Art Criticism

The Value of Implementing an Art Criticism Model

Having structure to use to analyze with provides a framework to follow from concept through completion. With other subjects we all use rubrics from very early grades onward. In art classes I don't recall ever having a rubric or any sort of formal structure to follow. The details in the structure not only aid us in analyzing a piece of art, but they also aid artists while they are creating.

Considering various modeling techniques including the analytical model, the feminist conversational model, or the principled approach I am compelled to wonder when the best developmental time to introduce this sort of critical analysis? It would seem as though it would make sense to level up in critical reasoning as it relates to art at about the same pace that a student is able to verbalize what he or she sees in an abstract sense. As stated within the text each approach is “useful for authentic instruction and art for life” (Anderson & Milbrandt, 2005, p. Chapter 6: Art Criticism).

I believe that the work of younger children holds something precious and dear that mustn’t be rushed out of them unnaturally. Matisse said something to the effect that we spend most of our youth wanting to grow up, only to find that in adulthood we wish that we had the same sort of naiveté all over again! They always say that youth is lost on the young, but I believe that they spent it extraordinarily well.

As an art student is guided though the classical thought processes they find new perspectives on some familiar ideas and imagery. The analytic model offers detail about a variety of questions to reflect on a piece of work, and look through the surface to connect with prior understandings about the Element and the Principles of Art and Design as they relate to new experiences. The models explained within this chapter are helpful and will guide me as I facilitate art criticism. I will encourage my students to use a variety of strategies as they fit with what they are analyzing. As Anderson and Milbrandt (2005) stated, “Each has merit and )it is recommended) that you try them all.” I especially liked how the authors concluded that the purpose of art criticism is to understand people through art, not to understand art for its own sake. This resonates with me and I will share this mindset with my students, as I believe that it may invite them to connect deeper and take more risks in their processes and project solving.

For this assignment I have chosen to define the analytic model in a graphic organizer to share with my students. I will preface future critiques by paraphrasing the following from the text:

First, critiques of students’ work are not art criticism as it is defined here. The purpose of such critiques—technical, compositional, or conceptual—is solely to improve students’ work on future projects. Art criticism is the examination of the work of others to find what they can tell us about being human. The second caution is that art criticism is best when it is organic: when the critic is constantly making sensitive connections among description, interpretation, and evaluation. The structure suggested here for educational purposes is merely a guide to help both teachers and students understand the kinds of thinking and speaking that go into art criticism. The final guide for the process of art criticism should be the work itself. Take the time and energy to look sensitively and deeply, and the work will lead you.
(Anderson & Milbrandt, 2005, p. Chapter 6: Art Criticism)

The Analytic Model

^*These questions first appeared in an article by Anderson (1997) entitled “Talking with kids about art,” School Arts, 97 (1), 21–26.

Reference

Anderson, T., & Milbrandt, M. K. (2005). Art for Life. Authentic Instruction in Art. : McGraw-

Hill Company.