cut out look such as a silhouette. 3 dimensional art has modeling, roundness, and depth.)
HINT: Understanding design features;
Design introduces the idea of organization, variety, harmony, contrast, etc. Design is about relationships of parts to each other. (Visual Elements are different from design elements . In design we get into EFFECTS like "rhythms" caused by repeating shapes or - -"contrasts" caused by using two colors black and red.)

Working timetable: Day 6
DO NOT ALLOW YOURSELF TO FALL BEHIND ON EACH DAYS TASKS.
task 1. Continue to complete the design features heading items above.
task 2. Go on the next important heading.
Heading 6 will require serious reading and study.

Social, Cultural and Historical context (heading 6)
1. Describe the style of art which this particular work is an example. e.g., German Expressionist
art is characterized by certain features or characteristics.
2. Where and when was the art work produced?
3. What was the prevailing social political, economic atmosphere or lifestyle of the time?
(You will need to do some investigation to find this information? Do not be too vague or too brief.)
4. What were some contemporary events that occurring at the time this work was done?
5. Times change peoples values and attitudes. What were some new technologies that might have affected the artistic interpretation or methods?
6. We are now living in the 21st Century, in what ways do you think society has changed from the times the artist lived and did the artwork?

Working timetable: Day 7
DO NOT ALLOW YOURSELF TO FALL BEHIND ON EACH DAYS TASKS.

task 1. Continue the above heading until it is complete. Remember record written notes and computer file text copy.
task 2. Go to the next heading write questions and answers to these points.

Biographical Features of - - - - - - - - - - life (artist's name) (heading 7)
Heading 7 will require serious reading and study.
1. What are the key biographical details about the artist.
2. Who were individuals who influenced the artist and how?
3. Did the artist have challenges or problems to overcome during the years in his or her lifetime?
4. Might war or politics have been a factor in the artist's life?
5. What is a key understanding or legacy that this artist has left for humanity?

Working timetable:
DO NOT ALLOW YOURSELF TO FALL BEHIND ON EACH DAYS TASKS.
Day 8
task 1. Start to edit your notes or copy; organize and type the first draft version of the report
task 2. Take work home or work outside of class in order to finish the draft

Working timetable:
DO NOT ALLOW YOURSELF TO FALL BEHIND ON EACH DAYS TASKS.
Day 9
task Turn in your first draft. All information should be printed. Cover page too, but without a picture. Your first draft will count as a pass fail assignment no project grade will be given but it is your chance to have your mistakes noted for correction. No draft means problems can not be discovered and fixed.  Print all pages of the draft (pages should be numbered, *see "Help" for your Word Processor ALLOW A DAY OR TWO FOR CORRECTIONS TO BE RETURNED TO YOU A new project will begin

Working timetable: Day 10 - 11
DO NOT ALLOW YOURSELF TO FALL BEHIND ON EACH DAYS TASKS.

Revise and correct errors discovered on draft report Turn in complete report
Include picture on cover page, mistakes corrected. Reprinted copy only.

Include SELF CHECK LIST
(check your check list BEFORE TURNING IN FINAL DRAFT)

Check List for Completed Art Analysis and Interpretation

Check off the required features that you have completed
Student's Name ____________________

I have all the items required for my heading on the cover page. Yes No
I have written in whole sentences expressing questions in complete statements Yes No
I have included the questions before each was answered Yes No
I have written about my first general feelings and reactions Yes No
I have expressed my sense of the meanings or motives of the artist Yes No
I have discussed the performance "skills" that the artist displays Yes No
I have expressed what I think the meanings may be based upon visual content Yes No
I have discussed and analyzed the work as a composition using visual terms Yes No
I have described how harmony is achieved Yes No
I have described some visual "contrasts" Yes No
I have described particular design effects displayed in the work Yes No
I have written about the historical and social context of the work Yes No
I have included key biographical information about the artist Yes No
I was able to keep up with the suggested daily tasks Yes No
January 16, 2004


SCORING THE 8TH ART ANALYSIS ACHIEVEMENT  PROJECT
 Student's Name_____________ ______________________________  

Finished Project Grade
(Not the Same as  Standard Achievement Assessment)

Correct format  and neatness of presentation -- Bolded  questions, Correct font sizes, etc.                                   1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10
Uses complete sentences and appropriate language register, not slang or generalities like 'wierd' or 'cool'                   1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10
Descriptions of personal feelings and responses carefully thought out and described
                                1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10
Understands and uses art & design  terms correctly                                                                                         1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10
Evidence of  Learning &  Discovery  Relative to the 'Style' and ' Times' of the work.                                    1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10
Evidence of  Learning &  Discovery  Relative to the artist's life and achievements                                   1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10

TURNED IN FIRST DRAFT ON TIME                 10
HAS USED CHECK LIST                                        5
   
0-1-2 =F    3-4=D    5-6 =C   7-8=B   9-10=A

4 Point Art Standard Assessment:
1. Does task with assistance or with limited competency
2. Demonstrates basic essential knowledge or skills in the area
3. Displays a more complete level of skills and understanding
principles are expressed with understanding.
4. A highly competent level of skills, or knowledge is demonstrated.
Student shows superb understanding of art terms, the artist, and the art style.
Knowledge of historic cultural context is demonstrated; well beyond a casual and superficial level.
ASSESSMENT  Analysis and Interpretation of an Art Form
(1) Analyzing art works using the elements, principles, and styles of the art form;
                      Rating           1          2              3             4

(2) Explaining the connection between the work of art to social, cultural, or historical context.
                      Rating           1          2              3             4


(3) Describing form and content and personal reaction these elements
                      Rating           1          2              3             4

(4) Describing significant details of the artist, his life and influence(s)
                      Rating           1          2              3             4

VISUAL ELEMENTS

Line, Direction, Weight, Form or Shape, Color, Texture, Size, Space, Light, Tone

Line edges all forms and shapes, may occur alone; produces movements and textures

Direction indicates the direction and manner lines move

Weight the heaviness or thickness of a line from delicate to massive

Form defines an object or shape. Form may denote ""mass"" a 3d form.

Color Defines any Hue, colors we name, primary, secondary tints, etc.

Texture defines both natural patterns of line or tactile roughness or smoothness

as well as patterns created by drawing or painting tools

Size is the reference to the amount of space occupied by an element.

Space the area occupied by the elements 2dimension or 3 dimensional.

2Dimensional Space has the appearance of flatnes; 3Dimensional has the appearance of depth of perspective or modeling of form to appear to have mass.

Light defined as illumination from a light source will influence modeling and cast shadows.

Tone Tonality or Value; is any effect of shadow, values, dark, light, or shading. All colors also has relative tone.



DESIGN ELEMENTS:

Movement (direction) , Rhythm, Repetition, Contrast, Variety, Unity, Emphasis, Tension, Similarity.

Movements the directions the line or edges move through a space.

Rhythm are the effect of repeated similar line movements or similar shapes.

Repetition refers to repeating any element, see above list.

Contrast differences found comparing any single element. Such as contrast of

DESIGN TERMS CONTINUED



"colors" red contrasts with black.... texture: rough contrasts with smooth.

Variety expresses numbers or differences, different kinds of elements or content.

Unity expresses the appearance of oneness or harmony that every design requires. Emphasis is the effect of bringing some parts out or making prominent or dominant.

Integration is when parts appear to fit together and have a sense of oneness.

Tension results when elements do not fit harmoniously; but cause opposition or dissonance. Tension happens when line movement paths crash into another path

Similarity of elements is the main method of making the composition harmonize.

Harmony is the feeling of apparent correctness of having parts appear to belong together and to work together visually in a pleasant way. There is sufficient variety to cause the forms to be interesting and not boring but not so same and unvaried as to become boring.

2009
a pinkmeister production
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