ISU: Comparative Art History Essay (10%) Name:____________ STEP ONE: RESEARCH on the school network: K://Mr.Arnett/AVI4M/ISU/Social Commentary/intro.html and look on-line what social commentary means in art: See your art history handouts for ideas or try http://www.20thcenturylondon.org.uk -> themes. STEP TWO: CHOOSE two 20th century artworks that have the same social/cultural theme (each work must illustrate a different art movement). STEP THREE: Write a comparative analysis essay about the two 20th century artworks employing the elements and principles of art. The essay should include brief information on the artists and movements the works are associated with. THESIS: UNDERLINE IT! - Your thesis should be well-worded, insightful, and demonstrates a clear and valid opinion. It should focus the essay forcefully. Questions to consider: How do the artists visualize their specific social commentary using the elements and principles of design? Which of the two works of art chosen to compare is more effective and/or clear in conveying a specific social commentary and why? Use the following handout – How to Write An Effective Essay if you are not sure how to start. STEP FOUR: Include photocopy reproductions of the two works of art you chose to comparatively analysis using the elements and principles of design. RESTRICTIONS The paper should be no longer then 4-6 typed pages (approx.750–1300 words). Remember to include at least 3 different specific sources/references, (i.e. books, internet) and use the elements and principles of design in comparing the two works. *Don’t forget to include your research references!

Social/Cultural Theme: War (Second World War)

Henry Moore’s – Women in a Shelter, 1941. Art Movement: Modern Art: Abstract Sculpture (Organic Abstraction)

Graham Sutherland’s - City; Burnt out interior; Silence, 1941. Art Movement: Neo Romanticism

THESIS: UNDERLINE IT! - Your thesis should be well-worded, insightful, and demonstrates a clear and valid opinion. It should focus the essay forcefully.

Comparative Analysis Essay Evaluation Name:_____________ Achievement Criteria

Level 0

Level 1 Level 2 Level 3 Level 4

Thinking/Inquiry The student demonstrates critical thinking and inquiry skills.

The essay fails to meet assignment expectations for this category of assessment. 0

The thesis is present yet vague, simplistic, or poorly worded; it fails to effectively focus the essay. 1

The thesis is present and focuses the essay somewhat. 2

The thesis is well-worded, demonstrates a valid opinion, and serves to focus the essay. 3-4

The thesis is well-worded, insightful, and demonstrates a clear and valid opinion. It focuses the essay forcefully. 5

/5 Knowledge/ Understanding The student demonstrates understanding of relationships among facts and concepts.

The essay fails to meet assignment expectations for this category of assessment. 0

The supporting analysis makes use of textual evidence which is somewhat relevant; however, factual errors may be present. 1

The supporting analysis make use of textual evidence which is somewhat relevant and accurate. 2

The supporting analysis make use of textual evidence which is relevant, accurate and sufficient. 3-4

The supporting analysis make use of textual evidence which is relevant, accurate, sufficient and compelling. 5

/5

Application/ Creation Writing Process: Use of elements and principles of design References Cited (3) The student applies language conventions such as correct spelling, grammar and punctuation.

The essay fails to meet assignment expectations for this category of assessment. 0 The essay fails to meet assignment expectations for this category of assessment. 0 The essay fails to meet assignment expectations for this category of assessment. 0

Poor use of employing the elements and principles of design in analysis. 1 One reference cited. 1 Several minor and major writing errors are evident and occasionally interfere with the reader’s understanding. 1

Somewhat employs some of the elements and principles of design in analysis. 2 Two different reference cited. 2 Some minor and major writing errors are evident and occasionally interfere with the reader’s understanding. 2

Sufficiently employs the elements and principles of design in analysis. 3-4 Three different reference cited. 3-5 Some writing errors are evident but do not interfere with the reader’s understanding. 3-4

Coherently and effectively employs the elements and principles of design in analysis. 5 Three reference cited. 5 Very few writing errors are evident and meaning is clear. 5

/5 /5 /5

Communication The student communicates information to demonstrate the validity of the essay thesis statement.

Work does not meet assignment expectations for this category of assessment. Incomplete. 0

The essay is organized in a limited way and presents ideas and analysis as a series of random points. 1

The essay is organized somewhat coherently in a persuasive format. 2

The essay is organized clearly and coherently in a persuasive format. 3-4

The essay is organized clearly, logically, and coherently in a persuasive format. 5

/5

/30

B1. The Critical Analysis Process: demonstrate an understanding of the critical analysis process by examining, interpreting, evaluating, and reflecting on various art works;

B1.1 demonstrate the ability to support their initial responses to a variety of art works with informed understanding of the works’ artistic form and function (e.g., describe their initial response to an art work, and explain in detail how specific aspects of the work’s content, formal qualities, and media inform that response) B1.3 explain in detail, with reference to a variety of historical and contemporary art works (e.g., the social scenes painted by Pieter Bruegel the Elder; Joseph Paxton’s Crystal Palace; works by Canadian war artists, such as Alex Colville’s Bodies in a Grave or Molly Lamb Bobak’s Private Roy, Canadian Women’s Army Corps), how knowledge of a work’s cultural and historical context, achieved through extensive research, has clarified and enriched their understanding and interpretation of a work’s intent and meaning B1.4 describe in detail and reflect on with increasing insight the qualities of their art works and the works of others, and evaluate the effectiveness of these works using a wide variety of criteria (e.g., provide an informed explanation of why a work of art is, or is not, successful with respect to its ability to communicate a message or emotion, its technical and aesthetic conventions, its form and stylistic qualities, its originality)

B2. Art, Society, and Values: demonstrate an understanding of how art works reflect the societies in which they were created, and how they can affect both social and personal values;

B2.1 analyse, on the basis of research, the function and social impact of different kinds of art works in both past and present societies (e.g., how art works function to decorate private and public space, to investigate and draw attention to themes and issues, to criticize political policy and social norms, to satirize public figures, to memorialize people and commemorate events, to preserve aspects of a people’s culture; how works of art can symbolize political, religious, social, or economic power; the power of art to help change personal and public

positions on social and political ideas)

B2.2 assess the impact of socio-economic, political, cultural, and/or spiritual factors on the production of art works (e.g., how artists are affected by oppression, persecution, censorship, or war, or by cultural, political, and/or religious beliefs; how access to locations, materials, technologies, and funding can affect the production of art works)

C1. Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other components related to visual arts;

C1.1 extend their understanding of the elements and principles of design, and use terminology related to these elements and principles correctly and appropriately when creating or analysing a variety of art works (e.g., when analysing how artists’ manipulation of space, movement, form, and proportion affects meaning in an installation or an environmental work) C1.2 explain in detail terminology related to a wide variety of techniques, materials, and tools (e.g., techniques and materials associated with installation art; additive and subtractive techniques, digital manipulation, impasto, optical colour mixing, pointillism), and use this terminology correctly and appropriately when creating, analysing, and/or presenting art works C1.3 explain in detail the stages of the creative process and the critical analysis process, and explain, using appropriate terminology, how these

processes contribute to the successful creation and analysis of art works C2. Conventions and Techniques: demonstrate an understanding of conventions and techniques used in the creation of visual art works;

C2.1 extend their understanding of a wide variety of techniques that artists use to achieve a range of specific effects (e.g., techniques used to create a range of textures in an art work, to develop the connection and relationship between forms in a composition, to draw attention to specific parts of a work) C2.2 extend their understanding of the variety of conventions used in visual art (e.g., allegory, appropriation, juxtaposition, synectics; conventions associated with formalism, objective and non-objective abstraction, propaganda, realism, social commentary), and explain in detail how they are used in a variety of art works