Portfolio Preparation

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6/12/13 11:12 AMHow to Write an Art Review « Art Biz Blog Page 1 of 2http://www.artbizblog.com/2010/04/artreview.html ! Artists’ Ideas <- Deep Thought Thursday @abstanfield Tweekly " How to Write an Art Review Ever thought about writing an art review for your blog or local paper? Writing art reviews is a great way to meet people and build your credentials. It also provides good practice for honing your eye. You can’t help learning when you look closely and critically at lots of art. For a number of years I wrote art reviews for various local publications and even a couple of national publications. I’m a little rusty, but here are some tips on writing about art exhibits in galleries, art centers, and museums. 1. Make sure there’s something you will like at the exhibit. It’s hard to write about art that doesn’t spark something in you. The artist’s story may come into play, but your focus for a review is on the art, not the artist. 2. Visit the exhibit at a good time. You don’t want to go when there are tours or sketching sessions in the galleries. You want the space mostly to yourself. You want quiet. Call the venue and ask them to suggest the best time to come. If the person answering the phone doesn’t seem to know much, ask to speak to the education office, curator, or public relations officer. Plan on spending at least an hour in the galleries. 3. Bring a pen, notepad, and voice recorder–depending on how you work best. I used to travel up to an hour to review an exhibit. It was nice to have the recorder to help me process my ideas on the ride home. Check with the venue ahead of time and see if it’s okay to take photos. Muffy Clark Gill and Nuch Owen Exhibit 4. Scan the galleries and get a feel for the installation (how the work is hung or installed). Are the works in chronological order? Grouped by subject matter or by artist? How has the curator made sense of the large grouping? Use this information to give your reader a sense of being there. 5. Select three or four artworks or artists to highlight in your article. These are pieces you will describe and talk about by title. Spend most of your time with these works. Sit in front of each one for long periods of time. Write down every detail so you can describe it for your reader. Note the correct attributions for the art: artist’s name, title, media, date, size (if available). Pick up a list of works on view or copy the text from the labels. Double check your spelling. 6. Select one thing to criticize. If you like everything, your readers will get suspicious. But you don’t have to be as critical as you might think. I have been known to harp about lighting, display cases, installation, traffic flow, label text, and label styling. I’ve also knocked the way a show was organized (e.g. the juror was anonymous). You might find fault with an artist’s technique, matting (boy, don’t get me started on poor matting!), framing, artistic choices and clichés, or craftsmanship. It makes .

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ARH2000 Art & Culture USF College of the Arts 1 Art & Identity Research Project 15 points / 15% of final grade Submit via the link provided in Canvas. OVERVIEW For this final project you will research two (2) contemporary artists who deal with the theme of identity. In addition, you will reflect upon and propose an imagined artwork that relates to your own concept of identity. (Do not worry if you are not artistically inclined, you are NOT expected to create an actual finished art piece; it is merely a proposal for something you imagine.). The final project will be presented as a well-researched PowerPoint presentation. Scholarly research and a Works Cited page/slide are important components of this project. HOW TO PREPARE 1. Engage with the presentation: “Art & Identity” 2. Read/review the following from the textbook: Chapter 4.9 (The Body in Art) and 4.10 (Identity, Race, & Gender in Art); pp. 189 (grey box); 357-359 ARTIST RESEARCH 1. Choose two (2) artists from the list on page three of these instructions. Research your chosen artists in relation to their interest in a theme of “Identity”. 2. You must use at least three different types of sources in your research project: The artwork itself will be one source – the most important primary source. Therefore, you must research and find at least two (2) other types of sources (interview with the artists, scholarly articles, books, museum website etc.) to use in your study. Most will need to exceed this minimum for a robust presentation. See page 189 of your textbook for a list of possible primary and secondary sources. Further resources on how to get started are found in the subheading “Resources” below. You can find many sources in the library or in one of the library’s databases. 3. Your selection of artists should be intentional and surround a specific sub-topic of identity. Your research should not focus on identity in only a broad and general way. Clearly identify the sub- topic that relates to your artists. For example, you may find artists that are similarly interested in any of the following sub-topics below:  the fluidity of identity  deconstructing cultural, social, or political difference  feminist critique  diversity or artists who create work that explores related cultures, groups, or societies  You may consider choosing artists that work in the same medium (for example, performance art, painting, or installation) and how that material choice imparts meaning to their work. 4. After selecting your sub-topic and artists, you must decide on a title for your project. ARH2000 Art & Culture USF College of the Arts 2 5. Your research into the artists should include biographical information and an examination of the artists’ approaches. In a PowerPoint presentation of your research, include the following: a. Biographies of each artist: i. Image of the artist (photo, sketch, etc.) ii. Brief biography:.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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