Art Standard 5: Analyzes, Interpretation, and Evaluation

Students will reflect upon, describe, analyze, interpret and evaluate their own and others’ work.

K-12 Performance Standards

Educational experiences in Grades K-4 will ensure that students:

identify various purposes for creating works of art;
describe visual characteristics of works of art using visual art terminology;
recognize that there are different responses to specific works of art;
describe their personal responses to specific works of art using visual art terminology; and
identify possible improvements in the process of creating their own work.

Educational experiences in Grades 5-8 will ensure that students:

compare and contrast purposes for creating works of art;
describe and analyze visual characteristics of works of art using visual art terminology;
compare a variety of individual responses to, and interpretation of, their own works of art and those from various eras and cultures;
describe their own responses to, and interpretations of, specific works of art;
reflect on and evaluate the quality and effectiveness of their own and others’ work using specific criteria (e.g. technique, formal and expressive qualities, content); and
describe/analyze their own artistic growth over time in relation to specific criteria.

Educational experiences in Grades 9-12 will ensure that students:

research and analyze historic meaning and purpose in varied works of art;
reflect critically on various interpretations to better understand specific works of art;
defend personal interpretations using reasoned argument; and
apply critical and aesthetic criteria (e.g., technique, formal and expressive qualities, content) in order to improve their own works of art.

Using the On-Line Learning Sites to Teach About Analysis, Interpretation, and Evaluation

The Museum’s on-line learning sites can be used to expose your students to the analysis, interpretation, and evaluation of works of art produced by the members of the Lyme Art Colony. By reading the analysis and interpretations of many works of art as well as participating in the practice through several activities, students will be introduced to, and can begin to use, appropriate art terminology to evaluate works of art.

The Lyme Art Colony was founded by Henry Ward Ranger in 1900 after he invited a group of like-minded artists to join him at Miss Florence’s boardinghouse in Old Lyme. Despite the notion of the artists being “like-minded” they often had strong opinions about what made “good” art. A small contingent of colony artists formed the “Knocker’s Club,” an informal group of artists who enjoyed “knocking” or critiqueing (analyzing, interpreting, and evaluating) the work of other artists (most often those not present). Throughout the website, there are interpretations of paintings in the Museum’s collection many of which are analyzed for content, form, color, and style using accessible and appropriate art terminology. Students are encouraged to analyze, interpret, and evaluate works of art by members of the Lyme Art Colony through a series of lesson plans and pre- and post-visit activities.

Using the On-Line Learning Sites to Learn About Analysis, Interpretation, and Evaluation

There are several sections of The Fox Chase site where students can specifically investigate the subject of Analysis, Interpretation, and Evaluation:

Go to Tonalism for information regarding the analysis, interpretation, and evaluation of this style of painting common during the early years of the Lyme Art Colony.
Go to American Impressionism for information regarding the analysis, interpretation, and evaluation of this style of painting common during the later years (after 1903) of the Lyme Art Colony.
Go to Characteristics of American Impressionism for a listing of visual elements common to paintings created in the American Impressionism style.

There are several sections of the In Situ: The Painted Panel site where students can specifically investigate the subject of Analysis, Interpretation, and Evaluation:

Go to Venetian Night by Robert Nisbet for interpretive information regarding a panel.
Go to Summer Scene by Gifford Beal for information that stresses the formal analysis of the composition.
Go to Autumn Landscape by Henry C. White for information that stresses the formal analysis of the composition.

There are several selections from the menu of Scholar Essays that specifically address the subject of Analysis, Interpretation, and Evaluation:

Go to CT Impressionism for information regarding the development of this painting style in America and specifically in Connecticut.
Go to New England Identity for information regarding the development of the Colonial Revival movement and the marketing of New England images.

There are several selections from the menu of Educators’ Toolbox that specifically address the subject of Analysis, Interpretation, and Evaluation:

Go to What? Where? When? Why? Who? and Wow ! ! ! for a set of user-friendly questions that can be used to analyze, interpret, and evaluate any work of art.
Go to Illustrated Glossary for several lists of art terminology associated with the Lyme Art Colony.
Go to How to Read a Painting for an annotated list of things to look for in a painting with examples.

Activities Relating to Analysis, Interpretation, and Evaluation:

Go to Name That Style for a lesson plan that prompts the analysis of two works of art painted in different styles.
Go to Wiggle & Giggles for a lesson plan that prompts making wiggle drawing and evaluating the work of others.