Students should not attempt to copy out questions and then answer them; rather the questions should be considered a starting point for writing bullet pointed annotation or sentences in paragraph form. This is useful because it forces you to look closely at the work and to consider elements you might not have noticed before. consider how and why artists, craftspeople and designers realise their ideas through different visual representations, practices, processes and viewpoints. Explain why you like it. Definitions of more complex words have been provided. They consider why and how audiences respond to artworks. – James Gurney, Imaginative Realism9, Ergonomics: an applied science concerned with designing and arranging things people use so that the people and things interact most efficiently and safely – Merriam-webster.com, One of the most important ways in which artists can use light to achieve particular effects is in making strong contrasts between light and dark. – Terry Barrett, Criticizing Art: Understanding the Contemporary6, All shapes have silhouettes, and vision research has shown that one of the first tasks of perception is to be able to sort out the silhouette shapes of each of the elements in a scene. Experiments, however, have proved inconclusive; the response to color – despite clichés about seeing red or feeling blue – is highly personal, highly cultural, highly varied. Parks, Universal Principles of Art11, Parody: mimicking the appearance and/or manner of something or someone, but with a twist for comic effect or critical comment, as in Saturday Night Live’s political satires – Dr. Robert J. Belton, Art History: A Preliminary Handbook, The University of British Columbia5, Allegory is a device whereby abstract ideas can be communicated using images of the concrete world. Parks, Universal Principles of Art11, An iconography is a particular range or system of types of image used by an artist or artists to convey particular meanings. Angles/lines: The ‘direction’ of an image based on the angles or lines within it. Why / why not? The elements of design are the 'elemental' basic units of any visual object of art or design. How did the artist work within a space, and at this time? By the end of Year 4, students describe and discuss similarities and differences between artworks they make and those to which they respond. Their understanding of the role of the artist and the audience builds on their experience from the previous band. References to other images/visual media, including art, films, pop culture, religious icons, etc. Finally, when writing about art, students should communicate with clarity; demonstrate subject-specific knowledge; use correct terminology; generate personal responses; and reference all content and ideas sourced from others. What is the effect of these color choices (i.e. Not coincidentally we will be study these design elements, or art elements, while acquiring and rendering skills in our drawing class. Considering viewpoints – meanings and interpretations: For example – What is this painting telling us about the past? – Sylvan Barnet, A Short Guide to Writing About Art2, If a waiter served you a whole fish and a scoop of chocolate ice cream on the same plate, your surprise might be caused by the juxtaposition, or the side-by-side contrast, of the two foods. She has a Bachelor of Architectural Studies, Bachelor of Architecture (First Class Honours) and a Graduate Diploma of Teaching. Why? This is explained in more detail in our article about high school sketchbooks. Would it be appropriate to use space in a similar way within your own artwork? – John A. Considering viewpoints – societies and cultures: For example – What clues in the artwork tell you where it was made, who made it, and why? How has tone been used to help direct the viewer’s attention to focal areas? If you enjoyed this article you may also like our article about high school sketchbooks (which includes a section about sketchbook annotation). This video by Dr. Beth Harris, Dr. Steven Zucker and Dr. Naraelle Hohensee provides an excellent example of how to analyse a piece of art (it is important to note that this video is an example of ‘formal analysis’ and doesn’t include contextual analysis, which is also required by many high school art examination boards, in addition to the formal analysis illustrated here): The questions below are designed to facilitate direct engagement with an artwork and to encourage a breadth and depth of understanding of the artwork studied. How are textural or patterned elements positioned and what effect does this have (i.e. – Sylvan Barnet, A Short Guide to Writing About Art 2. Has the artwork been organised using a formal. It is not expected that students answer every question (doing so would result in responses that are excessively long, repetitious or formulaic); rather, students should focus upon areas that are most helpful and relevant for the artwork studied (for example, some questions are appropriate for analyzing a painting, but not a sculpture). This is one of the best ways for students to learn. Considering viewpoints – societies, cultures and histories: For example – What clues in the artwork tell us where it was made, who made it, and why? Instructors who assign formal analyses want you to look—and look carefully. As an audience, students focus their attention on the artwork and respond to it. The questions include a wide range of specialist art terms, prompting students to use subject-specific vocabulary in their responses. A statement addresses form, content or context (or their various interrelations). Amiria has been an Art & Design teacher and a Curriculum Co-ordinator for seven years, responsible for the course design and assessment of student work in two high-achieving Auckland schools. Visual Examples of the Elements of Art/Design Point/Line/Plane; Colour; Texture; Shape; Space; Form. In Years 3 and 4, learning in The Arts builds on the experience of the previous band. Your job is to figure out and describe, explain, and interpret those decisions and why the artist may have made them. Sometimes in the form of a parody (referencing another image but making it humorous), these usually recontextualise or “change the meaning” of the original media.

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