1 / 12

Art Interpretation Circles

Art Interpretation Circles. A “literature circle” teaching method for art objects by Summer Pennell.

meghan-marshall
Télécharger la présentation

Art Interpretation Circles

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Art Interpretation Circles A “literature circle” teaching method for art objects by Summer Pennell Alexander Calder, American, 1898-1976:Blue Sun, from Conspiracy: the Artist As Witness Portfolio: 1971. Lithograph. Ackland Art Museum, The University of North Carolina at Chapel Hill. Gift of Dr. and Mrs. Leonard Laufe, 81.40.1.3

  2. Direct translations from literature circle roles

  3. New roles for art interpretation circles

  4. Docent • Note- you will have a second role. • Responsible for leading the post-analysis discussion in your group. You will ask the Curator to begin, then you can decide who goes next. If you do not have a Curator, you may choose who goes first. • Make sure everyone has a chance to speak, and encourage input from everyone in a polite way.

  5. Curator • As if you were preparing a summary of this art object for a museum catalogue, write down the vital information such as: • Artist Name (and any biographical information available) • Date of creation • Basic description of art object (ex. “Oil painting of two children in a garden…”) • Overall feeling or mood of the object • Next, decide how you would display this in an art museum. Would it be with other works made in the same medium? From the same time period? In a more thematic collection (mischievous children, sinister landscapes, etc.)? Think creatively about your answer, and write it down with a brief explanation to share with your group.

  6. Composition Critic • Write down all of the elements of art you notice: line, shape, form, space, texture, value and color. • Write down all of the principles of design you notice: balance, emphasis, movement. • What do you identify as the primary design element and principle? What are the effects of both? • What do you identify as the secondary design element and principle? What are the effects of both?

  7. Medium Master • What material(s) did the artist(s) use? Why do you think they made that choice? • What do you know about the process involved in using this medium? Be as detailed as possible. • In examining the artwork closely, is there any evidence of this medium and/or process? Examples: visible brushstrokes, pencil lines, etc.

  8. Salon Host • Write 3-5 open-ended questions about the art object to facilitate discussion. • No questions that can be answered with “yes” or “no,” and no basic questions about the object (the Curator takes care of that). • Your questions may be about technique, subject, historical and cultural connections, etc. • You may also wish to ask speculative questions about the art piece.

  9. Detail Detective • Choose 2-3 details (small elements of the art object) that stand out to you as important, interesting, or confusing. • Write a brief description of your detail (Ex. “figure in the center,” “dark square in the upper left corner”) so you can help your group members find it during discussion. • Write a short explanation of why you chose these details. What is your reaction to them? What feeling or mood do you get from them? • In the discussion, share these explanations with your group, and allow group members to discuss their own reactions to the details.

  10. Connector • Connect the art object to your own experiences, pop culture, other art objects, novels or movies, world events, etc. • Note if this connection is a broad (related to the entire object) or narrow one (related to a detail of the object). • After your explanation, let the group comment on your connection(s), and make some of their own if time allows.

  11. Symbol Searcher • Can you identify any symbols within the work? • Where are these elements located in the work? What do they look like? What about their representation led you to identify them as having symbolic meaning? • How does your analysis of these symbols relate to the artist’s biography, the time period, the artist’s nationality, etc.? • If your group has an Art Historian, you can work together on this part. • How do these symbols contribute to the overall meaning of the work?

  12. Art Historian • Choose 1 or 2 topics to research that will help your group understand the art object in more depth (you may wish to work with the Symbol Searcher). • Using the art object and your groups’ interests as a guide, choose from these general topics: • Art movements of the time period (Impressionism, Cubism, etc.) • Politics (from the artist’s home country, or related to the object’s subject) • Social roles and norms • The artist’s biography

More Related