Discussion: Select a work of art from any of the chapters in our textbook, and write a response that analyzes the art through the lens of a descriptive critic, an interpretive critic, and an evaluative critic. What different things would these critics have to say? Use the following guidelines:

Discussion: Select a work of art from any of the chapters in our textbook, and write a response that analyzes the art through the lens of a descriptive critic, an interpretive critic, and an evaluative critic. What different things would these critics have to say? Use the following guidelines:

Discussion: Select a work of art from any of the chapters in our textbook, and write a response that analyzes the art through the lens of a descriptive critic, an interpretive critic, and an evaluative critic. What different things would these critics have to say? Use the following guidelines:

Discussion

Required Resources

Read/review the following resources for this activity:

Textbook: Chapter 3, 4

Lesson

Minimum of 1 scholarly source (in addition to the textbook)

Initial Post Instructions

Select a work of art from any of the chapters in our textbook, and write a response that analyzes the art through the lens of a descriptive critic, an interpretive critic, and an evaluative critic. What different things would these critics have to say? Use the following guidelines:

Descriptive Critic: Address at least 3 different elements of art and/or principles of design.

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Interpretive Critic: This will require research so that you can understand the subject, meaning, and intent of the work.

Evaluative Critic: Use the standards of perfection, insight, and inexhaustibility (as described in the text).

Follow-Up Post Instructions

Respond to at least one peer. Further the dialogue by providing more information and clarification. Provide feedback on whether you agree or disagree with their criticism. Explain why. Build on their posts by providing additional insight of your own. If your peer selected the same artwork as you, make sure to address new point or develop existing points in more depth.

Writing Requirements

Minimum of 2 posts (1 initial & 1 follow-up)

Minimum of 2 sources cited (assigned readings/online lessons and an outside source)

APA format for in-text citations and list of references

Grading

This activity will be graded using the Discussion Grading Rubric. Please review the following link:

Link (webpage): Discussion Guidelines

Course Outcomes

CO 1: Identify the content, forms, and/or techniques of work of art (e.g., architecture, fine art, literature, and/or drama).

CO 2: Analyze the content, forms, and/or techniques of a work of art (e.g., architecture, fine art, literature, and/or drama).

CO 3: Explain the historical/cultural/social context in which a work was created.

CO 4: Classify works of art using different approaches (by discipline, genre, style, period, etc.) in order to contextualize the works and relate them to a variety of influences.

Due Date

Due Date for Initial Post: By 11:59 p.m. MT Recommended by Wednesday

Due Date for Follow-Up Posts: By 11:59 p.m. MT on Sunday

Posts must be on two separate days.

Discussion Grading Rubric_Gen Ed_ JAN21
Discussion Grading Rubric_Gen Ed_ JAN21
Criteria Ratings Pts

This criterion is linked to a Learning OutcomeInitial Post Content

7 pts

Outstanding

Addresses ALL aspects of the initial discussion question(s), applying experiences, knowledge, and understanding regarding ALL weekly concepts.

5 pts

Very Good

Addresses MOST aspects of the initial discussion question(s), applying experiences, knowledge, and understanding of MOST of the weekly concepts.

3 pts

Competent

Address SOME aspects of the initial discussion question(s), applying experiences, knowledge, and understanding of SOME of the weekly concepts.

0 pts

Poor

Minimally address the initial discussion question(s) or does not address the initial question(s).

7 pts

This criterion is linked to a Learning OutcomeInitial Post Evidence & Sources

4 pts

Outstanding

Integrates evidence to support discussion from assigned readings OR online lessons, AND at least one outside scholarly source. Sources are credited.

3 pts

Very Good

Integrates evidence to support discussion from assigned readings OR online lessons. Sources are credited.

2 pts

Competent

Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson. Sources are credited.

0 pts

Poor

Does not integrate any evidence.

4 pts

This criterion is linked to a Learning OutcomeFollow-up Post
8 pts

Outstanding

Response furthers the dialogue by providing more information and clarification, thereby adding much depth to the discussion.

6 pts

Very Good

Response furthers the dialogue by adding some depth to the discussion

4 pts

Competent

Response does not further the dialogue significantly; add little depth to the discussion.

0 pts

Poor

Does not respond to another student or instructor.
8 pts

This criterion is linked to a Learning OutcomeProfessional Communication

4 pts

Outstanding

Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).

3 pts

Very Good

Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation).

2 pts

Competent

Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation).

0 pts

Poor

Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).

4 pts

This criterion is linked to a Learning OutcomeFrequency of Responses

2 pts

Outstanding

Posts in the discussion on two different days.

0 pts

Poor

Posts fewer than two different days OR does not participate at all.
2 pts

Total Points: 25

Welcome

Overview

What have you created today? Perhaps it was a proposal at work, maybe breakfast, possibly a poem, maybe something abstract like opportunities, safe spaces, etc. The creative impulse is within all of us, but how is your creative endeavor like art or unlike art, or would you call it art? This week we will learn the terminology of art and use it as we discuss artworks. This language will help us understand what we see in a work of art and the effect intended by the artist when creating it. Make sure to read this week’s chapters carefully, reviewing the images associated with the sections to see how the terms apply. This week, we will also read about and discuss types of criticism in the arts.

The readings assigned for this week will explore the visual art of painting as a discipline, and provide us with a basis for discussion on the visual arts used in your reflections, art creations, and discussions.

We will have one discussion this week and one reflection assignment. Please make sure to review the assigned chapters and lesson before you participate in the discussions and complete the reflection.

Threaded discussions are designed to promote dialogue between faculty and students, and students and peers. In the discussions, you will do the following:

Demonstrate understanding of concepts for the week.

Integrate scholarly resources.

Engage in meaningful dialogue with classmates.

Express opinions clearly and logically, in a professional manner.

Outcomes

1. Identify the content, forms, and/or techniques of work of art (e.g., architecture, fine art, literature, and/or drama).

2. Analyze the content, forms, and/or techniques of a work of art (e.g., architecture, fine art, literature, and/or drama).

3. Explain the historical/cultural/social context in which a work was created.

4. Classify works of art using different approaches (by discipline, genre, style, period, etc.) in order to contextualize the works and relate them to a variety of influences.

Schedule

Read/Review/Complete Course Outcomes Due

Textbook: Chapter 3, 4

CO(s): 1, 2, 3, 4 Wednesday
Lesson CO(s): 1, 2, 3, 4 Wednesday
Discussion: Initial Post CO(s): 1, 2, 3, 4 Recommended by Wednesday
Discussion: Follow-Up Posts CO(s): as noted Sunday
Assignment CO(s): 1, 2, 3, 4 Sunday

*Some lessons/activities may contain additional resources. See individual lessons/activities for those requirements.

Defining and Discussing Art

Defining Art

Art has many definitions. Consider the following common definitions:

“The expression or application of human creative skill and imagination, typically in a visual form such as painting or sculpture, producing works to be appreciated primarily for their beauty or emotional power” (Oxford Dictionaries, 2018, Def. 1).

“Skill acquired by experience, study, or observation” (Merriam Webster, 2018, Def. 1).

“The conscious use of skill and creative imagination especially in the production of aesthetic objects” (Merriam Webster, 2018, Def. 4a).

“Decorative or illustrative elements in printed matter” (Merriam Webster, 2018, Def. 6).

“The making or doing of something whose purpose is to bring pleasure to people through their enjoyment of what is beautiful and interesting, or things often made for this purpose, such as paintings, drawings, or sculptures” (Cambridge Dictionary, 2018, Def. 1).

Does one of these come close to what you think art is?

Art is a term applied to a complex network of aesthetic styles. The rules vary so much from genre to genre that it would be nearly impossible in the limited scope of this lecture to explain all of them. There is, however, one common thread. Across the centuries and numerous genres, art can always be counted upon as a unique and creative form of human expression.

Art seeks to communicate, and it often communicates ideas that are invaluable to the study of man’s intellectual evolution. Over the course of history, we have developed methods of self-expression that traverse symbolic and verbal language, which have been categorized (sometimes loosely) as art. Even in this complicated web of subjective expression, there must be some objective measures to determine what constitutes a work of art.

Simply speaking, creativity as it applies to art is the act of generating new ways of communicating ideas. Artists apply their styles and techniques to communicate with the viewers. Originality is the key in any creative endeavor. Although the idea that the artist seeks to communicate might not necessarily be original, the way in which it is communicated should be unique in order for the final product to be considered art. So how does the creative process work? There is no singular creative process. In fact, from a psychological perspective, it is really unknown. Artists appear to use a variety of approaches, and as far as we know, creativity may not be duplicated. In other words, there may be other artists who are deemed as talented as Michelangelo (a subjective determination in and of itself), but there will never be another Michelangelo. The process of creativity may still be mysterious, yet “nonetheless, something happens in which humankind takes chaos, formlessness, vagueness, and the unknown, and crystallizes them into form, design, inventions[,] and ideas” (Sporre, 2004, p. 15).

One thing that is known is that creativity is an intuitive act. Artists simply follow their instincts to arrive at the finished work. Certainly, many of the most revered artists studied techniques, but without the artistic intuition – creativity – the work is not art. Again, art must be an original expression. This leads to a great, long-raging debate over what constitutes art. Christo and Jeanne-Claude are among the vast cast of artists whose works have not always been accepted among the artistic community as art. Their ephemeral installations are no doubt beautiful, but are they art? In order to be considered so, we must evaluate what they are attempting to communicate.

Christo and Jeanne-Claude, The Gates, 1979-2005. Central Park, New York City.

The Gates (2005 installation) sparked yet another debate over whether Christo and Jean Claude’s work is indeed art. Some critics view their work as architectural in nature, but they do not necessarily believe it possesses the spark of creative and original genius. Supporters find their work innovative in its attempt to assert an extraordinary perspective in an ordinary setting.

Art, at its core, is a refined form of communication that is referred to as aesthetics. Aesthetics is the study of beauty, but this is not to say that all art is beautiful. Some art may be intentionally grotesque or may deal with subjects (e.g., death, war, etc.) that would not be defined as beautiful, but as the antithesis of beauty, such subjects are still considered under the umbrella of aesthetics. The study of aesthetics is one of the five classical philosophical fields of inquiry. Immanuel Kant is considered one of the innovators of aesthetic study. His Critique of Judgment (1790) asserted that art is not simply a matter of the appreciation of beauty but a process of judgment as well. In other words, art may still be a subjective category of study, but the only way to judge art is in an informed manner.

In order to define art, you must also recognize the difference between fine and applied art. Fine art is created with the express purpose of aesthetics; fine art has an express emotional purpose. Sculpture, painting, dance, music, and so forth are all examples of fine art. Applied art may include such categories as architecture, interior design, pottery, textiles, furniture, and so on. The applied, or decorative, arts refer to works that may be created with aesthetics in mind, but the purpose of the end products is most often functional in nature.

Practice your understanding of fine and applied arts in the following interactive. Drag the images to the correct category.