Art amylases

CHAPTER 4 DERIVING MEANING

Goals and Objectives:

To explore the various ways artists and architects visually present ideas in their works and the way the audience understands these messages (based on the works of art presented in Chapter 4). In this chapter, we will see that human beings derive meaning in four basic ways:

• We analyze works formally.

• We study their content.

• We learn about the context in which they were created.

• We look at the ways that we encounter them to see how that affects their meaning.

Reading:

Carefully read Chapter 4, paying close attention to the works of art used as examples of the concepts covered in the chapter.

Assignment Instructions:

Note: This chapter explains different types of Art Criticism.

Choose two of the following concepts covered in this chapter to use as your titles for each of the two analyses required for this chapter. Each analysis must address a specific, different concept and students must demonstrate understanding of how their selected works of art clearly illustrate the chosen specific concepts, repeated before each of the analysis required:

• "Formal Analysis," which examines the artist's use of the Art Elements and/or Design Principles addressed in Chapter 2, to communicate meaning, ideas, and emotions.

• "Content Analysis" examines an artwork's themes or messages, conveyed primarily through subject matter, symbolism, and/or iconographic references.

• "Historical Analysis" examines the ways in which historical context and physical surroundings are important in art criticism.

• We can understand the messages in a work of art by examining what has been written about the work.

You must repeat the topic or specific concept assigned at the beginning of each of your analyses.

Using your own words, explain how your selected artwork embodies the concept you selected, and repeated as your title for each analysis. Describe specific details, both obvious and subtle, from within the artwork image to support your comments.

Explain how at least one of the Art Elements and/or Design Principles (explained chapter 2) were used by the artist/s to help convey meaning to viewers. For example, how would a black and white photograph impact the ways in which viewers understand the artist's intentions? Why would one use black and white in any work of art, as opposed to full color?

Important Notice: You must explain how at least one of the art terms (which you explained in your Chapter 2 assignment) functions within, and is used by, the artist/s to help convey meaning to the viewer in each future analysis in order to earn full credit.

Note: Students must underline the specific term/s used in each analysis.

A "Personal Responses" paragraph should follow each analysis, where you express your personal reactions to, perceptions of, and insights into each selected work of art. Answer the questions, for example:

• How does the work make you feel?

• What are you reminded of?

• What do you think were the intentions of the artist/s?

• What value is the work to viewers?

Please follow the same formatting illustrated in the "Exemplary Student Examples" in order to fulfill all requirements and earn the most points possible. Also, use the "Guidelines for Writing about Art" document to help elaborate each analysis, and make sure you describe not only the obvious but also the subtle details in each work which support your analyses in order to meet the minimum requirement of 10 sentences for the analysis portion of the assignment.

Use the grading rubric provided for this assignment as your guidelines and review the Exemplary Student Examples in order to develop an in depth response and earn the most points possible for your efforts. Each analysis portion of this chapter assignment must meet the minimum requirement of 10 sentences, excluding your personal responses, reactions, perceptions, insights, etc. for each artwork image you select for analysis.

The titles of all works of art of must be in italics or quotation marks. Give the title of the artwork and either the artist's name (or the name of the culture in which the art was produced if there is no artist name). Information about each image in our textbook can be found in the credit lines next to the images in the textbook.

GRADING RUBRIC - WRITTEN CHAPTER ASSIGNMENTS:

6.5 points - Student has repeated the concept before every analysis, used correct spelling, punctuation, and grammar and has placed all titles into italics or "quotes" (if handwritten).

15 points - Student's analysis illustrates, in their own words, in depth understanding and synthesis of the reading material with regard to specific, selected concepts for each analysis.

9 points - Student described specific details, both obvious and subtle, from within the image/ artwork to support their comments

10 points - Student explained how at least one of the formal Art Elements (Line, Color, Shape/s, Texture, Contrast, and Space) and/or the Design Principles (Balance, Rhythm, Proportion, Emphasis, implied Motion, Time, and Scale) are used in each artwork to help convey meaning to the viewers.

13 points - Student's analysis (1st paragraph) meets minimum requirement of ten sentences per analysis, in addition to their "Personal Response" paragraph/s which must follow each analysis. Repeated concepts and titles of analysis are not counted toward this minimum requirement

12.5 points - Student expressed, in one separate paragraph labeled "Personal Responses" for each artwork selected, in depth personal responses to, perceptions of, and insights into the piece. A "Personal Response" follows each and every analysis (see examples).

TOTAL: 65 points

Assignments with excessive spelling, grammar, or punctuation errors will receive zero points and will not be returned to students for revision or editing. Students earn zero points for copying or rearranging (plagiarizing) the textbook authors' or any authors adjectives, words, phrases, sentences, etc., and, at the instructor's discretion, an "F" for the course.

Note: Remember, every artwork analysis must explain the work in light of one specific different concept, repeated/used as titles for assignment analyses.

Feedback from the instructor

NOTICE:  All titles of works of visual arts must be, as the instructions require, put into quotes or italics but not artists’ names, places where art is viewed, dates, etc. You will find all TITLES of each artwork image in ITALICS in the CREDIT LINES next to every artwork image in your book.

Very nice work with this rather technical chapter, dealing with the formal elements, art terms, for the Art Elements and the Design Principles.  

You have illustrated understanding of the majority of these art terms.  However, I did not find in depth explanations of the use of TIME or SCALE in either of your analyses. Please see all below for clarification.

Your analyses are well organized and each artwork image is illuminated in these analyses by your understanding of the use of the majority of the assigned art elements used in these artworks.    You have clearly illustrated in depth comprehension of these very important, more formal/technical TERMS or concepts as they are used in both works of art to convey meaning to viewers.  I was particularly impressed with your explanation of the Art Elements COLOR and SHAPE and the Design Principles EMPHASIS and RHYTHM.

NOTE:  Read the example below for CLARIFICATION.

Please note:  All 12 terms/elements are used/present in every work of art.  

Please remember to explain how at least one of these terms is used in each work of art selected for future analyses and explain how they support, reinforce, and embody the IDEAS presented in the works.  For example, how does the COLOR impact the viewers’ experience of a given work, or how does the use of PROPORTION help EMPHASIZE the main idea?   

TIME is conveyed in “Nude Descending a Staircase,” for example (page 40, Fig. 2.26), in the abstract artistic style of that time, 1912, the use of a darker, more somber palette, and in the ‘…period of time during which viewers study and absorb the message embodied in the artwork, etc.

Remember, RHYTHM is established in all works of art by (as stated in the chapter reading) REPEATING  shades or tints of COLOR, LINES, implied TEXTURES, repeated NEGATIVE SHAPES, repeated POSITIVE SHAPES, etc.  Every work of art has some kind of established RHYTHM which involves REPETITION of some element like COLOR, SHAPE, LINE, TEXTURE, ETC.   For example, there are repeated elements such as the following, which clearly establish a RHYTHM in the Klee drawing in this chapter: lines (organic,” darker ORGANIC SHAPES, LINES, reddish COLOR/hues, etc.).
*PROPORTION is not the same as SCALE. Proportion, as used in visual arts, refers to the RELATIVE SIZE or relative RELATIONSHIP of the parts (SHAPES, OBJECTS, PEOPLE, etc.) with a composition or work of art.  This term does not mean that things look realistically proportioned within a composition alone, but help illustrate how artists have USED different PROPORTIONS within the work to emphasize one thing (object, person, etc.) over another, etc. 

TIME is indicated as this three-dimensional work of art is created ‘in the round’ so it is intended to be experienced as one walks around it.    Further, there is TIME indicated in the LIGHT (time of day) illustrated in the artwork or the photograph of the artwork. There is also motion IMPLIED in the SHADOWS within a painting, etc.

For example, in “Cube and Four Panels” (Fig. 14.33) there is implied motion as the geometric SHAPES move back into that SPACE, creating the illusion of movement within that picture plane.       Another example: *Both Time and Motion are also embodied in “Blanket” for example by the Tlingit people (Fig. 2.17).   For example the fringe is not static in this piece but moves in TIME, and the repeated SHAPES create motion or movement within and around the composition (for the viewers).

TIME and MOTION are implied in the gestures of humans, the use of media or materials used that evoke a particular era, etc., and the movement of the environment of the work (which might be actual or implied!). There is TIME/MOTION implied in even a glance! 

Please remember, for future assignments, to refer to the SPECIFIC art terminology when explaining BALANCE in the future (asymmetrical, symmetrical, etc.), which you have done here!   

The SCALE/dimensions, etc. of the majority of artworks are noted in the CREDIT LINES next to each image in the textbook. Whenever possible I like to use the ACTUAL artwork size (which can always be found online if not in the credit lines in the textbook) as the reference, although it can be confusing if the photo of the artwork does not make clear the overall size/dimensions/SCALE of the piece. We usually refer to the SCALE of an artwork as being either smaller or larger than HUMAN SCALE ~ if the dimensions are not given in the ‘credit lines’ beside each image in the textbook, an internet search will definitely provide that info.

 

I appreciated your thoughtful and provocative responses to “Mr. and Mrs. Andrews” and “They’re Biting” in particular.  Great job with this portion of the chapter assignment!

Keep up the exemplary work.  Please let me know if you have questions.

I will include instructions for preparing for the proctored Final Exam on your MID-TERM EXAM Grade Form, and each Grade Form after that.

TO SUM UP the requirements and expectations for all CHAPTER ASSIGNMENTS :

1. REPEAT the CONCEPTS, used as your HEADING or topic for every analysis in all Chapter assignments.

2. Provide the TITLES (all titles must be in ITALICS or placed into QUOTES), include the artists’ name/s, as well as the FIGURE NUMBER ~ review the EXAMPLES and use them as guides.

3.  TWO LABELED paragraphs are required for every artwork analysis.  The first paragraph must meet the minimum requirements of at LEAST 10 sentences in order to illustrate your in depth understanding of the CONCEPTS/TOPICS based on the reading material. 

The second paragraph, TITLED "Personal Comments" is required for every artwork analysis and should express your perceptions of, insights into, and reactions to each artwork you select for analysis (review the formatting in the EXAMPLES provided).

4. IMPORTANT NOTICE:  Students must EXPLAIN HOW at least ONE of the Art Elements (color, shape, space, texture, line) and/or the Design Principles (balance, emphasis, proportion, time, motion, rhythm, scale) are USED to reinforce the artists’ ideas and convey meaning in EACH artwork selected.