paper 1 hum
penelope28
art_analysis_paper1.docChoose one work that particularly engages you. Take time to look at the work in detail; include a picture of the work. Ask yourself: "How does the piece ‘work’? What is the artist doing? Why do I have a particular response (such as joy, fear, curiosity)?" Your response is, to a great extent, the result of the choices the artist has made in the process of creation. You will find useful ideas for thinking and writing about works of art in the text which was required for this course in chapter 1. The following is a specific outline for this paper. Part of your grade will be determined by how well you follow this outline. Other important aspects are thoroughness, clarity, and a demonstrated sensitivity to the work of art as shown in the rubric at the end. Parts 3 and 6 are 80% of the grade for this paper.
1. State the title, artist, date, dimensions, and medium (what it is made of) of the work.
2. State the name of the exhibition in which the work was displayed.
3. Introduce the reader to the work of art by writing a brief, overall description of it. (Simple not detailed)
4. Discuss the Elements of Art and Principles of Design that you think are important in understanding and analyzing this work.
5. Always refer to the artist by her or his last name, not the first name.
6. Explain your personal response to the work based on its form as you analyzed it in the previous sections. (Why did you like/dislike it?)
7. Include a photograph/picture of the artwork (Google images or similar)
8. Staple the pages together; make sure your name is on the paper.
The following list of the Elements of Art and the Principles of Design will help you to focus on the most important aspects of the work you are analyzing. Discuss the element or principles that seem to create the meaning of the work or contribute to its aesthetic quality.
1. Elements of Art
· line - shape and mass - light, value, color - texture - space - time and motion
2. Principles of Design
· unity and variety - balance - emphasis - focal point - proportion and scale - rhythm
Although different texts may sometimes use different terms, the basic concepts are the same. The textbook reviews some fundamental terms in the "Introduction" to your textbook for this course. If you should want an additional review of these elements and principles, consult any textbook for a college level Art Appreciation or Art History course.
Keep in mind:
1. Writing a formal analysis does involve your interpretation of and personal response to the work, but your reactions must be supported by referring to specific elements and qualities which you see in the work.
2. Accept the work as it is. Do not "second guess" the artist and make such statements as, "I think the painting would have been better if the artist had . . ."
3. Titles of exhibitions are in quotation marks; titles of works of art are underlined or are in italics.
Common mistakes you will want to avoid:
1. Failure to proofread your paper to check for spelling, punctuation, subject/verb agreement, incomplete sentences, run-on sentences, etc. Don’t rely on your computer’s spellchecker; the computer may not know if you mean "there" or "their."
2. Confusing "it’s" and "its."
3. Referring to the artist by her/his first name. Would you write English literature paper on Romeo and Juliette and refer to the author as "William"?
4. Handing in your paper and asking me if I have a stapler.
Rubric
Demonstrates
Exemplary
College-Level
Writing
4
Demonstrates
Proficient
College-Level
Writing
3
Demonstrates
Satisfactory
College-Level
Writing
2
Demonstrates
Emerging
College-Level
Writing
1
Stated or implied
thesis developed
logically,
coherently and
extensively with
convincing,
specific
supporting
details.
Strong evidence
of critical thinking.
No factual errors.
Thesis, stated or
implied, presents a
plan of
development that is
carried out.
Effective supporting
details.
Consistent
development.
No factual errors.
Thesis evident
but supported by
a mixture of
generalizations
and specific
detail.
Some factual
errors
Thesis evident
but support
very general
and/or
inconsistent.
Several factual
errors
Demonstrates
Effective
Development:
Thesis
Statement,
Main
points,
Supporting
information
Rubric
Demonstrates
Exemplary
College-Level
Writing
4
Demonstrates
Proficient
College-Level
Writing
3
Demonstrates
Satisfactory
College-Level
Writing
2
Demonstrates
Emerging
College-Level
Writing
1
Central idea
clear.
Paragraph
structure
consistently and
effectively
supports content.
Clear logic and
effective
transitions
Central idea
clear.
Paragraph
structure
uniformly
supports content.
Consistency,
logic and
transitions well
managed
Central idea
evident.
Paragraph
structure
sometimes
supports content.
Consistency, logic
and transitions
show some
weaknesses.
Loose focus on
central idea,
contains some
repetition and
digression.
Paragraph
structure weak.
Demonstrates
Effective
Organization of
Content
Rubric
Demonstrates
Exemplary
College-Level
Writing
4
Demonstrates
Proficient
College-Level
Writing
3
Demonstrates
Satisfactory
College-Level
Writing
2
Demonstrates
Emerging
College-Level
Writing
1
Choice of
language
consistently
precise,
purposeful.
Nearly flawless
sentence
structure, usage,
mechanics
contribute to
writer’s ability to
communicate
purpose.
Word choice
accurate, varied.
Occasional errors
in sentence
structure, usage
and mechanics
do not hinder
writer’s ability to
communicate
purpose.
Word choice
correct but simple/
without variety.
Errors in
mechanics and/ or
usage do not
obscure content of
assignment.
Frequent errors
in word choice.
Sentence
structure and
mechanics
seriously affect
clarity.
Employs
Effective
Language
Rubric
Demonstrates
Exemplary
College-Level
Writing
4
Demonstrates
Proficient
College-Level
Writing
3
Demonstrates
Satisfactory
College-Level
Writing
2
Demonstrates
Emerging
College-Level
Writing
1
Communicates
purpose with
sophistication.
Beyond
understanding of
issues, shows
insight.
Style engages
audience,
establishes
writer’s
credibility.
Communicates
purpose
clearly.
Shows full
understanding
of issues.
Style
consistently
effective for
intended
audience.
Adheres to
purpose,
fulfills
assignment,
shows
adequate
understanding
of key issues.
Style generally
appropriate to
intended
audience.
Wavers in
purpose,
incompletely
addresses
assigned
topic or
directions,
shows need
for more
study of
issues.
Style uneven.
Addresses
Purpose and
Audience
PAGE
3
