Visual Analysis ENGL 1020, sect. 12&13 TR
To analyze something is to break it down into its parts to make sense of it more easily. But analysis doesn’t just stop at the breakdown. The breakdown is the beginning of understanding. Analysis provides a method for putting the whole back together again in a more meaningful way.
The analytical act tends to separate a whole into its constituent parts, an object into its elements. During analysis we take things apart so we can examine them, come to some understanding about the parts and their relationships, and finally, develop awareness of the chemistry or the logic that holds the parts together. Eventually, the analyst wants to put these individual components back together with a deeper understanding of the whole—the object itself and the idea it inspires.
Writers use analysis first to understand and then to record and demonstrate to readers what they’ve learned. The writing that accompanies analysis, especially in the early stages, is a form of exploration, a joint effort of the mind and the pen (or keyboard) to learn something about the thing being studied. Subsequent writing preserves the analytical spirit, revealing to readers significant parts of the writer’s learning process, and shows the reader how the writer’s thinking led to the idea being presented about the object so that, finally, the reader will have an experience similar to that of the writer.
Your assignment is to write an essay of at least 900-1200 words (3 to 4 pages) describing and analyzing a photograph or painting. Arrange your paper as a formal report. It needs to be in a formal voice (no personal pronouns, contractions, or slang) and should form a coherent whole (intro with a clear thesis, body, and a conclusion with a restatement of the thesis). You may use the first person (I) as you are writing an account of your observations. If you can do so without making it sound too pedantic or overly formal, you can say, "the viewer" or "one" from time to time
Important Tips to Keep in Mind
Avoid describing the painting or photograph in second person (you can see, you can hear…). It sounds too conversational for formal writing; it also sounds as if you’re telling the reader what he or she perceives. (Maybe they don’t see it.). Use present tense throughout and be consistent in your use of verb tense. Proofread carefully so that you don’t mix past and present-tense verbs in the same account. Use active verbs!!! Do not overuse the verb "to be." Too many sentences using "It was. . ." not only kill your prose; they can kill your reader.
Your subject will be
•
one of the works below (Dorothea Lange’s Migrant Mother , Kevin Carter’s Sudanese Girl, Salvador Dali’s Fallen Angel, or Rene Magritte’s The Son of Man
one of the works below (Dorothea Lange’s Migrant Mother , Kevin Carter’s Sudanese Girl, Salvador Dali’s Fallen Angel, or Rene Magritte’s The Son of Man-or-
•a painting or photograph of your own choosing, but it must be available online so that the instructor and other members of the class can view your subject (See http://www.metmuseum.org/Works_Of_Art/index.asp
a painting or photograph of your own choosing, but it must be available online so that the instructor and other members of the class can view your subject (See http://www.metmuseum.org/Works_Of_Art/index.aspYou probably should not spend more than an hour in your search for a photo or painting. Try to settle on a work that really interest you.We will be discussing the paintings and the photographs below and you should use those discussions to help you develop your essay.
For a larger version of each work below, click this link:
Images for Visual Analysis
Dorothea Lange’s Kevin Carter’s
Kevin Carter’s(1936) (1993)Salvador Dali’s Rene Magritte’s (1951) (1964)Questions to Ask About the Photograph or Painting
To help you write the essay, you should consider the questions below.
•How would you describe the photograph or painting to someone who has not seen it? What details are more prominent than others? Why? What is the most prominent element/focal point (figure/ground contrast: what’s in front and what’s in back)?
How would you describe the photograph or painting to someone who has not seen it? What details are more prominent than others? Why? What is the most prominent element/focal point (figure/ground contrast: what’s in front and what’s in back)?•Consider your individual relationship to the photograph or painting? Analyze the relationship. What is there about the painting or photo that grabbed you? Why do you care about it? What emotions does it make you feel? What specific details of the photograph or painting stimulate these feelings? Where does your eye go? Why?
Consider your individual relationship to the photograph or painting? Analyze the relationship. What is there about the painting or photo that grabbed you? Why do you care about it? What emotions does it make you feel? What specific details of the photograph or painting stimulate these feelings? Where does your eye go? Why?•How does the photograph or painting convey its meaning? How do the details work together to establish its meaning? Examine the condition, colors, sizes functions, and positions of the objects or figures included in the image. What are the major elements of the image? How are they arranged (grouping/proximity: size/color/shape/texture)? How does the use of line affect movement or mood? How are the different details and arrangements of the photograph or painting related? What connections do you see between these elements? How do they contribute to what you see and feel?
How does the photograph or painting convey its meaning? How do the details work together to establish its meaning? Examine the condition, colors, sizes functions, and positions of the objects or figures included in the image. What are the major elements of the image? How are they arranged (grouping/proximity: size/color/shape/texture)? How does the use of line affect movement or mood? How are the different details and arrangements of the photograph or painting related? What connections do you see between these elements? How do they contribute to what you see and feel?•How can you interpret what the image suggests? Are there any symbols found within the image? Themes suggested? What feeling or mood does it create? What is the tone of the piece? What seems to be the point of the painting or photograph? What meaning does it convey? What is the significance of the title of the piece? Is there a story or narrative imbedded in the image? What is the artist/photographer trying to get us to see and understand?
How can you interpret what the image suggests? Are there any symbols found within the image? Themes suggested? What feeling or mood does it create? What is the tone of the piece? What seems to be the point of the painting or photograph? What meaning does it convey? What is the significance of the title of the piece? Is there a story or narrative imbedded in the image? What is the artist/photographer trying to get us to see and understand? Your analysis
You will need to go beyond just describing the photograph or painting. You will also need to analyze it. Your description should lead you to discover its meaning. For each descriptive detail you consider including in your essay, you should ask yourself a simple question: “So what?” Why is what you are describing important? What does it mean? In your essay, you should avoid including descriptive details if you do not explain their importance.
While their may be no “right” or “wrong” interpretation of the painting or photograph you write about, there is quite a difference between a weak and strong interpretation. Your analysis will be strong, and thus convincing to readers, if you draw logical conclusions from the details, making clear connections between your interpretation and the specific details of the photograph or painting, and if you organize and explain your ideas clearly and logically.
For specific techniques for you to use while writing your essay please refer to the Techniques for Visual Analysis from your class notes. When writing your essay keep the following methods in mind:
•Look/Analyze/Communicate
Look/Analyze/Communicate•Be objective and open to various ways of seeing
Be objective and open to various ways of seeing•Interpretation/Analysis: Use the strategies for Understanding Visual
Interpretation/Analysis: Use the strategies for Understanding Visual Representations•Help others understand the object as you do
Help others understand the object as you doFormat
Your essay should have a title. It should also be typed, double spaced, with one-inch margins all around, Times New Roman Font, & 12 pt. Refer to The Everyday Writer for other questions about format.
Important Dates:
•Invention work due: Thursday, 11/3
Invention work due: Thursday, 11/3•First version due on: Tuesday, 11/8
First version due on: Tuesday, 11/8•Peer Critique in class: Tueday, 11/8
Peer Critique in class: Tueday, 11/8•Final Version with all planning work and reflection due: Thursday, 11/10
Final Version with all planning work and reflection due: Thursday, 11/10NOTE: Keep all planning work, brainstorming, freewriting, clustering, peer critiques, reflections and versions of the essay to hand in with the final version of the essay.
Your grade for this essay will be determined as follows:
Total Possible Points: 60/
Final Draft, evaluated on the following criteria:
Focus (16 points): Does essay have a clear purpose? Provide the reader with a deeper understanding of the photograph/painting? Present s clear meaning/interpretation?
Development (16 points): Are there detailed descriptions of the painting/photo? Does the writer avoid giving detail without illustrating importance? Does the writer break the work down into individual components and discuss their importance to the work as a whole? Does the writer make use of the strategies for understanding visual representations? Does the writer use this knowledge to create a basis for breakdown with the purpose and audience squarely in mind? Help others understand the image as they do?
Organization (16 points): Do ideas and paragraphs proceed in logical and apparent sequence or pattern? Does writer use sufficient audience cues to let the reader know what has been discussed, what is being discussed, or what will be discussed? Does writer use attention-getting title and lead-in, paragraph hooks, transitional words and phrases? Does writer guide the reader from beginning to end?
Style (6 points): Is language clear direct and readable? Are sentences clear, concise, and easily read by intended audience? Is word choice appropriate for audience? Do sentences reveal and sustain appropriate voice and tone?
Mechanics (6 points): Are there obvious errors in spelling, punctuation, and grammar? Are there patterns of error?
NO INVENTION WORK (-5 POINTS)
NO 1ST DRAFT ON DUE DATE (-5 POINTS)
NO PEER CRITIQUE (-5 POINTS)
NO PROCESS=NO GRADE
Grading scale:
A 54-60
B 48-53
C 42-47
D 36-41
F 0-35
