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September 9, 2021
ARTS 1301 Lonestar College The Last Supper by Sebastiano Ricci Painting Analysis
September 9, 2021

ARTS 1301 Lonestar College The Last Supper by Sebastiano Ricci Painting Analysis

Question Description

Museum Visit

Observation is the key, sit and really look at the work.
Analysis questions should be used during the visit to get as much info as possible. (Submit detailed notes! yes and no answers will not count.)
You can pick anything a sculpture, drawing , photo etc. Pick something you find interesting, so that you will actually take the time and look at it.

Pick three pieces you find interesting. (Photograph yourself with the work and take one of the work alone) this is your proof of attendance!

  1. Write about 1 piece

  2. Write an objective analysis using The Feldman’s Method of Art Criticism, of one of the piece of art you selected from the museum. (800 word minimum) MLA format. Analysis notes card must be used and submitted. Must be in written in the third person. You are writing about “it”- the work itself.

  3. Use visual details to describe the work and vocabulary from the book.

    Remember use Feldman’s Method of Art Criticism to write essay.

    DescriptionAnalysisInterpretation judgement

  4. Edmund Feldman, Professor of Art at the University of Georgia, developed an easy four-step method for evaluating a work of art. The following link explains his method. We will use this method for Museum Paper Assignment. I used Powerpoint to present assignment but you need to write an essay.
    FELDMAN METHOD OF ART CRITICISM Feldman’s Model of Art Criticism
    From the work of Edmund Burke Feldman, available in many of his books from
    the late 1060’s and early 70’s
    Description-Describe : Tell what you see (the visual facts). Descriptive words about an artwork are like pointers; they draw attention to somethingworth seeing – so remember that the words that you use must be NEUTRAL. Do not useterms that denote value judgments, such as beautiful, disorderly, funny looking,harmonious, etc. Instead, focus on the factual information, such as smooth, bright, round,a lake, a shape, etc. This is important so that you don’t jump toconclusions before going through all the steps.Here are questions you might consider:

    • What is the name of the artist who created the artwork?
    • What kind of artwork is it, what medium is it?
    • What is the name of the artwork?
    • When was the artwork created?
    • Name some other major events in history that occurred at the same time this artwork was created.
    • List the literal objects in the painting (trees, people, animals, mountains, rivers, etc.).
    • What do you notice first when you look at the work(s)? Why?
    • What kinds of colors do you see? How would you describe them?
    • Are there lines in the work(s)? If so, what kinds of lines are they?
    • What sort of textures do you see? How would you describe them?
    • What time of day/night is it? How can we tell?

    Analysis-
    Focus on the formal aspects of elements of art, principles of design, and other
    formal considerations: exaggeration, composition etc.

    USE ANALYSIS NOTE CARDS FOR THIS SECTIONAnalysis of relationships such as sizes, shapes, colors, textures, space and volumes, etc., encourages a complete examination of the artwork.In this step consider the most significant art principles that were used in the artwork. Describe how the artist used them to organize the elements. It also reveals the decision-making process of the artist, who wants the viewer to make certain connections within the artwork.“How does the artist create a center of interest?” How does the use of color
    impact the painting?”
    Interpretation-
    Propose ideas for possible meaning based on evidence. Viewers project their
    emotions/feelings/intentions onto the work. “What do you think it means”?
    “What was the artist trying to communicate”? “What clues do you see that
    support your ideas”?An interpretation seeks to explain the meaning of the work based on what you have learned so far about the artwork, what do you think the artist was trying to say?Interpretation is the meaning of the work based on the information in steps 1 and 2. Interpretation is about ideas (not description) or sensation or feelings. Don’t be afraid of revising your interpretation when new facts are discovered (such as the date of the artwork, or the personal history of the artist, etc.) Conversely, don’t be reluctant to make an interpretation from your analysis of only the visual information.Here are questions you might consider:

    • What do you think it means?
    • How does this relate to you and your life?
    • What feelings do you have when looking at this artwork?
    • Do you think there are things in the artwork that represent other things/symbols?
    • Why do you think that the artist chose to work in this manner and made these kinds of artistic decisions?
    • Why did the artist create this artwork?

    Judgment-Judgment, the final step, is often the first statement that is expressed about an artworkbefore it has really been examined. Judgment in that case is neither informed nor critical but simply an opinion.
    Research the artwork! Don’t forget to cite your sources. What was the artist’s statement in this work?(research) After careful observation, analysis, and interpretation of an artwork, and research you are ready to make your own judgment. This is your personal evaluation based on the understandings of the work allowing you to make an informed and critical judgment.Discuss the overall strengths/success/merit of the work.Here are some questions you should address/

    • Why do you think this work has intrinsic value or worth? What is the value you find in the work(s)? (For example, is it a beautiful work of art, does it convey an important social message, affects the way that I see the world, makes insightful connections, reaffirms a religious belief, etc.)
    • Do you think that the work(s) has a benefit for others?
    • Do you find that the work communicates an idea, feeling or principle that would have value for others?
    • Could the reason you find the work lacking come from a poor use of the elements of art? Explain.
    • What kind of an effect do you think the work could have for others?
    • Rather than seeing the work as being very effective or without total value, does the work fall somewhere in-between? Do you think that the work is just o.k.? What do you base this opinion on? The use of elements of art? Lack of personal expression? The work lacks a major focus? Explore your criticism of the work (s) as much as you would any positive perceptions. Realize that your own tastes and prejudices may enter into your criticism. Give your positive and negative perceptions.

    Click on link for video.FELDMAN METHOD OF ART CRITICISM

  5. Art Analysis Notecards: Principles and Elements of Art.

    Analysis Notecards (you must turn in notes full sentences, yes and no replies will not count as notes!)ANALYSIS NOTECARDS (use these notes to write the analysis section, this is where you talk about the elements and principals of art, leave out judgment or interpretation in this section. Only answer the question that pertains to your piece.LINEHow important is the line to this work?
    What type of line is here? Gestural (captures movement), contour (outline) or
    irregular; regular or implied?
    Does the line have movement or direction?
    What quality does the line have? Delicate or bold?
    Does the line create value, texture, shapes, or space?
    Is there an implied line? Where? How?
    What visual effect does the line have? (Does it make the artwork “feel” a certain way?)SHAPEHow important is shape to this work?
    What kind of shapes are here? Simple or complex?
    Are they organic or inorganic? Geometric or Biomorphic?
    How are the shapes created? Line, color, value, texture?
    Do the shapes have mass or not? (Weight or form?)
    Do the shapes convey a sense of space, or not?
    Describe the figure-ground relationship created by the shapes? (Weak or strong?)
    What visual effect do the shapes have in this work?VALUEHow important is value and light to this work?
    How much variation in value is in this work?
    Are the values high contrast, or low contrast?
    What function do the values play?
    Is there a use of chiaroscuro? (Shading to create form and “real” effect) if so, where is the light source?
    Does the local value predominate: or are the values assigned or subjective?
    How does light function in this work: from value or color?
    What effect do light and value have to this work? COLORHow important is the color of this work?
    What colors are present? Name them.
    Describe the overall color scheme?
    Does this artist use a limited palette? Analogous? (Next to each other on the color wheel)
    or Complementary? (Opposite on the color wheel and contrasting)
    Monochromatic? (all one color) Neutral (browns, grays, black, white)?
    Are the colors intense, or muted? (Tint, tone or shade?)
    Light or dark? Many or few?
    How are the colors distributed? (Which colors are where?)
    Are the transitions blended, or hard-edged?
    Does the work use color for specific effects? How? What effect?
    What emotional effect do the colors have on this work?SURFACE/TEXTUREWhat importance does surface and texture play in this work?
    What kind of surface does this work have?
    Are any textures actual or an illusion?
    Does the texture define areas or is it overall?
    Is there evidence of the hand? Brushstrokes? What effect does this have?
    Is there pattern present on the surface or texture?BALANCEIs there a sense of equilibrium or stability to the composition?
    Is the balance symmetrical, radial, or asymmetrical?
    Describe the visual “weight” of the various elements.
    Is there a sense of tension or calmness to the composition?
    How is the picture plane used to create balance?
    How successful is the balance in the work?EMPHASISWhere do your eyes go first? (Focal point)
    Are certain elements stronger visually than others? How much stronger?
    What are they and how do they work? (Placement, isolation, contrasts?)
    Is there a focal point, if so, what is it?
    What effect do the controlled elements (placement or other elements) of the composition have?PROPORTION/SCALEWhat kind of relationship do the elements have to each other?
    If recognizable objects are present, how is proportion used?
    Does the composition appear to use a defined method of proportion?
    How big is the actual work, and how does this change the effect?
    Does the scale vary within the work?
    What effect does this have?
  6. I have attached the 3 pictures for you to choose from
  7. Rubric for Museum Essay

    Actions for Level 3

    Actions for Level 2

    Actions for Level 1

    Actions for Proof of attendance

    Clearly presents proof. Student provides visual of work and student in front of 3 selected piece.

    Photo of work provided. No photo of student in front of work selected.

    No photo provided.
    Actions for Analysis notes

    Detailed notes providedQuestions answered with examples

    Adequate notesQuestioned answered no example

    No notes provided
    Actions for Detailed Description

    Demonstrated careful Observation and detailed visual description of work

    Adequate observation and description of work

    No description of work
    Actions for Formal analysis

    Detailed formal analysis of 4 or more elements and principals of artIdentifies element/principal and tell reader where and how the artist used it in the work.

    Adequate formal analysis less than 4 elements and principals addressed

    Does not address elements and principals of art
    Actions for interpretation  provides evidence from step 1 & 2.

    Interpretation show evidence and reference to first two steps.Well thought out demonstrates critical thinking

    Interpretation and show adequate evidence and reference to first steps

    Lacks reference to first two steps
    Actions for Objective and informed Judgement

    Objective and informed JudgementSteps 1,2 and 3 are used as evidence

    Adequate objective Judgement2 or less steps used as evidence

    None objective judgement
    Actions for Overall Score

    Actions for Level 3

    Actions for Level 2

    Actions for Level 1

 

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