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Talking with Kids about Art

Talking with Kids about Art. Model for Art Criticism Kara Covello, Malory Dobson, Cassie Dudurich. What does this title make you think the article is about?. “What is art criticism and why do we do it?’ ( p . 1) Defined: Talking or writing about art; doesn’t sound so critical anymore!

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Talking with Kids about Art

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  1. Talking with Kids about Art Model for Art Criticism Kara Covello, Malory Dobson, Cassie Dudurich

  2. What does this title make you think the article is about? “What is art criticism and why do we do it?’ (p. 1) Defined: Talking or writing about art; doesn’t sound so critical anymore! We do it because we want to know what artwork means and what its value or significance is! Criticism seems to have a negative connotation, doesn’t it?

  3. Process of Art Criticism • What is it?! • Description • What is it worth? • Evaluation • What does it mean? • Interpretation • Which of these processes do you feel is the most difficult, why?

  4. Model of Educational Art Criticism: General Reaction Description (Much more detailed) Interpretation Evaluation There is an element in Educational Art criticism that was not present in the previous model. What is it? What is its value (if any) to this new model?

  5. The Educational Model of Art Criticism Should the additional element of “General Reactions” also be present within art critiques free of the educational realm?

  6. Reaction: This is basic, occurs with anything in our lives. We use this initial reaction to stimulate further inquiry. Questions that one may possibly ask are; how does this artwork make me feel? Initial and on the surface descriptions.

  7. Description: The obvious appearance of the artwork. This includes the medium. What is the artwork made of? What are the physical features? One helpful element is to begin from “big” to “small”. Begin with the obvious elements of the piece, than dig deeper! This includes who the artist is, what is their purpose? When was the piece created? What is the title?

  8. …on contextual description… “Description in this vein is focused on the artist’s life, circumstances and intentions; the works functions, whether they are emotional, utilitarian, educational or decorative, its place in society” (pps. 2 & 3).

  9. Based on all the evidence collected thus far, this includes aesthetic/emotional elements, form, and context, the individual will attempt to assign meaning to the piece. This is ambiguous and relative to the individual. “In one sense, interpretation is an art form in itself.” (p. 3) Do you agree? Interpretation “Best guess at what it’s all about”

  10. Evaluation: • “The key to a successful evaluation is that it is criterion based”. Students should provide reasons why the believe the piece is “good” or “bad”. This also includes the quality of the work. Was it well crafted?

  11. “The purpose of student critiques, whether the focus is on the technical, compositional, or conceptual, is solely to improve that work or future projects” (p.4).

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