Earnest Hemingway Wendy Beckett Hal Foster Benjamin Buchloh

비평가들의 다양성 Earnest Hemingway Wendy Beckett Hal Foster Benjamin Buchloh Rosalind Krauss Arthur Danto Yves-Alain Bois

Current Conditions/Status • Aesthetic development: A Cognitive Experience by Karen Heid • Something aesthetically pleasing heightens out senses • Learning to attend to art helps us see and as well as the world in general in a deeper, more meaningful way • Art engages our minds and emotions • As students learn to put their emotional reactions about art into words they are engaging in a cognitive process

Current Conditions/Status (Feldman) • Practical Art Criticism by Feldman • • Describe: physical description (colors, shapes, textures) Analyze: more in depth description (dominant colors, composition) Interpret: meaning of the piece Judge: success of piece (based on a grounds of judgment)

Current Conditions/Status (Lankford) • A Phenomenological Methodology for Art Criticism by Louis Lankford • Receptiveness: avoid preconceptions or prejudices • Orienting: pay attention to the surroundings, determine the perimeters of the work, and adjust your physical position • Bracketing: restrict critique to relevant information • Interpretive analysis: description of work, meaning of work, and feeling it creates • Synthesis: significance of the work overall

Current Conditions/Status (Prater) • Art Criticism: Modifying the Formalist Approach by Michael Prater • Feldman method fails to take into account external information about the work • Feldman doesn’t relate to all types of art pieces (ceremonial)

Prater • Prepare to critique: Title, date, artist, culture, description • Examine literal qualities: accuracy • Examine functional qualities: practical or ceremonial use • Examine the formal qualities: elements and principles • Examine the expressive qualities: emotions, moods, symbols, ideas • Determine relevant theories: discuss theory (or theories) that are relevant, and what the artist is trying to accomplish

Current Conditions/Status (Anderson) • 1. Initial reaction (gut response to the work) • 2. Description of formal qualities, relationships between forms and figures, intended emotional impact, and context that may affect the works meaning (Description and Analysis) • 3. Interpretation of work • 4. Evaluation (Anderson, 1997)

Why It’s Important • Showing that the study of art criticism can improve students observational, descriptive, and interpretive abilities would give its practice in the classroom legitimacy. • Showing that practicing art criticism improves students artwork would help make the case that it should be done by anyone interested in improving their own artwork. • Learning which method of art criticism is most effective would be helpful for classroom teachers.

Creating Prompt • Create a drawing that represents a feeling or idea of your choice. • Then write an artists statement that describes why you chose the formalistic qualities of the work (use of line, shadow, composition or the work, etc. ). Explain how these qualities convey the meaning of your work, and describe how you hope the viewer will respond to the work.

Feedback • Are the multiple choice questions confusing? Misleading? • My thought behind those was to provide data that could not be considered bias in any way.

References Anderson, T. (1997). A model for art criticism: Talking with kids about art. School Arts, 97(1), 21 -24. Feldman, E. B. (1994). Practical art criticism. Upper Saddle River, New Jersey: Prentice Hall. Heid, K. (2005). Aesthetic development: A cognitive experience. Art Education, 58 (5), 48 -52. Lankford, E. L. (1984). A phenomenological methodology for art criticism. Studies in Art Education: A Journal of Issues and Research, 25(3), 151 -158. Prater, M. (2002). Art criticism: Modifying the formalist approach. Art Education, 55(5), 12 -17.