To overwhelmed: Art Critique DAIE template answers

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To overwhelmed: Art Critique DAIE template answers

by Traveling Art Teacher

Jan 15, 2014

Here are the answers to the template in the previous post. This old paper I copied was from Heather, a street tough girl who wrote out this without a complaint. She was used to the system and could have gave iffy answers but she wrote everything out and answered.

I. Description The artwork I chose to review for todayÕs art criticism assignment was created by the artist __Camille Pissaro_ in the year__1870__. This artwork is titled __The Road from Louveicennes_____and the known dimensions are __100__x__81__cm. This artwork is presented in ___landscape___orientation and demonstrates___deep___space. The media the artist used for artistic expression was __oil on canvas___. This artwork is currently owned or housed at__Sterling and Francine Clark institute_, in the country of __USA__. The location of thematic items in this artwork are found in the ____left __ quadrant. The simulated textures are the__road__and the __houses__.

II. Analysis The artist organized the princi...See MoreHere are the answers to the template in the previous post. This old paper I copied was from Heather, a street tough girl who wrote out this without a complaint. She was used to the system and could have gave iffy answers but she wrote everything out and answered.

I. Description The artwork I chose to review for todayÕs art criticism assignment was created by the artist __Camille Pissaro_ in the year__1870__. This artwork is titled __The Road from Louveicennes_____and the known dimensions are __100__x__81__cm. This artwork is presented in ___landscape___orientation and demonstrates___deep___space. The media the artist used for artistic expression was __oil on canvas___. This artwork is currently owned or housed at__Sterling and Francine Clark institute_, in the country of __USA__. The location of thematic items in this artwork are found in the ____left __ quadrant. The simulated textures are the__road__and the __houses__.

II. Analysis The artist organized the principles of art such as line, shape, and color. The examples of line in this artwork are the _branches_ , _trees__ and the cobblestones__. When a line borders or encloses a object an ensuing shape is made. The most obvious shapes in this artwork are _houses_ , __people__ , and ___the road__. The colors the artist _Pissaro__utilized the most in this artwork are __tan__, _red_ , and _green_. The warmest color(s) in this artwork are found in the _roofs__ and _road___. The coolest colors in this artwork are found in the objects _grass_ and _sky__.

III. Interpretation. The artist known as _Camille Pissaro__ is communicating __rural life___to the viewing audience or general public. The social commentary for this artwork deals with __traveling in 1800s__as it was very pertinent during this epoch of human history. A secondary theme the artist __Pissaro__ was trying to communicate could be__country living__. The man made technology that is no longer used in the artwork is__carriage/horses?___________. It is safe to assume the people or beings in this artwork are__no longer living_.

IV. Evaluation Without asking the art teacher (Mr. Ms. Ôteacher nameÕ) what this artwork is worth, I think this masterpiece has an estimated at a monetary value of _a million_dollars or equivalent value. If I were presented ownership of this artwork I would hang it in the_livingroom__, and not the garage, basement, or attic. If I had to give up this artwork, I would give it to __my Mom__because he/she would __like___ it. I have completed eight of these art critiques and I feel ready for the text next week!

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overwhelmed Thank you so much. A few questions/points: How do your students get information not visible in the image, such as dimensions or where the piece is displayed? Do you provide them more than just the image? I also wonder about what you have given students to consider in each category. For example, under Description I would be more concerned that the s...See MoreThank you so much. A few questions/points: How do your students get information not visible in the image, such as dimensions or where the piece is displayed? Do you provide them more than just the image? I also wonder about what you have given students to consider in each category. For example, under Description I would be more concerned that the student actually list out all the aspects of the image through careful attention to detail, rather than tell me where the piece is displayed, or even it's dimensions. The Analysis is very simplistic (i.e. naming shapes, etc.), but I suppose if most of our students know nothing about looking at art, what is laughably obvious to us may still pose a challenge for them. It's still hard for me to relate to, though. Would there be a way of writing this so students would be challenged to analyze at a more sophisticated level? For Interpretation, I want students to use contextual information, say from a lecture or reading, to connect visual cues to historical/philosophical/social ideas and issues of the time. Evaluation, to me, has always been a bit tough to teach. The estimation of the monetary value of the painting seems a strange thing to ask for, but I also don't feel it's useful to ask the students whether they think the artist has made a good or bad work, as I have in the past. Obviously it's a great work if they're studying it, so the question seems silly. Perhaps the best approach at the final stage of the critique is to ask them for a conclusion where they sum up their analysis and use it to justify why the work is important. I apologize if this sounds like a critique. I'm just trying to work this out for myself. On 1/15/14, Traveling Art Teacher wrote: > Here are the answers to the template in the previous post. > This old paper I copied was from Heather, a street tough > girl who wrote out this without a complaint. She was used > to the system and could have gave iffy answers but she > wrote everything out and answered. > > I. Description The artwork I chose to review for todayÕs > art criticism assignment was created by the artist > __Camille Pissaro_ in the year__1870__. This artwork is > titled __The Road from Louveicennes_____and the known > dimensions are __100__x__81__cm. This artwork is presented > in ___landscape___orientation and > demonstrates___deep___space. The media the artist used for > artistic expression was __oil on canvas___. This artwork is > currently owned or housed at__Sterling and Francine Clark > institute_, in the country of __USA__. The location of > thematic items in this artwork are found in the ____left __ > quadrant. The simulated textures are the__road__and the > __houses__. > > II. Analysis The artist organized the principles of art > such as line, shape, and color. The examples of line in > this artwork are the _branches_ , _trees__ and the > cobblestones__. When a line borders or encloses a object an > ensuing shape is made. The most obvious shapes in this > artwork are _houses_ , __people__ , and ___the road__. The > colors the artist _Pissaro__utilized the most in this > artwork are __tan__, _red_ , and _green_. The warmest > color(s) in this artwork are found in the _roofs__ and > _road___. The coolest colors in this artwork are found in > the objects _grass_ and _sky__. > > III. Interpretation. The artist known as _Camille Pissaro__ > is communicating __rural life___to the viewing audience or > general public. The social commentary for this artwork > deals with __traveling in 1800s__as it was very pertinent > during this epoch of human history. A secondary theme the > artist __Pissaro__ was trying to communicate could > be__country living__. The man made technology that is no > longer used in the artwork is__carriage/horses?___________. > It is safe to assume the people or beings in this artwork > are__no longer living_. > > IV. Evaluation Without asking the art teacher (Mr. Ms. > Ôteacher nameÕ) what this artwork is worth, I think this > masterpiece has an estimated at a monetary value of _a > million_dollars or equivalent value. If I were presented > ownership of this artwork I would hang it in > the_livingroom__, and not the garage, basement, or attic. > If I had to give up this artwork, I would give it to __my > Mom__because he/she would __like___ it. I have completed > eight of these art critiques and I feel ready for the text > next week!

Jan 16, 2014

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overwhelmed On 1/16/14, overwhelmed wrote: > Thank you so much. A few questions/points: > > How do your > students get information not visible in the image, > such as > dimensions or where the piece is displayed? Do you > provide > them more than just the image? > > I also wonder about what you > have given students to consider...See MoreOn 1/16/14, overwhelmed wrote: > Thank you so much. A few questions/points: > > How do your > students get information not visible in the image, > such as > dimensions or where the piece is displayed? Do you > provide > them more than just the image? > > I also wonder about what you > have given students to consider in > each category. For > example, under Description I would be more > concerned that the > student actually list out all the aspects of > the image > through careful attention to detail, rather than tell > me > where the piece is displayed, or even it's dimensions. > > The > Analysis is very simplistic (i.e. naming shapes, etc.), but > I > suppose if most of our students know nothing about looking at > art, what is laughably obvious to us may still pose a > challenge > for them. It's still hard for me to relate to, > though. Would > there be a way of writing this so students > would be challenged > to analyze at a more sophisticated level? > > > For Interpretation, I want students to use contextual > information, say from a lecture or reading, to connect visual > cues to historical/philosophical/social ideas and issues of > the > time. > > Evaluation, to me, has always been a bit tough > to teach. The > estimation of the monetary value of the > painting seems a > strange thing to ask for, but I also don't > feel it's useful to > ask the students whether they think the > artist has made a good > or bad work, as I have in the past. > Obviously it's a great work > if they're studying it, so the > question seems silly. Perhaps > the best approach at the final > stage of the critique is to ask > them for a conclusion where > they sum up their analysis and use > it to justify why the work > is important. > > I apologize if this sounds like a critique. > I'm just trying to > work this out for myself. > > On 1/15/14, > Traveling Art Teacher wrote: > >> Here are the answers to the template in the previous post. >> This old paper I copied was from Heather, a street tough >> girl who wrote out this without a complaint. She was used >> to the system and could have gave iffy answers but she >> wrote everything out and answered. >> >> I. Description The artwork I chose to review for todayÕs >> art criticism assignment was created by the artist >> __Camille Pissaro_ in the year__1870__. This artwork is >> titled __The Road from Louveicennes_____and the known >> dimensions are __100__x__81__cm. This artwork is presented >> in ___landscape___orientation and >> demonstrates___deep___space. The media the artist used for >> artistic expression was __oil on canvas___. This artwork is >> currently owned or housed at__Sterling and Francine Clark >> institute_, in the country of __USA__. The location of >> thematic items in this artwork are found in the ____left __ >> quadrant. The simulated textures are the__road__and the >> __houses__. >> >> II. Analysis The artist organized the principles of art >> such as line, shape, and color. The examples of line in >> this artwork are the _branches_ , _trees__ and the >> cobblestones__. When a line borders or encloses a object an >> ensuing shape is made. The most obvious shapes in this >> artwork are _houses_ , __people__ , and ___the road__. The >> colors the artist _Pissaro__utilized the most in this >> artwork are __tan__, _red_ , and _green_. The warmest >> color(s) in this artwork are found in the _roofs__ and >> _road___. The coolest colors in this artwork are found in >> the objects _grass_ and _sky__. >> >> III. Interpretation. The artist known as _Camille Pissaro__ >> is communicating __rural life___to the viewing audience or >> general public. The social commentary for this artwork >> deals with __traveling in 1800s__as it was very pertinent >> during this epoch of human history. A secondary theme the >> artist __Pissaro__ was trying to communicate could >> be__country living__. The man made technology that is no >> longer used in the artwork is__carriage/horses?___________. >> It is safe to assume the people or beings in this artwork >> are__no longer living_. >> >> IV. Evaluation Without asking the art teacher (Mr. Ms. >> Ôteacher nameÕ) what this artwork is worth, I think this >> masterpiece has an estimated at a monetary value of _a >> million_dollars or equivalent value. If I were presented >> ownership of this artwork I would hang it in >> the_livingroom__, and not the garage, basement, or attic. >> If I had to give up this artwork, I would give it to __my >> Mom__because he/she would __like___ it. I have completed >> eight of these art critiques and I feel ready for the text >> next week!

Jan 17, 2014

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