Art.

During this lesson, you developed a list of criteria to define a style of art. You also practiced how to critique art created in that style. Post your notes about the criteria and critique to the discussion board. You will need to respond to at least two other student postings.

‘I like this’ or ‘I don’t like this’ without any further explanation or justification is not analysis. Personal opinions must be supported with explanation, evidence or justification.

‘Analysis of artwork’ does not mean ‘description of artwork’. To gain high marks, students must move beyond stating the obvious and add perceptive, personal insight. Students should demonstrate higher order thinking – the ability to analyse, evaluate and synthesize information and ideas. For example, if color has been used to create strong contrasts in certain areas of an artwork, students might follow this observation with a thoughtful assumption about why this is the case – perhaps a deliberate attempt by the artist to draw attention to a focal point, helping to convey thematic ideas.

Explanation:

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Answer:

Almost all high school art students carry out critical analysis of artist work, in conjunction with creating practical work. Looking critically at the work of others allows students to understand compositional devices and then explore these in their own art. This is one of the best ways for students to learn.

Explanation:

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Art. During this lesson, you developed a list of criteria to define a style of art. You also practiced how to critique art created in that style. Post your notes about the criteria and critique to the discussion board. You will need to respond to at least two other student postings.

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Art.

During this lesson, you developed a list of criteria to define a style of art. You also practiced how to critique art created in that style. Post your notes about the criteria and critique to the discussion board. You will need to respond to at least two other student postings.