Art Criticism in Grades K-5
The objective of art criticism is to get students to communicate their ideas and feelings about works of art. When students are critiquing their own work, or the work of their peers, an informal approach is used. Informal art criticism is more spontaneous and simple. The teacher stimulates thinking with open-ended questions that focus on technique, composition, style, skill, skill mastery or content. Informal critiques can occur at various times during the lesson depending upon the specific objective.
Categories of Art Criticism:
Description Describing the work of art helps the class to agree upon what is
seen; to point out the shapes, colors, spaces and volumes, and
artistic techniques.
Analysis The elements of art and principles of design and how they relate to
each other are discussed.
Interpretation Interpretation involves becoming aware of emotions and meanings
in works of art. It’s identifying the theme or concept of the work.
A Process for Art Criticism: A way to talk about art with children
1. The Facts Describe what you see in the painting. Look at lines, shapes,
textures, colors and objects.
2. The Design Look at the way the facts are put together (designed). Look for
balance, light areas, focal point, illusion of space, dark areas and
rhythm created by repetition.
3. Meaning What is the purpose or meaning of the artwork? Use the facts already identified and how they are organized as clues to the meaning and purpose of the work. The artist seems to be most interested in….
4. Judgment Judge the painting. Do you like or dislike it? Why?
Developmental Sequence for Art Criticism: K 1 2 3 4 5
Description:
Identify the subject matter of a work of art x x x x x
Identify the media used to create the work x x x
Identify the types of colors, textures and lines
in a work of art x x x x x
Identify the elements of art or principles of
design in a work of art x x x
Analysis:
Compare the style, medium, subject, etc. to
another work of art x
Identify the center of interest and give
reasons for the choice x x
Developmental Sequence for Art Criticism: K 1 2 3 4 5
Analysis: (continued)
Describe the different effects the work of art
expresses when viewed from different angles,
close up, far away, upside down, etc. x x x
Decide the appropriateness of a title of a given
work of art x x x
Compare the similarities and differences between
various works of art x x x
Articulate the creative process to include: thinking,
experimenting, planning, projecting and
accomplishing x
Realize that artists sometimes begin with an
original plan and make changes as the work
develops x x x
Interpretation:
Describe how you feel about a work of art x x x
Discuss the work of art’s unique qualities x x x
Valuing Art in Grades K-5
At the elementary grade levels, developing a student’s awareness about the value of art can be accomplished through guided discussions on the aesthetic qualities of a work of art. Children develop their own sense of its value and will then make the connection between what they discuss and see in a drawing, painting, a piece or sculpture of an artifact.
Exercises in the valuing of art need to be integrated with the studio experience, thereby helping children identify with the artwork on a personal level. This results in making art more relevant in their lives.
Developmental Sequence for Art Criticism: K 1 2 3 4 5
Discuss the things they like in their own
artwork and in the work of others x x x x x x
Describe the importance of artwork to
family, friends and community, as well
as personally x x x x x x