Gericault, Raft of the Medusa Romanticism Spring 2014 Michelangelo’s David Renaissance Monet, Impression, Sunrise Impressionism Oppenheim, Luncheon in Fur Surrealism Daguerre, Still Life Realism Van Gogh, Starry Night Post-Impressionism Rembrandt, Self Portrait Baroque David, Oath of Horatii Neoclassical Fall 2014 Michelangelo’s David Renaissance Van Gogh, Starry Night Post-Impressionism Rembrandt, Self Portrait Baroque David, Oath of Horatii Neoclassical Spring 2015 Michelangelo’s David Renaissance Daguerre, Still Life Realism Rembrandt, Self Portrait Baroque David, Oath of Horatii Neoclassical Gericault, Raft of the Medusa Romanticism Student Achievements The data shows that students are not learning the material at a 60% rate, 10 out 17, during the 2013-2014 school year. Fall 2013 students scored only 9 out of 17. Spring 2014 students scored only 8 out of 17. Students did achieve this goal in the 2014-2015 school year. Fall 2014 students scored 10 out of 17. Spring 2015 students scored 11 of 17. Core content in Impressionism and Surrealism improved during Fall 2014, but slipped backwards in Spring 2015. It was suggested that Renaissance and Baroque, Impressionism and Post-Impressionism, Realism and Surrealism, Neoclassical and Romantic be compared and contrasted with one another as part of the class structure. The Faculty and Assessment Committee deemed these questions appropriate. There was improvement after 13-14 in the coverage of Impressionism and Surrealism that slipped back again Spring 2015. A major change has occurred with two of these questions – Daguerre and Rembrandt have been changed to different, more stylized images of the same time period. The other questions are good. The Faculty and Assessment Chair deemed them appropriate and without true distractors, such as Realism and Surrealism. All instructors, no matter how they teach the course, are encouraged to cover the material listed on the common syllabus. The new structures: the August meeting and the weight
unity/harmony, variety, rhythm/movement, emphasis, contrast, balance and proportion Feldman Model of Art Criticism • Describe: Tell what you see (the visual facts). •1. The Artist What is the name of the artist who created the artwork? What type of media is used? What is the title of the artwork? When was the artwork created? •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. •1. How has the artist used the principles and elements of design? •Interpretation: Explain the meaning of the work based on what you have learned so far, what do you think the artist is/was trying to say? •1. Is there meaning driving the artist to produce this work? What does it mean to you? •2. Why do you think that the artist chose to work in this medium, creating the work with these marks, and made these kinds of artistic decisions? •3. Where you able to read a statement about the work or research the artist and his or her historical, social contexts? Did this change your mind about the work? •Judgment: After careful observation, analysis, and interpretation of an artwork, you are ready to make your own judgment. This is your personal evaluation based on the understandings of the work(s). Here are questions you might consider: •1. Why do you think that this work 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 belief, etc.) 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? NEW FAV Post Test Fine Arts Visual 2503 POST TEST Please write ID number on the scantron form and fill in the corresponding bubbles for questions 1-29 and 51-59. Art History Identification For each image, choose the correct period/style. 1 – 17 Please fill in one bubble per question.