Analysing

1. Analysing

2. Define the meaning of the word analyse • To list the four skills used in analysis • To use these skills to analyse a set of images Learning Outcomes

3. analyse /ˈan(ə)lʌɪz/ 1. examine (something) methodically and in detail, typically in order to explain and interpret it. "we need to analyse our results more clearly" synonyms: examine, inspect, survey, scan, study, scrutinize, look over, search, investigate, explore, probe, research, enquire into, go over, go over with a fine-tooth comb, check, sift, dissect; audit, judge, review, evaluate, interpret; "the results of the experiment were analysed"

4. We all use analytical skills on a daily basis consciously and sub-consciously whether it’s crossing the road or deciding what’s for dinner, reading gossip magazines and watching movies. Example: Crossing the road • What happens if I get hit by a car? • Is this a safe place to cross? • Is there are car coming? • Is the car a safe enough distance away for me to cross? • How fast is the car coming? Do I have time to cross? • How fast should I walk? • Is there any other factors that I should be aware of?

5. subjective /səbˈdʒɛktɪv/ 1. based on or influenced by personal feelings, tastes, or opinions. "his views are highly subjective" synonyms: personal, personalized, individual, internal, emotional, instinctive, intuitive, impressionistic; biased, prejudiced, bigoted, idiosyncratic, irrational; informal gut, gut reaction

6. assumption /əˈsʌm(p)ʃ(ə)n/ thing that is accepted as true or as certain to happen, without proof. “They made certain assumptions about the market” synonyms: supposition, presupposition, presumption, premise, belief, expectation, conjecture, speculation, surmise, guess, theory, hypothesis, postulation, conclusion, deduction, inference, thought, suspicion, notion, impression, fancy

7. We love to be shocked and surprised!

8. Description • Analysis • Interpretation • Evaluation There are four skills used in analysing a situation. These are: Analysis

9. Describe the image In describing the photograph, you must first make note of as much factual information as is available. Does the photograph have a title? Who is the photographer? When and where was the photograph taken? Look at the subject matter and describe it as clearly as you can. Are there people in the photograph? If so, what kind of clothes are they wearing? How old do the people appear to be? Is it a landscape? Does it show the country or the city? List as many facts as you can. Finally, look at the elements of design: colour, line, shape, value, form, space and texture. How are these used in the photograph? Analysing photographs

11. Analyse the image First, what can you learn from the clues in the photo? What draws your eye immediately? Also, look closely at other perhaps less significant, details. What information can they give you? If there are people in the photograph, what do you think the relationships between the people are? What do facial expressions and body language suggest? What is going on in the background? Do you see any writing in the photo (signs, or posters, for example)? Are there recognizable buildings or landmarks? What time of day does it seem to be? Think about overall mood or feeling. Finally, how do the various elements work together? Analysing photographs

13. Interpret the image Interpreting: In interpreting the photograph, use the information that you have discovered through your description and analysis to draw conclusions about the photograph. Can you now say exactly what is happening in the photograph? What is the photographer trying to say; that is, what is the intent of the photographer? Why was the picture taken at this time? Why did the photographer select this angle? Consider what is in the picture and what is left out. A photographer uses the boundaries of the photograph as a frame. There is always a conscious decision to focus on some things and leave other things out. How do these decisions affect the meaning? At this point, you might need to look at outside information. Do some research in order to discover the historical context of the photograph. Was it staged or spontaneous? What was happening in the world at the time? Think about the time period when the photograph was taken. Does the meaning of the photograph change when we look at it now, compared to when it was created? Think critically; do not simply accept the image as a true representation of something that actually happened. Analysing photographs

15. Evaluate the image The final stage of your decoding is an evaluation. What do you think about the work? Make a judgment about the value, the significance and the importance of the photograph. Analysing photographs

16. Harold Whittles hears for the first time ever after a doctor places an earpiece in his left ear.

17. Look at the following pictures and use four analytical techniques as discussed. I will explain each photograph so you can revaluate • Describe the image you are seeing • Analyse the detail. Look for clues to indicate what is happening • Interpret the photograph based on your conclusions from the previous skills • Evaluate the photograph Task 3

23. 1902 – After 2 years of unmanned tests flights, different glider designs and varying levels of success the Wright brothers had their first successful manned glider flight. The following year an engine was fitted to “the Kitty Hawk” creating the first powered aeroplane

24. Taken by Elliot Erwittin North Carolina 1950 demonstration racial segregation and inequality in American society

25. 9th Sept 2007Terri Gurrola is reunited with her 3 year old daughter after serving in Iraq as a medic for 7 months.

26. Unknown photographer presumably taking a picture of their partner on holiday to show the pool and hotel but managing to take an exceptionally well-timed photo. Is it staged?

27. Define the meaning of the word analyse • To list the four skills used in analysis • To use these skills to analyse a set of images Learning Outcomes

28. Evaluating and annotation Part two: the 5 whys

29. Explain the origins and the theory of the 5 whys • Apply the theory to a situation • Apply the theory to your own work Learning outcomes

31. Remember when you were a child and you kept asking why? Your parents would be driven mad and end up saying “I’m the adult and I don’t have to give a reason” or “because I said so” or “because it is”. As we’ve grown up we have lost this ability to ask why and so the 5 whys method is a technique to analyse a situation to get to the root cause of a problem or answer a question more specifically. What is it?

32. The five whys originated within Toyota during the 1970’s as they developed their manufacturing methodologies. It forms a critical component of their problem solving training and is part of the induction into the Toyota production system. How does it work? The question why prompts a response which leads to ask why until you have reached the cause of a problem or an answer to a question. 5 whys is an approximate number but the problem can be found by asking a range of about 3 – 8 whys. History

33. Why? Because you didn’t fill it up with petrol Why? You didn’t have time to go to the petrol station Why? You were late because I wasn’t ready on time Why? I didn’t have time to organise myself My car ran out of petrol Why? I was playing on Sims all day yesterday

34. In pairs one of you think of an event where something went wrong and the other person must keep asking why until you reach the cause of the problem. You must then swap roles. Examples are: I missed the bus this morning. I didn’t hand my project in on time. I fell over on Friday night. Task 2

35. I like her work because it’s different and unusual I chose this artist because he paints portraits and we have to paint portraits Here is a drawing of a vase using blue ink I like her work because it’s different and unusual His drawing style links to my project as I was basing my work on his art work A drawing of a rose I did a drawing of a rose because I did it in ink first and I wanted to see to see what it looked like in pen. It turned out to look alright Sketch book - examples

36. Go through some annotation or your evaluation and look for an example of where you can apply this theory. In pairs one person writes answers relating to their annotation and the other person asks why until you feel you have a satisfactory answer. Then swap over an apply it to the other person’s sketchbook annotation. Examples are: I chose this artist because I like his/her work I don’t like this picture I found this really hard I really enjoyed this Task 3

37. Explain the origins and the theory of the 5 whys • Apply the theory to a situation • Apply the theory to your own work Learning outcomes