IntroductionThis assignment will allow for the practical application of concepts, language and terminology covered in Modules 1-4. Students will work together to evaluate and analyze the compositional elements of a work of art that they are not familiar with. The class will be divided into teams consisting of 4-5 members. You have been automatically assigned to a group (A, B C or D). Please email the instructor if you have questions.
Teams are assigned an artwork to evaluate and analyze according to the following: (1) visual literacy, (2) structural components, and (3) psychological qualities that have been covered in the modules so far. Members of the group are responsible for applying as many of the terms as possible while analyzing and evaluating their work of art. Each group will base its study on one of the following works of art: •Group A (Carla, Ana, Katlyn, Maribel): Francisco Goya, Third of May, 1808
•Group B (Brenda, Cynthia, Della, Guiliana): Georges Seurat, Sunday Afternoon on the Island of La Grande Jatte •Group C (Kelsey, Iva, Courtney, Triana): Jacques Louis David, The Oath of the Horatii •Group D (Jonathan, Kisherra, Rosalinda, Gabrielle) : Edgar Degas, The Dance Class Note: All the above works can be viewed at Mark Harden’s Artchive. The Assignment
Use the following three series of questions to guide your analysis: Identify the following qualities that apply to the artwork:•The art is 2-D (flat or two dimensional).•The art is 3-D (has mass and occupies space).•The art is naturalistic (has recognizable objects that imitate nature and 3-D space). •The art is narrative (illustrates a story such as history, mythology, religion) or it features animals, people, or landscape elements about which one can invent a story. •The art has social or political content, such as protest art or propaganda. •If the art is narrative or political, describe it as briefly as possible. •The art is ritualistic or shamanistic. It seems to have a magic or spirit function.
•The art is abstract (seems to have some human, animal, or landscape elements). •The art is non-objective (uses shapes and colors that do not seem to come from any recognizable source, such as circles, squares and squiggles). •If the art is abstract or non-objective, what feelings do you get from the piece? (ex. energy, motion, calm, agitation, warmth, etc.). Most art design or composition relies upon repeating elements such as lines, shapes, or colors to tie the composition together, to make it coherent or give it unity.
You can think of this as establishing a visual theme. Repetition is the strategy. •Lines – Are there straight or curving line segments that are echoed throughout the composition? Remember to look at implied or suggested lines formed by the edges of objects such as people. Do groups of people, animals and trees clump together to suggest direction or linear elements?
What is the dominant line theme? Is there a minor or contrasting line theme? •Shapes – Shapes are closely related to lines. The edges of shapes suggest line elements (the sides of a rectangle also provide vertical line segments). Shadows or sky may form important shapes in landscapes; or a tree’s boughs may form a circle. Look at the negative space (background) as well as the positive objects. Are there any hidden or implied shapes? Do any repeat themselves? What is the dominant shape theme? Is there a subordinate or contrasting shape theme?
•Color – What is the most important family of colors, colors that are dominant throughout the entire composition instead of isolated? Some colors work well together (red, orange, yellow) and establish a theme of warm or cool dominance. What is the dominant color theme? What is the accent range? •Emphasis – Where do your eyes tend to go?
What object seems to be most important to your eyes? This is the point of emphasis. The artist may have organized the shapes, lines, and colors to lead you to a point of emphasis. Is there a point of emphasis? How does the art make you feel? The following characteristics can be grouped together: •Active, energetic, moving, angry, aggressive, dynamic, hot, advancing, static •Calm, flowing, restful, inviting, cool, receding
•Curved lines, round shapes, nesting shapes•Analogous, related, blue, violet, aqua, deep green•Orange, yellow, pink and red•Contrast, angular shapes, colliding opposites, contrast1.Visual Literacy.2.Structural Components. Discuss the use of lines, shapes, color, and emphasis in the work of art you have been assigned. 3.PsychologicalQualities. Describe your emotional response to the work of art: Group Work Specifications
Groups are set up according to the artwork being evaluated. To participate in your group’s discussion forum and share information use the discussion forum assigned to your group. Product Specifications
As a group, please write and turn in your 2-3 page essay single spaced 12pt Times or Times New Roman font. Please upload this to the Dropbox. Grading SpecificationsYou will be graded as a group for this assignment.