HUM 2510 Critical Analysis Essay Workshop

1. HUM 2510 Critical Analysis Essay Workshop Presented by the FGCU Writing Center

2. Objectives • Dates & Information • Attending artistic events • Structuring your essay • Visual Arts Specifics • Performing Arts Specifics

3. Spring 2012 due dates • March 16: Critical Analysis Essay 1 due before 3 p.m. (visual arts) • April 11: Critical Analysis Essay 2 due before 3 p.m. (performing arts)

4. attending Events • Must attend during the current term • Must provide proof of attendance if out of the immediate area • Check the MODULES tab for a link to events in the area • Do make sure to read the appropriate chapters prior to attending • Collect any handout information or playbill that might be available • Do take notes at the event if it will not disturb the audience • Do start early, so that timing doesn’t become an issue

5. Analysis • Analyze means to separate into elements or parts • Examine critically • Before you can analyze a piece of art or a performance, you must understand the elements or parts that compose it. • READ the appropriate sections in the book PRIOR to viewing the work or seeing the performance.

6. Titling Your Essay • Be sure to follow the directions on the course syllabus for naming your document • The essay title must include the title of the work you are analyzing and give a link to your thesis

8. Introduction • Must include pertinent information about the work being analyzed • When did you see it • Where did you see it • Provide some context for the work being analyzed • Background information on the artist • Background on the piece being analyzed • The THESIS must appear at the end of the introduction

9. Thesis Statement • Underline or bold your thesis statement • The artist’s name, the title of the artwork, and the main point of your essay must be in the thesis statement • The work’s title should be in ITALICS • Choose 2-3 KEY elements to analyze • Why are these particular elements significant?

10. Body of the essay • In 3-5 paragraphs, analyze in detail the key elements you mentioned in the thesis. • Explain why each of the elements is significant to this particular piece of work. • Use terminology from the textbook where appropriate. • Use appropriate essay writing conventions: topic sentences & transitions.

11. Conclusion • Summarize your analysis • Wrap up your findings

12. Visual Arts • Chapters 1 -3 provide the foundation for visual arts • Section 2 (Chapters 9-13) provide contextual information of stylistic periods • Think about: • Reaction • Subject • Media/technique • Elements and principles • Context • Content/message • Judgment

13. Reaction • What feelings, memories, or associations does this work evoke? • Does it create a sense of happiness, sadness, anger, fear, uplift, inspiration, etc.? • Does the art evoke empathy? • Does the meaning or message of the art apply to your life or the world in which you live? • Do you feel this art is important? • Give specific examples supporting your opinion.

14. Subject • What does the art depict or represent (person, place, thing, event)? • Is the work representational or abstract? • Is the subject represented symbolically or metaphorically? • Give specific examples of the findings

15. Media/Technique • What medium was used to execute the art? • How does the choice of medium enhance the message of the artist? • How does the artist’s technique impact the message of the art?

16. Elements and Principles • How are line, form, color, value, mass, or texture used to convey meaning? • How are repetition, balance, composition, and perspective used to convey meaning? • How is unity achieved in the art? • Is there a bold or subtle use of elements/principles in communicating the message? • Give specific examples supporting the findings

17. Context • How does this work fit into the history of the art form? • When and where was it created or first presented? • How does the work reflect historical events or aspects of a particular time period or culture? • Who was the creator? • Does the art reflect any particular aspect of the artist’s life? • Give specific examples

18. Content/Message • What does the art communicate or say about the subject? • Is there a positive, negative, or neutral message? • How does the message of the art reflect the values and beliefs of the time period in which it was created? • Give examples

19. Judgment • Was the artist successful in communicating the message using the elements and principles of art? • Describe the ways in which you think the art was “successful.” • Describe the ways in which you think the art may be weak.

20. Sample thesis In the painting, Holy Family with St. John, Giovanni Battista Vanni uses diagonal lines and contrasting values to create an emotionally engaging depiction of the Holy Family.

21. Performing arts • Chapters 4-7 offer performance specific background • Again Section 2 (Chapters 9-12) offer contextual background of specific time periods. • Be sure to collect and use the program given out at most performances. • Contains background information on the artists involved • Biographies • Program notes

22. Reaction • What feelings, memories, images, or associations does this performance evoke? • Does it create a sense of happiness, sadness, anger, fear, inspiration, etc.? • Does the performance evoke sympathy? • Does the meaning or the message of the performance apply to your life or the world in which you live? • Do you feel this performance is important? • Give specific examples supporting your opinions.

23. Subject • What is the title of the performance? • Does the title suggest the subject or meaning of the performance? • Does the performance tell a story or represent some person, place, thing, event, or idea?

24. Media/Technique • In what genre does this performance belong? • In the performing arts it is possible to have a great work with a poor performance. Did the performer(s) have adequate technique and artistry to present the work? • Was the performance enhanced or hurt by the performers? • Was the presentation amateur, professional, community, or school-based?

25. Elements/Principles • How are elements of performing arts (plot, melody, movement, lighting, sound, etc.) used to convey meaning? • How are principles of art (repetition, balance, composition, dynamics) used to convey meaning? • How is unity achieved? • Is there a bold or subtle use of elements/principles in communicating the message? • How does the artist work with time and/or space? • Give specific examples

26. Context • How does this performance fit into the history of the art form? • When and where was it first presented? • How does this work reflect historical events or aspects of a particular time period or culture? • Does the performance reflect any particular aspect of the artist’s (composer, choreographer, director, playwright’s) life? • Give specific examples

27. Content/Message • What does the performance communicate or say about the subject? • Is there a positive, negative, or neutral message? • How does the message of the performance reflect the values and beliefs of the time period in which it was created? • Give examples

28. Judgment • Was the artist(s) successful in communicating the message using the elements and principles of art? • Describe the ways in which you think the artist was “successful.” • Describe the ways in which you think the art may be weak.

29. Sample thesis In the ballet excerpt Rubies, choreographed by George Balanchine and performed by Miami City Ballet, the use of sharp movements, staccato music, and severely styled tutus demonstrated the faceted brilliance of a precious jewel.

30. Things to remember • Read & reread the appropriate sections in the book prior to attending the event. • Take notes during the event if possible without disturbing others. • Review the suggested questions and determine which apply to your selected work. • Analyze (break apart the elements) and discuss those elements • Give specific examples