Visual & Performing Arts · 5th Grade · Art History and Criticism · Weeks 19-27

Talking About Art: Describing and Expressing Opinions

Students learn to describe what they see in artworks and express their personal opinions and feelings about them.

• Common Core State Standards
• NCAS: Responding VA.Re7.1.5
• NCAS: Responding VA.Re8.1.5

About This Topic

The Language of Art Criticism provides fifth graders with the tools to look at art deeply and talk about it with confidence. Using the four steps of art criticism, Description, Analysis, Interpretation, and Judgment, students learn to move beyond 'I like it' or 'I don't like it.' This topic aligns with standards for responding to and evaluating art by using specific artistic vocabulary. Students learn to distinguish between objective facts (what is actually there) and subjective feelings (how it makes them feel).

This topic is essential for developing critical thinking and visual literacy. It teaches students that their opinions are valid when they are backed up by evidence. It also fosters a culture of respect, as students realize that two people can have completely different, yet equally valid, reactions to the same piece of art. Students grasp this concept faster through structured debates and gallery walks where they must 'defend' their interpretations using specific details from the artwork.

Key Questions

1. What do you see happening in this artwork?
2. How does this artwork make you feel?
3. What do you like or dislike about this piece, and why?

Learning Objectives

• Identify specific visual elements (line, color, shape, texture) present in selected artworks.
• Analyze how specific visual elements contribute to the mood or message of an artwork.
• Articulate personal responses to artworks, supporting opinions with observations of visual elements.
• Compare and contrast the expressed opinions of classmates regarding the same artwork, citing evidence.

Before You Start

Introduction to the Elements of Art

Why: Students need a basic understanding of visual components like line and color to describe artworks accurately.

Observational Drawing

Why: Practicing drawing from observation helps students develop the skill of looking closely at details, which is foundational for describing art.

Key Vocabulary

Elements of Art	The basic visual components used by an artist to create a work, such as line, shape, color, texture, form, space, and value.
Subjective Response	An opinion or feeling about an artwork that is based on personal experience and interpretation, rather than objective fact.
Objective Observation	Describing what is actually seen in an artwork, focusing on factual details like colors, shapes, and the presence of objects.
Artistic Merit	The quality or value of an artwork, often judged by its technical skill, originality, emotional impact, or historical significance.

Watch Out for These Misconceptions

Common Misconception

Art criticism is just about being 'mean' or 'finding what's wrong.'

What to Teach Instead

Criticism is about 'understanding.' Using the word 'critique' instead of 'criticism' and focusing on the 'Analysis' step helps students see that the goal is to figure out how the art works, not just to judge it. Peer discussion helps them see the 'value' in every piece.

Common Misconception

There is only one 'right' meaning for a painting.

What to Teach Instead

Art is a conversation between the artist and the viewer. Hands-on 'Interpretation' exercises where students share different 'stories' for the same abstract painting help them realize that multiple meanings can exist at the same time.

Active Learning Ideas

Formal Debate: The Success of the Piece

The class is shown a controversial or abstract piece of art. One side must argue why the piece is 'successful' based on its use of elements, while the other side argues why it is 'unsuccessful.' They must use 'evidence' from the artwork to support their points.

35 min·Whole Class

Gallery Walk: The Four-Step Challenge

Four stations are set up around a single painting, each representing one step of criticism (Describe, Analyze, Interpret, Judge). Students rotate through, adding their observations to a collaborative poster at each station.

40 min·Small Groups

Think-Pair-Share: Fact vs. Feeling

Students look at a piece of art and write down one 'fact' (e.g., 'There is a red circle') and one 'feeling' (e.g., 'The circle looks lonely'). They share with a partner and discuss why it's important to know the difference between the two.

15 min·Pairs

Real-World Connections

• Museum curators and art critics write reviews for publications like The New York Times or Artforum, using descriptive language and analysis to inform the public about exhibitions and artists.
• Interior designers select artworks for clients' homes or businesses, explaining their choices based on the desired mood, color scheme, and the artwork's ability to complement the space.

Assessment Ideas

Discussion Prompt

Present students with a painting, for example, 'Starry Night' by Vincent van Gogh. Ask: 'Describe three specific things you see in this painting. How do the colors and brushstrokes make you feel? What do you like or dislike about it, and why?'

Quick Check

Provide students with a worksheet featuring two different artworks. For each artwork, ask them to list two objective observations and one subjective feeling, explaining the connection between the observation and the feeling.

Peer Assessment

After students have written their opinions on an artwork, have them exchange papers with a partner. Each student reads their partner's response and writes one sentence confirming they understood the opinion and one sentence identifying a specific observation used as evidence.

Frequently Asked Questions

What are the four steps of art criticism?

1. **Description**: What do you see? (Just the facts). 2. **Analysis**: How is it organized? (Using the elements and principles). 3. **Interpretation**: What is it saying? (The mood or message). 4. **Judgment**: Is it successful? (Your informed opinion). Following these steps in order helps students build a solid argument for their views.

How do I help students who say 'I don't know' when looking at art?

Start with the 'Description' step. It's the easiest because there are no wrong answers. Ask them to name three colors they see, or to find a hidden shape. Once they start talking about the 'facts,' they usually feel more comfortable moving into the 'feelings' and 'meanings.'

How does art criticism connect to 5th grade ELA standards?

Art criticism is essentially 'visual essay writing.' It requires students to make a claim (Interpretation/Judgment) and support it with evidence (Description/Analysis). This directly mirrors the skills needed for persuasive writing and literary analysis.

How can active learning help students understand art criticism?

Active learning strategies like 'The Four-Step Challenge' break a complex process into manageable pieces. By collaborating on a poster, students see the 'evidence' their peers are finding, which expands their own perspective. This social interaction makes the formal process of criticism feel like a fun, collective 'detective' mission.