In examining the experience of critical analysis of works of art, it was important to first develop a familiarity with traditional forms and methods of criticism. Remembering that criticism is both a way of reading works of art and interpreting works of art, our investigations and discussions began with products derived from traditional resources. Our first framework mirrored much of the models used in today's art classrooms. This model begins with discussions on first impressions and moves through description, analysis, interpretation and judgment. The following notes provide some additional vocabulary to support and enlarge the process of Art Criticism:

ART CRITICISM

1. First Impressions: The first impression(s) you have to a work of art

2. Description: This is an objective, fact-finding, naming, identifying, labeling tour/scan through the work of art. This may include a description of the works function, craftsmanship, and/or techniques used to create the work. Elements of Design - Size, Shape/Form, Space, Direction/Line, Texture, Hue/Color, Value/Tone, Intensity.

3. Analysis: Through which you discover how the work is organized or put together. Principles of Design Symmetry/Asymmetry, Contrast/Gradation, Proportion/Emphasis, Repetitive Pattern/Rhythm, Center of Interest, Rule of Thirds, Point of View, Balance, Variety, Harmony, Movement

4. Interpretation: Through which you try to determine the feelings, ideas, or meanings communicated through the work.

Intellect

Ideas, Hypothesize, Memories, Thoughts, Reflection, Speculation

Emotion

5. Judgment: Through which you make your own decisions about the artistic merit of the work.

Narrative/Allegory - Allegory - a story (work of art) in which figures and actions are symbols of general truths. Metaphor - Metaphor - use of a word (or work of art or image or icon within a work of art) denoting one kind of object or idea in place of another to suggest a likeness between them. Aesthetic questions Is it art? Is it an expression of beauty/ugliness? What is the work of art's relationship to the culture in which it was produced? What is the work of art's relationship to the artist who created it?

In addition to this framework, the community of learners mind mapped and webbed our own variations on connections and relationships to a variety of patterns and responses associated with critically responding to works of art.

The community looked extensively and in depth at contemporary ideas on the role of criticism and critical thinking in our visual culture. These ideas were presented by Kevin Tavin, Assistant Professor of Art Education at the School of the Art Institute of Chicago. We examined the role of critical thinking in our visual culture and its opportunities and possibilities of expanding our pedagogical practice by helping students make sense of the proliferation of images they see. These images have a powerful effect on their world and their view of the world. The community considered how contextualizing these images can empower students to have a clear understanding of the political, social and cultural landscape.

The use of visual culture as a text for the critical analysis provided resource images from any and all visual images or objects, including pop cultural images such as film, television, advertisements, CD covers, comics, product design, fashion, graphic design, architecture and more. Since these are the images and constructed learning influences of the students in their every day lives, it made sense to use these images as the sources of influence and knowledge. The critique of these images involved questioning and investigating the relationships of any one image to any other. The work included reflecting on various points of view on individual images and overlapping images with images and images with text and text with text. By using the hype media software of Story space, participants were able to investigate and represent their own comparisons and criticisms of how imagery in the culture can influence and transform knowledge and social and cultural structures. The political and ethical ramifications of raising questions about the hidden values expressed by images of the dominant culture can present and create serious and personal discussions and analyses. By continual reflection on the process of criticism and the product of criticism, our community expanded and enriched our experiences, skills and personal knowledge of the importance of critical response.