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john feodorov

August 24, 2015 2 Comments

10 Artworks Perfect for an Art Criticism Lesson

Artworks for Stimulating Discussion

Through my many years of teaching, I’ve accumulated a nice list of artworks that are perfect to discuss with students and teach them how to analyze art. These artworks spark lots of interesting ideas, have easy to notice design choices that contribute to the meaning and always lead to a great art criticism discussion (or a great student-written essay) with the students.

Artworks for Stimulating Discussion

These artworks are great for high school and college students, but many work for elementary and middle as well. You can use your judgment to decide what works best for your students.

The Four Steps of Art Criticism Lesson Plan

I created this list for my lesson on the art criticism steps available for sale. The Four Steps of Art Criticism lesson teaches students how to analyze art through the art criticism steps of description, analysis, interpretation, and evaluation. This resource includes a lesson outline (pdf), a PowerPoint, a written assignment instructions handout (pdf and editable .doc), a quiz (pdf and editable .doc), and a list of artworks including (but not limited to) the ones below. Buy it now for $14, and use it in your classroom tomorrow!

The Four Steps of Art Criticism Lesson Plan

This lesson covers the four steps of art criticism using artworks. Explore description, analysis, interpretation, and evaluation with your students using engaging activities and examples.

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Ten Artworks Perfect for Art Criticism with Students

Most of these are not in the public domain. I have included small thumbnails for your reference. Click the picture to view a larger image.

Marc Chagall, Young Girl in Pursuit, ca. 1927-28

Marc Chagall, Young Girl in Pursuit, ca. 1927-28
Marc Chagall, Young Girl in Pursuit, ca. 1927-28

This one is so simple and straight-forward, but it always sparks the imagination of the students.

Questions to Ask: How does this artwork make you feel? What choices does the artist make to make you feel that? Who is this woman? Why is there a woman in her hair? What is the meaning of this artwork?

Salvador Dalí, Persistence of Memory, 1931

Salvador Dalí, Persistence of Memory, 1931
Salvador Dalí, Persistence of Memory, 1931

Everyone knows this one. I read some study one time that said Salvador Dalí was the most recognized artist name among people interviewed on the street. I found that to be fascinating. From the melting clocks to the sleeping head, to the ants crawling all over the pocket watch, to is that a snake coming out of his nose?, this one has a lot for students to unpack.

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Get the Full Lesson!

This Lesson is in The Curated Connections Library!

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John Feodorov, Animal Spirit Channeling Device for the Contemporary Shaman, 1963

John Feodorov, Animal Spirit Channeling Device for the Contemporary Shaman, 1997
John Feodorov, Animal Spirit Channeling Device for the Contemporary Shaman, 1997

I wrote more about this one on the post: 5 Artworks to Intrigue your High Schooler.

Frida Kahlo, The Two Fridas, 1939

Frida Kahlo, The Two Fridas, 1939
Frida Kahlo, The Two Fridas, 1939

This one is also on 5 Artworks to Intrigue your High Schooler. Read more there. 🙂

Edvard Munch, Separation, 1896

Edvard Munch, Separation, 1896
Edvard Munch, Separation, 1896

Students love coming up with stories about this one. He is having a heart attack, and the woman is an angel taking him away. The woman is the ghost of his wife who has passed. And more, lots of great stories. The artist’s use of line, color, and contrast adds meaning to the student’s interpretations.

Luis Felipe Noé, Cerrado por brujería [Closed by Sorcery], 1963

Luis Felipe Noé, Cerrado por brujería [Closed by Sorcery], 1963
Luis Felipe Noé, Cerrado por brujería [Closed by Sorcery], 1963


This is one of my all time top artworks to discuss with students. I usually show it on the first day of class in my community college art appreciation class. I wrote a whole post about it here.

Pablo Picasso, Girl before a Mirror, 1932

Pablo Picasso, Girl Before a Mirror, 1932
Pablo Picasso, Girl Before a Mirror, 1932

This painting made me weep when I saw it the first time. It’s stunning in person. Read more about it on 5 Artworks that Promote Introspection. This is a great one to have students write about at the beginning of class.

Lawrence Beall Smith, Don’t Let That Shadow Touch Them, 1942

Lawrence Beall Smith, Don’t Let That Shadow Touch Them, 1942
Lawrence Beall Smith, Don’t Let That Shadow Touch Them, 1942

I love connecting history and art. I include this piece of propaganda art on one of my tests for students to write about. You would be surprised how many students don’t recognize the swastika. In addition to discussing the power images have on our feelings and decision, the historical significance of the image is an important discussion to have with the students.

George Tooker, The Subway, 1950

George Tooker, The Subway, 1950
George Tooker, The Subway, 1950

Creepy, suspicious men and multiple perspectives make this one a fun one to talk about with students. The lone, solitary woman with the concerned expression makes us think, and why is she holding her stomach? Lots to talk about.

Kara Walker, Darkytown Rebellion, 2001

Kara Walker, Darkytown Rebellion, 2001
Kara Walker, Darkytown Rebellion, 2001

This one has some sensitive subject matter. I wouldn’t hesitate to use this for a college class, but only you can decide if it works for your students. I actually got in an argument with one of my friends in front of one of Kara Walker’s artworks like this one. I love art that sparks opinion and discussion. I don’t shy away from big topics in my classroom. Art opens up important dialogues, so I think it is important to let those happen in the classroom. After students look and figure out what is going on through art criticism, we discuss the element of the projection and how the viewer can become a part of the art by standing in between the light and the wall. It leads to some interesting thoughts.

Filed Under: Art and Artists
Tagged With: best of art class curator, edvard munch, frida kahlo, george tooker, john feodorov, kara walker, lawrence beall smith, luis felipe noe, marc chagall, pablo picasso, salvador dali

 

May 4, 2015 5 Comments

5 Artworks to Intrigue Your High Schooler

The Art Curator for Kids - 5 Artworks to Intrigue your High Schooler

Welcome back to my series where I curate groups of paintings around themes for use with your students. Each post, I will pick 5 artworks that you could start discussing today in your homeschool or classroom.

Also, check out this post on how to look at art with kids for tips on discussion artworks.

Note about the images in this series: Because of copyright law, I cannot include pictures of all the works discussed. Instead, I have included low-quality thumbnails for reference and commentary. For full versions of those works protected under the law, please click the link or picture to find the image. I couldn’t bear leaving them off the list just because I couldn’t post a pic! Also, click on the pictures to get a bigger copy to see all the details.

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What Do Kids Learn from Looking at Art Poster

Our students learn so much from looking at art. Use this poster in your classroom to remind them of all the skills they’re growing!

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Free Poster

What Do Kids Learn from Looking at Art Poster

Our students learn so much from looking at art. Use this poster in your classroom to remind them of all the skills they’re growing!

In this post, I selected artworks good for all ages. This time, I am focused on captivating the older set. I picked some works that are interesting, quirky, and sure to capture the imagination of your high school students. Let’s get started!

1. Frida Kahlo, The Two Fridas, 1939


The Two Fridas, as well as much of the work of Frida Kahlo, is a great painting on which to practice your art interpretation skills. Her paintings are so personal, so real, and so cool. I don’t want you to read anything below until you have clicked the link and looked at the painting on your own (the same goes for your high schooler). Go through these discussion questions and think about it first. Promise?

Frida Kahlo, Two Fridas, 1939, click image to enlarge
Frida Kahlo, Two Fridas, 1939, click image to enlarge
Questions to ask: What’s going on in this painting? What do you see that makes you say that? Who are these women? What is their relationship? How are they dressed? Why are they dressed that way? How are the two women the same? How are they different? What is different about the hearts? What do you think that means? What is she holding (see the close-up shots in the link provided)? Why is she holding that? Why is she using scissors? What do the blood, veins, and heart symbolize? What emotions are present in this artwork? What do you see that makes you say that? How does her use of color contribute to the feeling of the painting? What do you think this artist is trying to say here; what is the meaning or message?

I’m hesitant to give you any information about this because your ideas are just as important as the “real meaning.” I’ll give you a bit to whet your appetite. Did you keep your promise and look/think first? I’m trusting you. Okay, this painting shows two elements of the artist and her mixed ancestry. One side displays her father’s German-Jewish descent, and the other side illustrates her mother’s Mexican roots. The real story shows her tumultuous relationship with the famous Mexican muralist, Diego Rivera. This link has a great roll-over activity showing key elements of the painting and highlights some of the elements of her relationship with Diego.

2. John Feodorov, Animal Spirit Channeling Device for the Contemporary Shaman, 1997


I hate linking to an “unofficial” source, but this link has the full image. I’m not sure why it is cropped in all the official sources.

John Feodorov, Animal Spirit Channeling Device for the Contemporary Shaman, 1997
John Feodorov, Animal Spirit Channeling Device for the Contemporary Shaman, 1997
Questions to ask: What is this? Describe what you see. What elements do you recognize? What to the feathers, bells, and animal fur remind you of? Why? What is the artist saying by putting those objects with a child’s toy? What is the meaning or message? What does the artwork say about contemporary culture? How does the title contribute to your understanding of the meaning?


Remember, your interpretation is just as valid as mine or the artists. Hopefully, when you ask your child about the feathers, bells, fur, and “shaman” in the title, they are reminded of American Indians, but if they don’t get there on their own, you might consider nudging them in that direction. This artwork has lots of connections to mass production in contemporary culture, convenience replacing meaning, cultural assimilation, etc.

This is what the artist had to say about it.

“Western culture likes to castrate the powerful, maybe because it doesn’t want to be less powerful than something else, that maybe it has to bring everything down to a level where…well, maybe it’s capitalism really, to where it’s a product, to where it’s something that can be controlled by purchase, controlled by owning it and by owning, even in art.”
– John Feodorov (source)

3. Nkisi Nkondi power figures made by the Kongo people of Western Africa

Nkisi Nkondi, Congo, c. 1880-1920
Nkisi Nkondi, Congo, c. 1880-1920, Carnegie Museum of Art, Pittsburgh, PA

Oh, the emotions of an adolescent! Sometimes you need to take a nail and hammer the crap out of it to get your feelings out. That’s kind of what’s happening here.

Questions to ask: Describe this sculpture including the facial expressions and pose. Mimic the facial expression and pose with your body. How does it feel? What emotions are present (both the emotion projected and the emotion of you, the viewer)? What is the significance of the opening in the stomach and the open mouth? What is the purpose of all of the nails in the sculpture? What do you see that makes you say that? Were the nails placed in by the artist or someone else? Why do you think that? Were the nails placed all at the same time or over a period of time? How do you think this sculpture was used by the people who made it? What was its function? Was this intended to be a work of art or not? Why do you think that?


The word nkondi comes from the word “to hunt.” The nkondi is a hunter–hunting down and attacking wrong-doers and enemies (wikipedia). This type of sculpture was used as a healer, protector, hunter, and provider of justice for the Kongo people. There were often holes in the stomach and mouth where medicine bundles were placed to give the sculpture its power. The nails hammered into the sculpture activate the powers and send the sculpture to perform his duty. Mirrors often covered the stomach hole and eyes to connect to a spiritual realm and provide a window to spy on the wrong-doers.

Check out this link for more great information about this type of sculpture. There are many many more sculptures like this. A Google image search for nkisi nkondi will give you lots of choices. Try compare and contrasting the works together for another great looking exercise.

4. Henry Fuseli, The Nightmare, 1781

Honestly, I’m not sure this needs any explanation at all. It’s just one of those artworks that always gets a “whoa!” reaction from anyone who sees it. I’m going to let you think about how to talk about this one on our own with your students. Share initial reactions, theorize about the meaning, and discuss the choices the artist made to intensify the meaning.

Henry Fuseli, The Nightmare, 1781, Detroit Institute of Arts
Henry Fuseli, The Nightmare, 1781, Detroit Institute of Arts


This painting is from the Romantic period in the art of the late 18th century and early 19th centuries. Don’t be fooled by the name, this art period is not about love and kisses and roses. Romantic artists were out to shock and engage the viewer with powerful imagery and emotions, explore elements of the subconscious, connect with other art forms (especially literature), captivate with exotic tales and locations, and mesmerize with the awe and power of nature. This painting sums all that up in one quirky and disturbingly delicious package; don’t you think?

5. Hugo Ball’s Sound Poetry, Karawane, 1916

Hugo Ball in cubist costume performing Karawane, 1916
Hugo Ball in cubist costume performing Karawane, 1916
“If you have serious ideas about life, If you make artistic discoveries and if all of a sudden your head begins to crackle with laughter, If you find all your ideas useless and ridiculous, know that IT IS DADA BEGINNING TO SPEAK TO YOU” Paris January 12, 1921 E. Varèse, Tr. Tzara, Ph. Soupault, Soubeyran, J. Rigaut, G. Ribemont-Dessaignes, M. Ray, F. Picabia, B. Péret, C. Pausaers, R.Hülsenbeeks, J. Evola, M. Ernst, P. Eluard, Suz. Duchamp, M. Duchamp, Crotti, G. Cantarelli, Marg. Buffet, Gab. Buffet, a. Breton, Baargeld, Arp., W. C. Arensberg, L. Aragon

This is Hugo Ball. He was a mover and a shaker in a short-lived art movement in the early 20th century called dada. Rumor has it they picked a random word out of the dictionary to name their group (check out the manifestos linked below for more info about what dada means. Spoiler alert: “DADA DOES NOT MEAN ANYTHING”). While the movement was short and seemingly silly, it began as a reaction against the horrors of World War I. They valued whimsy, irrationality, shock value, and spontaneity to counteract the serious undertones and themes of politics, war, media, language, civil rights, and technology. These artists tested the limits of art by integrating visual art, public gatherings and demonstrations, theatre, poetry, and even just pure sounds. That’s what is happening here with Hugo Ball’s Karawane. He put on this awesome costume and read his poem of nonsensical sounds and words in a cafe. I can’t find a recording of him doing it, but poets.org has a great audio recording of someone giving it a go.

Where do you begin talking about this one with your students? Let them take the lead. They probably are more comfortable with the silly of this than you are. In the past, I’ve made my college students create dada performances in class inspired by the Dada Manifesto by Tristan Tzara and the Dada Manifesto by Hugo Ball. It is great, creative fun. Your high schooler will kind of hate you for making you do it, but it’s fun to torture them a little sometimes; am I right?


Side note:
Although it started as an anti-war movement in Europe, once it hit America it became more about anti-art and questioning the value and purpose of art. Check out this “Ready-made” (That’s a fancy way of saying urinal.) by Marcel Duchamp to see where that went. Is art the idea, or is art the final product?

Dada. Dada, dada. Da. Da.

Thanks for reading! See more art-related posts on Art Class Curator. Which of these artworks did you like the most? Let me know in the comments if you tried out any of these artworks with your kids! What other artworks intrigue your older kids?

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Get the Full Lesson!

This Lesson is in The Curated Connections Library!

Find the full lesson from this post along with hundreds of other art teaching resources and trainings in the Curated Connections Library. Click here for more information about how to join or enter your email below for a free SPARKworks lesson from the membership!

This was originally posted on April 14, 2014.

Filed Under: Art and Artists
Tagged With: frida kahlo, henry fuseli, hugo ball, john feodorov, marcel duchamp

 

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