Page 21 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

Analysis and Interpretation
As part of analysis, students try to figure out what the artist has done to achieve certain effects. Students can discuss the artist’s use of the elements, principles, materials, and/or concepts specific to the art form. Students might want to refer back to their first impres- sions (e.g., analyse how the use of various elements in the work contribute to a first impression of liveliness). Teachers should encourage students to describe and explain how the individual elements have been used and how they relate to each other. Students can also analyse the overall characteristics and compositional features of the work (e.g., how the artist uses and manipulates various elements, principles, sounds, movements, words, images, or ideas).
As students move towards personal interpretation (e.g., “This dance is about feeling lonely.”), they connect their own perspectives, associations, and experiences with the characteristics found in the work. As in the “initial reaction” stage of the formal criticism approach, there are no wrong answers. However, students should be able to provide evidence for their interpretations. This stage requires the use of higher-order thinking skills; students should go beyond free association to combine associations based on evidence found in the work.
Activities such as discussing interpretations in a small group, writing an artist’s statement, reflective journal writing, working independently on a written analysis, or preparing notes for an oral presentation may all be part of this stage.
Sample guiding questions might include:
• What elements, principles, and/or conventions of the art form are used in this work?
• How are the elements and/or principles organized, combined, or arranged in
this work by the artist (composer, choreographer, playwright, media artist, visual artist)?
• What do you think is the theme or subject of the work? (i.e., What is the artist trying to communicate, and why? or, in reflecting on their own work: What did you intend to communicate, and why?)
• Why do you think the composer, choreographer, playwright, media artist, or visual artist created this work?
• What message or meaning do you think the work conveys?
• What do you feel is the artist’s view of the world?
• How does this view match or contrast with your own view of the world?
The types of questions asked will vary with the type of art works being discussed.
Consideration of Cultural Context
As part of the critical analysis process, students develop an understanding of works in the arts in their cultural context. In addition to analysing and interpreting the art works themselves, students also need to understand how aspects of an artist’s life can have a bearing on his or her works and on the interpretation of those works.
THE PROGRAM IN THE ARTS
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