CritiquesCritiques

What are they and why do we use them?What are they and why do we use them?

What is a critique?What is a critique?

A critique is an oral or written discussion A critique is an oral or written discussion strategy used to analyze, describe, and strategy used to analyze, describe, and interpret works of art. Critiques help interpret works of art. Critiques help students strengthen their communication, students strengthen their communication, information-gathering, and justification information-gathering, and justification skills.skills.

GROSS!

I Like it.

I Don’t Get It!

Huh??

It is natural for us to It is natural for us to have a reaction or an have a reaction or an opinion when we opinion when we experience something. experience something. That “thing” may be a That “thing” may be a song, or a taste, or a song, or a taste, or a smell. In this class, it smell. In this class, it will most often be a will most often be a reaction to a picture or reaction to a picture or image.image.

These reactions are natural and we can’t These reactions are natural and we can’t really help it. Often our comments are really help it. Often our comments are subjectivesubjective, which means that they are , which means that they are based on our personal taste. But, in a based on our personal taste. But, in a critique it is often more valuable if the critique it is often more valuable if the thoughts are thoughts are objectiveobjective..

Objective Vs. SubjectiveObjective Vs. Subjective

Objective InformationObjective Information is… is…

Observable: It can be Observable: It can be seen, heard, touched, etc.seen, heard, touched, etc.

It tends to be factual, It tends to be factual, something that can be counted something that can be counted or imitated. It is information that or imitated. It is information that would be similar in multiple would be similar in multiple reports. It is helpful in decision reports. It is helpful in decision making and is as close to truth making and is as close to truth as we can get.as we can get.

Objective LanguageObjective Language

I see…I see…I count…I count…

I observe…I observe…The lines are…The lines are…The color is…The color is…

It sounded like…It sounded like…

Objective Vs. SubjectiveObjective Vs. Subjective

Subjective InformationSubjective Information is… is…

Opinion, judgmental, assumption, belief, Opinion, judgmental, assumption, belief, rumor. rumor.

It varies from person to person. It is a question It varies from person to person. It is a question of personal taste and interest. It is rarely of personal taste and interest. It is rarely helpful in decision making.helpful in decision making.

Subjective LanguageSubjective Language

I thought…I thought…I feel…I feel…I think…I think…

I do not like…I do not like…

Formal and InformalFormal and Informal

In this art class some of In this art class some of our critiques will be our critiques will be formalformal while others will be while others will be informalinformal. Formal critiques . Formal critiques are more structured and are more structured and we will write these we will write these critiques down on paper. critiques down on paper. Our informal critiques will Our informal critiques will be said out loud and be said out loud and discussed openly as a discussed openly as a class.class.

The Four StepsThe Four Steps

DescribeDescribeAnalyzeAnalyzeInterpretInterpretJudgeJudge

DescribeDescribe

When starting a When starting a critique you want to critique you want to first describe what you first describe what you are looking at. This are looking at. This includes objects you includes objects you can identify like figures can identify like figures or objects. Describe or objects. Describe the work without using the work without using value words such as value words such as "beautiful" or “ugly”."beautiful" or “ugly”.

DescriptionDescription

TitleTitle, (Date), Artist , (Date), Artist When and where was the work created? When and where was the work created? Describe the subject matter. What is it all Describe the subject matter. What is it all

about? Are there recognizable images? about? Are there recognizable images?

AnalyzeAnalyze

Describe how the work is organized as a Describe how the work is organized as a complete composition complete composition

AnalysisAnalysis

How is the work constructed or planned? How is the work constructed or planned? Identify some of the similarities throughout Identify some of the similarities throughout

the work.the work. Identify some of the points of emphasis in Identify some of the points of emphasis in

the workthe work If the work has subjects or characters, If the work has subjects or characters,

what are the relationships between or what are the relationships between or among them? among them?

InterpretInterpret

Describe what Describe what your reaction or your reaction or thoughts are to the thoughts are to the piece. What does piece. What does the piece mean to the piece mean to you?you?

InterpretationInterpretation

Describe the expressive qualities you find in the Describe the expressive qualities you find in the work. What expressive language would you use work. What expressive language would you use to describe the qualities (i.e., tragic, ugly, to describe the qualities (i.e., tragic, ugly, funny)? funny)?

Does the work remind you of other things you Does the work remind you of other things you have experienced (i.e., analogy or metaphor)? have experienced (i.e., analogy or metaphor)?

How does the work relate to other ideas or How does the work relate to other ideas or events in the world and/or in your other studies? events in the world and/or in your other studies?

JudgmentJudgment

Present your opinion of the work's success Present your opinion of the work's success or failure or failure

JudgmentJudgment

What qualities of the work make you feel it What qualities of the work make you feel it is a success or failure? is a success or failure?

Compare it with similar works that you Compare it with similar works that you think are good or bad. think are good or bad.

What criteria can you list to help others What criteria can you list to help others judge this work? judge this work?

How original is the work? Why do you feel How original is the work? Why do you feel this work is original or not original? this work is original or not original?

Great, so now Great, so now what?what?

Lets take a look…Lets take a look…Let’s take a look at the picture at the right. After seeing the image we want to then take a look at the information, or TITLE BLOCK, that accompanies it.

Isabella and the Pot of BasilJohn White Alexander

1897Oil on canvas

192.09 x 91.76 cm (75 5/8 x 36 1/8 in.).Museum of Fine Arts, Boston

Although the image should Although the image should be our focal piece, the Title be our focal piece, the Title Block MAY provide us with Block MAY provide us with important informationimportant information

Isabella and the Pot of BasilJohn White Alexander

1897Oil on canvas

192.09 x 91.76 cm (75 5/8 x 36 1/8 in.).Museum of Fine Arts, Boston

Isabella and the Pot of BasilJohn White Alexander 1897Oil on canvas192.09 x 91.76 cm (75 5/8 x 36 1/8 in.).Museum of Fine Arts, Boston

TitleArtistDate the work was completedMediumSizeCurrent Location

Getting StartedGetting Started

Once you have looked at the piece and Once you have looked at the piece and read the information that may be provided, read the information that may be provided, it is time to focus our attention. In an it is time to focus our attention. In an informal critique we may start by asking a informal critique we may start by asking a question. In a Formal critique we may start question. In a Formal critique we may start with a statement. Let’s keep it informal for with a statement. Let’s keep it informal for now….now….

Formulate a questionFormulate a question

There are lots of questions you might There are lots of questions you might ask, here are a few examples…ask, here are a few examples…

Who is Isabella?Who is Isabella?

Is the Pot of Basil Important, why?Is the Pot of Basil Important, why?

What inspired the artist to paint this?What inspired the artist to paint this?

Why is the lighting so dramatic?Why is the lighting so dramatic?

Let this question help guide you as Let this question help guide you as you examine the paintingyou examine the painting

Describe what you seeDescribe what you see

Next, start describing the Next, start describing the image…image…

There is a woman dressed in There is a woman dressed in a long flowing robe of white a long flowing robe of white and black. Her hand is raised and black. Her hand is raised towards a ceramic pot. There towards a ceramic pot. There are white flowers near the pot are white flowers near the pot as well as on the floor…..as well as on the floor…..

Analyze the CompositionAnalyze the Composition

Begin to break down the picture Begin to break down the picture in regards to the elements and in regards to the elements and principles of designprinciples of design

The image is vertical and life size. The image is vertical and life size. There is very limited color. The There is very limited color. The entire piece is very lifelike with entire piece is very lifelike with exacting detail of texture and exacting detail of texture and form. There is very intense form. There is very intense contrast of value and the contrast of value and the emphasis is on the hand, arm, emphasis is on the hand, arm, and pot.and pot.

Interpret possible meaningInterpret possible meaning

Now start making Now start making connections, and if connections, and if necessary, do some more necessary, do some more researchresearch

I get a feeling of remorse, I get a feeling of remorse, loss, loneliness, and loss, loneliness, and secrecy in the piece…oh, secrecy in the piece…oh, it is based on a poem it is based on a poem about this woman who…about this woman who…

Then in a silken scarf, - sweet with the dews Of precious flowers pluck’d in Araby, And divine liquids come with odorous ooze Through the cold serpent pipe refreshfully, - She wrapp’d it up; and for its tomb did choose A garden-pot, wherein she laid it by, And cover’d it with mould, and o’er it set Sweet Basil, which her tears kept ever wet.

Finally, pass JudgmentFinally, pass Judgment

This is perhaps the hardest part as we will This is perhaps the hardest part as we will need to start collecting reasons for what need to start collecting reasons for what we value in art…we value in art…

AestheticsAesthetics Historical significanceHistorical significance TechniqueTechnique Emotional ResponseEmotional Response Intellectual ResponseIntellectual Response