Lesson 3: Basic Art Criticism

The Steps in Art Criticism

by: Matt Fussell
 When we observe art, our minds go through a process. This process
naturally translates into the steps of art criticism. Following these
steps will help us evaluate art effectively. It is important for us to be
able to evaluate art.
 If we are artists, we must recognize what is good and what is bad, so
that we may become more successful at our craft. If we are patrons,
we must be able to discern success from failure as well. If we are
teachers, we must teach our students the mental process that people
naturally go through when they look at and take in the work of art.
This way our students are better equipped to create successful
artwork on their own, and understand why and how their artworks
are digested.
1. Description
 When we look at a work of art, our minds naturally
take notice of the general information that is
present.

Example: If we take The Mona Lisa, we notice, “Hey,

this is a painting of a woman.” When, critiquing, start
here with a simple description of what is seen in the
artwork.
2. Analysis
 refers to how we see the elements and principles of art. In
this step, our minds take in the lines, values, and colors of
the artworks. We also may take notice of the balance,
proportion, rhythm, and unity found within the work.

 In a critique, students should point out what is happening

with these specific elements and principles. Many times, the
formal qualities of the artwork are what makes the art
successful. Students should understand how these qualities
work and what makes them successful in the artwork. They
should be able to discern when these formal qualities are
unsuccessful as well.
3. Interpretation
 often times, students will automatically skip to this step.
We look for meaning in everything, so this is natural. In
this step, we explore the meaning of artwork. What is
the artist trying to communicate to us? There are no
wrong responses here.
4. Judgment
 Is this work of art successful? It is important if we are
teaching students, to guide them in this step. Remind
students that the work of art may not be their favorite,
but may still be successful. This way, we teach students
to appreciate good art, even if we personally do not like
it.
About the Author: Matt Fussell is an artist, illustrator, and teacher. He
loves sharing his passion for art with others and teaching students.
 Four Steps in Art Criticism
from Janice Mason Art Museum

Being able to critique art by utilizing the art

elements, principles of design, and correct
terminology is very important for students.

To assist students in being successful in this

endeavor, included here are the four-steps process
for art criticism.
1. Describe: Tell what you see. (visual facts)
a. What is the name of the artist who created the
artwork?
b. What kind of an artwork is it?
c. What is the name of the artwork?
d. When was the artwork created?
e. Name some other major events in history that
occurred at the same time this artwork was
created.
f. List the literal objects in the painting (trees,
people, animals, mountains, rivers, etc.)
g. What do you notice first when you look at the
work/s? why?
h. What kinds of colors do you see? How would you
describe them?
i. What shapes can we see? What kind of edges do
the shapes have
j. Are there lines in the work/s? If so, what kinds of
lines are they?
k. What sort of textures do you see? How would
you describe them?
l. What time of day/night is it? How can we tell?
m. What is the overall visual effect or mood of the
work/s?
2. Analyze: Mentally separate the parts
or elements, thinking in terms of
textures, shapes/forms, light/dark or
bright/dull colors, types of lines, and
sensory qualities. In this step consider
the most significant art principles that
were used in the artwork. Describe how
the artist used them to organize the
elements.
a. How was the artist used colors in the work/s?
b. What sort of effect do the colors have on the
artwork?
c. How was the artist used shapes within the work of
art?
d. How have lines been used in the work/s? Has the
artist used them as an important or dominant part
of the work, or do they play a different role?
e. What role does texture play in the work/s? Has the
artist used the illusion of texture or has the artist
used actual texture? How has texture been used
within the work/s?
f. How has the artist used light in the work/s?
is there the illusion of a scene with lights
and shadows, or does the artist use light
and dark values in a more abstracted way?
g. How was the overall visual effect or mood
of the work/s been achieved by the use of
elements of art and principles of design.
h. How were the artist’s design tools used to
achieve a particular look or focus?
3. Interpretation: Seeks to explain the
meaning of the work based on what you have learned
so far about the work, what do you think the artist was
trying to say?
a. What was the artist’s statement in this work?
b. What do you think it means?
c. What does it mean to you?
d. How does this relate to you and your life?
e. What feelings do you have when looking at this
artwork?
f. Do you think there are things in the artwork that
represent other things-symbols?
g. Why do you think that the artist chose to
work in this manner and made these
kinds of artistic decisions.

h. Why did the artist create this artwork?

4. Judgment: After careful observation, you are
ready to make your own judgment. This is your personal
evaluation based on the understandings of the work/s.

a. Why do you think that this artwork has

intrinsic value or worth? What is the
value that you find in the work/s?
For example: “It is a beautiful work of art, conveys
an important social message, affects the way that I
see the world, makes insightful connections, reaffirms
a religious beliefs, etc.”
b. Do you think that the work/s has a benefit for others?
Do you find that the work communicates an idea,
feeling or principle that would have value for others?
c. What kind of an effect do you think the work could
have for others?
d. Does the work lack value or worth? Why do you think
this is so? Could the reason you find the work lacking
come from a poor use of the elements of art? Could
the subject matter by unappealing, unimaginative, or
repulsive?
e. Rather than seeing the work as being very effective or
without total value, does the work fall somewhere in-
between? Do you think that the work is just okay?
What do you base this opinion on? Lack of personal
expression? The work lacks a major focus?
 Activity: Art Criticism Process
Direction: In this chart, you will describe, analyze,
interpret and judge artworks in order to practice the
art criticism process.

Describe Analyze
Title: Florida Scene
Artist: Thomas Moran (American, b. England 1837-1926
Medium: Oil on Canvas