When asked to talk about a work of art, students often gravitate towards representational images because they are familiar and conform to their ideas of “good” art. When visiting an art gallery or looking at famous works of art, students need help to see beyond what they immediately understand.
The first step is to look at the work – really look. Be patient. Although discussion is important, this close observation should be in silence.
After a period of observation ask students what they would like to say about the piece. This has to be a “no fail zone” students need to to be able to speak freely (but adhere to the dos and don’ts below)
Ask students to avoid:
- Discussion of whether the work is “good’ or “bad”: are any of us qualified to comment?
- Discussion of whether we like or dislike the work – this is not relevant to appreciation of a work and can create a mindset that “blocks” exploration of ideas.
Ask students to focus on:
- What emotion is evoked with this work? What do you feel? What was the artist’s intention?
- Be a detective! Is there a story to be revealed? What visual clues lead you to your ideas?
- What are the elements and principles of design that stand out in this work. (ask students to be specific – nearly every painting has form and colour, but what is particularly important about the colour or form?)
My Grade 6 students were sharing their thoughts about Mondrian’s Composition No. 12 with Blue (see below). Analysis of abstract art can be daunting for students (and adults) But my students had a lot to say:
“The black grid is like the days of the week. It’s regular and it’s a schedule, but the blue square is like the weekend”
“It about structure and getting out of structure”
“The blue square is about freedom and getting away from a prison”
“The blue square has a door that opens”
” The more I look, it all moves. The lines look 3D”
“When I look carefully, the rectangles are all different sizes. The only one that’s a perfect square is the blue square. maybe that’s important”
nicola1964art 