Professional Learning Podcast Treasury Lesson Plans Personal Workspace Site Search ALEXville Learning Assets Home Courses of Study
Home  |    Add Bookmark   |   Print Friendly   |   Rate This Lesson Plan   |   Suggest a Variation

Lesson Plan

You may save this lesson plan to your hard drive as an html file by selecting "File", then "Save As" from your browser's pull down menu. The file name extension must be .html.

This lesson provided by:
Author:Abby Gorum
System: Shelby County
School: Shelby County Board Of Education
Lesson Plan ID: 5129

Critiquing Art


Students will begin to understand that being an critiquing art is not about what one likes or dislikes, but rather if the art makes sense or makes a statement. Students will learn how to use the vocabulary of the Elements and Principles of Design when discussing art.

Content Standard(s):
AED(3) Visual Arts6. Compare works of art in terms of complementary color schemes, value, contrast, and asymmetrical balance.
AED(3) Visual Arts7. Identify symbols and signs depicting specific ideas, moods, feelings, and emotions generated by a work of art.
AED(3) Visual Arts8. Identify ideas and feelings expressed by individual artists in works of art.
AED(3) Visual Arts9. Contrast artistic styles of various cultures, times, and places.
AED(4) Visual Arts4. Describe how the elements of art and principles of design, including rhythm, movement, and emphasis, are used in a specific work of art.
AED(4) Visual Arts6. Compare different interpretations of the same subject or theme in art.
AED(5) Visual Arts4. Critique personal works of art orally or in writing according to specified criteria, including elements of art, principals of design, technical skill, and creativity.
AED(5) Visual Arts6. Describe works of art according to the style of various cultures, times, and places.
AED(5) Visual Arts7. Associate a particular artistic style with an individual artist.
TC2(3-5) 1. Use input and output devices of technology systems.
TC2(3-5) 2. Use various technology applications, including word processing and multimedia software.
ELA2015(3) 24. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.3.3]
Local/National Standards:  
Primary Learning Objective(s):

Students will discuss the role and career of art critic. Students will state the Elements and Principles of Art and explain their relation to critiquing artwork.

Additional Learning Objective(s):  
Approximate Duration of the Lesson: 31 to 60 Minutes
Materials and Equipment:

Printing paper, art prints and posters

Technology Resources Needed:

Computer with Internet access, Alpha-Smarts or some other type of word processor, printer, art websites to view artwork being discussed or museum software


The teacher will need to collect art prints and posters and preview and bookmark the websites (if used).

1.)Discuss with students what an art critic is and does. Tell them that they will get to pretend that they are critics and critique a painting.

2.)The teacher will review the Elements and Principles of Art. The teacher will show examples of the principles and elements in several pieces of art.
(Jiskha Homework Help)
A simple summarization of the Elements and Principles of Art

3.)This site reviews major elements of art.
(Sanford & A Lifetime of Color: Study Art)
This site contains many resources including an interactive timeline of art.

4.)The teacher will demonstrate to the students how to describe a piece of art using the Elements and Principles. The teacher will explain to the students that they are not allowed to use 'I like...' or 'I hate...' unless they can use the Elements and Principles to back up their statements.
(The Artchive)
A website containing many famous artworks

5.)On one picture, the teacher will practice with the students on how to talk about the art. The teacher might start by saying, "Someone tell me about the colors that are used." Other questions that might be asked are, "What kind of lines are used?" and "What is the picture about?"

6.)Finally, the teacher will display a piece of art for the students to critique on their own. (Vincent Van Gogh's "Starry Night" is a good one to use.) If this is the first time for the students to do this, the teacher should write on the board the Elements and Principles on which the students are to concentrate.
A website containing multiple images of artworks

7.)The teacher should have the students write/type a few sentences using their art vocabulary to describe the art. As the students get better at this the more they can write/type. After a while they should be able to back up their opinions with facts about the art.

8.)If students have typed their work, the teacher will print the critiques. This gives a more professional feeling to the reviews. The students may read their critiques to the class and they may choose to combine the critiques into an art review newsletter or other publication to share with other classes and/or parents.

Attachments:**Some files will display in a new window. Others will prompt you to download.
Assessment Strategies:

Teacher observation of student participation and class discussion (answering questions, end product, correct use of vocabulary) will be used for evaluation.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
Alabama Virtual Library
Alabama Virtual Library

Hosted by Alabama Supercomputer Authority
The University of Alabama at Birmingham
The University of Alabama at Birmingham
The Malone Family Foundation
The Malone Family Foundation
Best of the Web