Responding Ideas
Using Art to Understand the World Around Us
Realizations:
Be Careful with:
-What is this work communicating? Who is the perspective generator? Teacher? Student?
-How might we learn how to better communicate our own personal ideas by studying this work?
-What are the concepts (big ideas) in this work? Concepts tend to be more abstract, transfer to other areas of learning, cross-disciplinary, and are enduring over time. They seek to answer "what is this REALLY about?"
So instead of Native American Dakota art perspectives:
-Maybe consider what is the bigger idea in the work? Ex. Personal identity, traditions, narrative art as history documentation, art of a social statement, as well as traditional uses of foundations (elements/principles/story/habits of mind/etc)
Decoding Works of Art (READING/CLOSE READING)
-Elements/components that create understanding (letters/words/sentences/paragraph/story)
-Observing what we see (or don't see). What information is available
-Holding meaning making loosely until there is enough understanding to make an interpretation.
-Construction - How is the work organized, composed and what is the artist trying to communicate by using these structures/conventions?
Processes to Consider:
-Descriptive Review Protocol: Good for an inquiry-based method that utilizes quick efficient review or reading of a work of art, image, or visual representation.
-Visual Thinking Strategies: Good for when you are looking closely for components in a work that frame students to look for visual data that supports "what makes you say that?"
-Perceive Card: Good for when you want to make surface level identifiers or reactions to a work of art. It is efficient, and can be used in gallery settings or places where many works of art, images, or visual representations are present.
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Practical Ideas:
Principles for the Arts outlined in this document should guide development of curriculum. See the connections drawn between English Language Arts and the Arts here.
Critical Response Examples with Native Artists
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Artistic & Discipline Specific Literacies Explained
Engaging in creative processes of creating, responding, presenting, and connecting in art is similar to traditional language literacy in that both involve various skills, such as reading, writing, thinking, speaking/listening, and discussing. In language literacy, students learn to read and comprehend texts, write effectively, think critically, and engage in meaningful discussions. Similarly, in art, students engage in creative processes of creating, responding, presenting, and connecting, which involve skills like interpreting art, expressing themselves through art, analyzing and evaluating art, and connecting their art to various contexts. Both language literacy and artistic literacy require individuals to develop a range of competencies and skills to effectively communicate their ideas and interpretations. Through these processes, students can develop critical thinking skills, creativity, and a deeper understanding of the world around them.
DECODING/READING: Example Ways to READ an Image:
Close reading: examining the work in detail, paying close attention to its formal elements and symbolism, and visual methods of expression/communication.
Comparative analysis: comparing the work to other works of art, either from the same time period or across history.
Biographical analysis: exploring the artist's life and personal experiences and how they may have influenced the work.
Historical analysis: examining the work in its historical context, including political, social, and cultural factors.
Iconographic analysis: interpreting the symbols and imagery used in the work and their meanings within cultural and historical contexts.
Psychoanalytic analysis: exploring the work in terms of the unconscious mind and the role of desire.
Structural analysis: analyzing the work as a system of signs and symbols, and how they interact with each other.
Reader-response analysis: considering the ways in which viewers interpret and respond to the work.
Reception history: tracing the work's reception over time, including critical responses and popular interpretations.
Cultural analysis: considering the work within broader cultural trends and movements.
Genre analysis: analyzing the work within its genre, such as landscape painting or portrait photography.
Materiality analysis: examining the physical properties of the work, including the materials used and the production process.
Formalism: focusing on the formal elements of the work, such as color, line, shape, and texture.
Iconoclasm: exploring the ways in which the work challenges or subverts traditional norms and expectations.
Structuralism: analyzing the work as a system of signs and symbols, and how they interact with each other.
Hermeneutics: interpreting the work in terms of its symbolic meaning, and how it can be understood within a larger philosophical or cultural context.
ENCODING/WRITING: Similarities Between Artistic Creation and Writing
Both art and writing involve creative expression and require the artist/writer to draw from their imagination and personal experiences.
Both art and writing require an understanding of composition, such as how to structure the work and use of visual or literary elements to convey meaning.
Both art and writing involve a process of brainstorming and generating ideas.
Both art and writing require the artist/writer to make choices about form, style, and technique.
Both art and writing involve revisions and edits to refine the work and improve its quality.
Both art and writing may involve research to develop ideas, gather inspiration, or support claims.
Both art and writing can involve collaboration with others, such as working with an editor or discussing the work with other artists/writers for feedback.
Both art and writing require the artist/writer to consider the intended audience and how to effectively communicate with them.
Both art and writing can involve experimentation and exploration of different styles and techniques.
Both art and writing may involve the use of symbolism and metaphor to convey meaning.
Both art and writing require the artist/writer to have a deep understanding of their medium, whether it be visual or linguistic.
Both art and writing require the artist/writer to have a sense of purpose or message they want to convey through their work.
Both art and writing can be used as a form of social commentary or criticism.
Both art and writing can be used to tell a story, whether it be through visual images or written narrative.
Both art and writing require the artist/writer to have a sense of aesthetics and an ability to create beauty.
Both art and writing can be influenced by the artist/writer's personal beliefs, values, and worldview.
Both art and writing require the artist/writer to be able to communicate their thoughts and emotions effectively.
Both art and writing can evoke strong emotional responses from the audience.
Both art and writing require the artist/writer to have a sense of rhythm and pacing.
Both art and writing can be used to challenge societal norms and push boundaries.