| Viewing Art Works main page |
Preparation | First Impression | Description | analysis | Interpretation | Gathering Information | Informed Judgement |
At the analysis stage, students will try to figure out what the artist has done to achieve certain effects. They are not yet going to try to figure out what the art work means, or what the theme of the work is. That comes later, during interpretation. They might want to refer back to their first impressions here. For example, a student's first impression of Leesa Streifler's art work "Fear" might be, "It's kind of scary". At this stage, that student would try to decide what exactly is present in the work to make it scary. The following questions can be asked to get students thinking and talking at this stage:
Some examples of questions a teacher might ask about Leesa Streifler's art work, "Fear", include:
The following are some possible statements students might make at the analysis stage about Leesa Streifler's art work "Fear". Here, they are divided into the three categories of elements of art, principles of design and images. This is an example. It is not necessary to do it this way.
The Elements of Art
Colour: There are just two colours -- red and yellow. Using just two colours has the effect of simplifying the figure. The figure advances toward the viewer because of the light colour.
Shape: The shapes are simple. This simplifies the figure. It is not a very realistic figure. The shapes are organic. This makes the figure seem alive and capable of movement, even though it is not realistic.
Line: There are not very many lines. The ones that are there seem to be used to accentuate the features of the figure -- eyes, nose and mouth. The swirly line on the forehead seems to create movement.
The Principles of Design
Balance: The work is symmetrically balanced. The symmetrical balance draws your attention to the centre of the work where the figure's features are.
Contrast: There is a lot of contrast between the yellow figure and the black background. This accentuates the figure and makes the figure's exact surroundings seem unimportant.
Emphasis: The figure is emphasized through the use of contrast. Lines emphasize the features. The colour red emphasizes the mouth, as do the two little black shapes.
Movement/Rhythm: The curving lines of the eyebrows draw your eye along them to the centre of the painting. At the same time, the "hands" opening outward try to pull your eye away from the figure and out into space. The swirly line on the forehead draws you back and makes you feel like your eye could be going in a circle -- out to space and into the centre.
Repetition: The letters are repeated and scattered around the painting. They make a kind of chaotic pattern. They also add to the feeling of movement and confusion.
Variety and Harmony: There is variety in the letters, which are chaotically placed. There is high contrast between the black and yellow paint, so the work is not very harmonious in its use of colour. However, the painting is quite simply constructed. It is symmetrically balanced, which is a simple form of balance, and the figure is simplified. So the shapes do seem harmonious.
Images
The Figure: It is simplified, but it is obviously a figure. It is no one person, but it could be a female. It has only a head and hands. The eyes are looking right at the viewer. The mouth seems to be important because it is painted red and attracts attention. The forehead must be important too, because it has the swirly line leading your eye to the centre. The figure seems to be flying through space. The hands look like wings. She is a good figure, not menacing, because the colours are warm.
The Background: It is plain black. It is nowhere in particular. The black makes it seem frightening, so the figure's surroundings are perhaps frightening.
The Billboard: It is in a very public place. The real-life things behind the billboard almost seem to be part of the figure's background, like the surroundings in the real world are the figure's surroundings.
The Letters: They seem to come out of the figure's mouth and fly around on the painting, like she is saying something. The artist must think whatever she is saying is important, because she has added exclamation marks.
Ask the students to sum up the focus of the work, the reason the artist may have made his or her choices, and the overall effect these choices have upon the work.
Here are some possible responses to summary questions for Leesa Streifler's art work "Fear":
Example 1"I think the artist wanted us to focus on the figure. The reason I think this is that the artist has done several things to draw attention to the figure -- using contrast, for example (yellow on black), and placing the figure's face in the middle of the painting. The overall effect of this is to make the figure seem to jump out at you. It's the first thing you notice."
Example 2
"I think the artist wanted us to focus on the mouth and the words flying around the figure. The reason I think this is that the artist painted the mouth red and placed it at the bottom of two curving lines to draw attention to it. The mouth is open and it looks like words are coming out. The overall effect of this is to make it seem like the figure has something important to say."
Although associations and perspectives play a role in analysis, it is important to centre attention on the evidence found in the work of art. At this stage we are looking at what choices the artist has made and what the artist is doing, rather than moving to personal interpretation.
If your students do begin to interpret (for example, "I think the painting is about power"), suggest that they keep track of that thought for the next stage, but for now focus on what the artist has done with the materials and images.
| Viewing Art Works main page |
Preparation | First Impression | Description | analysis | Interpretation | Gathering Information | Informed Judgement |