ENG 1021: Visual Analysis (Art)
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 (or theme) 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 3 FULL pages and no more than 4 FULL pages describing and analyzing a professional painting of your choice. NOTE: You must know the artist's name, know the title of the piece, and must provide a copy of the image along with your paper.
Purpose
The general purpose of this assignment is "to argue;" however, the more specific purpose is to argue your interpretation of the painting and to present what you see as the theme (as well as the possible implications of that theme) in an effort to demonstrate higher-level critical thinking skills. This requires that you QUESTION what you see, not simply describe it.
Audience
Imagine you are presenting the analysis of the painting that you have chosen to a class of high school seniors to illustrate the level of critical thinking necessary in college courses. You will need to think about how this affects the type of language that you use as well as the content of the paper.
Structure
This is a formal essay with an intro, a body, and a conclusion.
A general outline for a paper may look something like this one:
Introduction:
The lead-in: Your intro should begin with a lead-in that catches your reader's attention and encourages them to read further.
Establish the context of your argument. Identify the focal point and explain how the artist draws your eye to that particular area of the image. Next, argue why you think the artist might wish to emphasis this section of the painting. Look at your cast of characters: What does their facial expression communicate about what they are thinking for feeling? What does their posture communicate about these things? Next, what do you think the story is here? What is going on and why? What has happened? This is your character's story/situation. Lastly, what might be the significance of the title and how is it connected to the focal point, character(s), and story?
The claim (thesis statement): This is one sentence that clearly conveys the central message and general purpose of your paper (what you see as the theme communicated by the painting). Remember that theme is just another way of referring to the main point the artist is attempting to make. It should be referred to as one word/idea (i.e., hope, desire, regret, etc.)
Preview your main points: Preview the main points of your paper by providing a map for your reader of the direction your paper will lead them. These should come from the topic sentences (or sub-claims) of the body of your paper.
The "so what" statement: This is your opportunity to argue the importance of the theme in a broader social context (historical, cultural, political, etc.)
The Body
This is the area of your paper where you will provide the evidence and details from the painting that support your interpretation of what you see (theme, etc.).
Each paragraph should begin with a topic sentence (sub-claim) that illustrates something about your claim (thesis statement). Keep in mind that the sub-claim previews the entire content of a paragraph.
NOTE: Offering your interpretation requires that you QUESTION what you see, not simply describe it. Make sure that every topic sentence/ sub-claim is connected to your thesis in some way and previews the content of your entire paragraph. You must explain what each paragraph illustrates about the theme.
The Conclusion
The final paragraph of your essay should summarize the main points of the body (see your topic sentences/sub-claims), and you must also restate your claim ( thesis) here. This should be a direct reference to your them and its implications in the work and should have the same meaning as the claim/ thesis from your intro, but use different language to communicate that idea. You must also provide another "so what" statement. Like the "so what" statement from your intro, this is your opportunity to directly explain to your reader why your interpretation of the painting is relevant and how it may have broader implications (historical, cultural, political, etc.). This is the final thought that you will provide, so make it one that hits home the central idea of your paper.
Important Tips to Keep in Mind
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 is. . ." not only kill your prose; they can kill your reader.
Your subject will be a painting 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
You probably should not spend more than an hour in your search for a painting. Try to settle on a work that really interests you.
A Google IMAGE search using these terms is also a good idea:
Duy Huynh
Julie Heffernan
Surrealism
Just remember that in order to write about a painting, you must know the artist's name and the title of the work.
Questions to Ask About the Painting
To help you write the essay, you should consider the questions below.
(but pay closer attention to the Strategies for Understanding Visuals linked 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•Help others understand the painting as you do
Help others understand the painting 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.
Your grade for this essay will be determined as follows:
Total Possible Points: 40/
Final Draft, evaluated on the following criteria:
Focus (11 points): Does essay have a clear purpose? Provide the reader with a deeper understanding of the photograph/painting? Present s clear meaning/interpretation?
Development (11 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 (11 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 (4 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 (3 points): Are there obvious errors in spelling, punctuation, and grammar? Are there patterns of error?
NO INVENTION WORK (-3 POINTS)
NO 1ST DRAFT ON DUE DATE (-3 POINTS)
NO PEER CRITIQUE (-3 POINTS)
NO PROCESS=NO GRADE
Grading scale:
A 36-40
B 32-35
C 28-31
D 24-27
F 0-23
