Lesson Plan: Looking at Art - Introduction to Art Criticism 

Lesson:​ ​Viewing Art - Introduction to Art Criticism ​ ​Grade:​ A

​ VI2O - Grade 10 Open ​ S​ ubject​: V
​ isual Arts   
Strand:​ ​B. Reflecting, Responding, and Analyzing & C. Foundations ​ ​Location:​ ​Classroom ​ ​Time: 7 ​ 5 minutes 

Lesson Plan Description 

In the past, viewers looked for clues to discover what artists meant in the works they created. Today, viewing 
and understanding art is a personal experience that is affected by individual experiences, preferences, values, 
and beliefs. Students, in this lesson, will learn how to actively analyse artworks and determine potential 
motives and underlying messages: to determine what biases might be contained in an art work and why that 
might be, how the content of the artwork was determined and by whom, and whose perspectives might have 
been left out and why.  
 
Students will be given the opportunity to follow a step-by-step process for the critical analysis of art and to 
help the viewer understand the effects that his or her own biases and experiences have on their 
understanding of art. This critical analysis process will provide the language and tools to view art in a more 
meaningful way - adding purpose to the work that they will be analyzing in future art history lessons. The 
lesson will involve literacy skills relating to oral, written, and visual communication. By using art language to 
record their observations, to describe their critical analysis in both informal and formal contexts, and to 
present their findings allows students to practice these skills. Students are encouraged to develop their ability 
to ask questions and to explore a variety of possible answers to those questions. 

CURRICULUM CONNECTIONS   

Ontario Curriculum Overall Expectations  

B1. The Critical Analysis Process:​ demonstrate an understanding of the critical analysis process by 
examining, interpreting, evaluating, and reflecting on various art works.  
 
B2. Art, Society, and Values:​ demonstrate an understanding of how art works reflect the society in which 
they were created, and of how they can affect personal values.  
 
B3. Connections Beyond the Classroom:​ demonstrate an understanding of the types of knowledge and skills 
developed in visual arts, and describe various opportunities related to visual arts.  
 
C1. Terminology:​ demonstrate an understanding of, and use correct terminology when referring to, elements, 
principles, and other components related to visual arts.  
 
C2. Conventions and Techniques: d ​ emonstrate an understanding of conventions and techniques used in the 
creation of visual art works.  

Ontario Curriculum Specific Expectations 

B1.1.​ Identify and describe their initial reactions to a variety of art works, and explain the reasons for their 
reactions.  
 
B1.2.​ Identify and describe the elements and principles of design used in their own art works and the works 
of others, and describe their effects. 
 
B1.3.​ Explore and interpret a variety of art works, both historical and contemporary, to identify and describe 
their purpose and style, the materials used, and the meanings the works convey.  
B1.4. U ​ se a variety of strategies to identify and reflect on the qualities of their own art works and the works of 
others, and evaluate the effectiveness of these works. 
 
B2.2. I​ dentify and describe ways in which various artworks reflect the society in which they were created.  
 
B2.3.​ Identify and describe ways in which creating and/or analysing artworks has affected their personal 
identity and values.  
 
B3.1. I​ dentify types of knowledge and skills acquired in visual arts and describe how they could be applied in 
a variety of careers and in various areas of study.  
 
C1.1.​ Use appropriate terminology related to elements and principles of design when creating and analysing 
artworks.  
 
C1.2.​ Use appropriate vocabulary to describe techniques, materials, and tools when creating and presenting 
visual art works.  
 
C1.3.​ Identify and describe the stages of the creative process and the critical analysis process.  
 
C2.2. ​Demonstrate an understanding of several conventions used in visual art works.  

Learning Goals  

General Goal: ​to introduce the concepts of applying specific art criteria to evaluate artworks through an 
established critique process involving description, analysis, interpretation, and judgement.  

Today I will learn… 

● How to explain the basic components of art criticism 
● How to understand how the principles of art criticism can be applied to other media 
● How to apply the stages of art criticism to works of art 
● To use appropriate terminology when discussing media, equipment, and composition in historical 
and personal works of art 
● To be aware of the effect different artistic choices may have on different viewers 

ASSESSMENT and EVALUATION 

Success Criteria 

I can: participate in creating a basic criticism of a work of art.  

I can: utilize art vocabulary to assess the characteristics of an artwork, explore the intentions of an artwork, 
and explore the intentions of an artist in creating a particular work of art.  
I can: apply specific visual art criteria when observing, describing, and evaluating works of art.  
I can: compare various interpretations of specific artworks.  
I can: interpret the possible meanings of works of art by analyzing how specific works are created and how 
they relate to historical and cultural context. 

Assessment  

Achievement Chart Categories (highlight/circle the ones that apply): ​Knowledge and Understanding​; 
Thinking​; ​Communication​; A
​ pplication 
 
 
 
 Assessment For, As, Of Learning 

Assessment​ For L​ earning - Complete the introductory activity (Wordle) to determine students’ prior 
knowledge for learning. Can be used to assess the students’ readiness and understanding of the concepts. 
Teacher will use observation and active questioning as Assessment Tools.  

Assessment ​As​ Learning - During the modelling portion of the lesson, students will be asked to participate 
in a class discussion critiquing a work of art. The Checklist for the Critical Analysis Process can be used as 
a tool to help students understand what is required of them before they attempt a critique themselves.  

Assessment ​Of​ Learning - The questions detailed on the worksheet are designed for assessment of 
learning. These questions can be used as part of a full-class discussion, group discussion, or individual 
assignment. Additional questions can further develop students’ critical thinking skills and analysis of 
artwork.  

CONSIDERATIONS FOR PLANNING 

Prior Learning: Prior to this lesson, students should 

● Understand the differences and the qualities of the elements and principles of art and design 
● Have some knowledge of social, contemporary, historical, or cultural issues 
● Have experience creating their own artwork based on specific themes 

Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications 

- Content: select different artworks for analysis based on period, culture, medium, subject matter, and 
theme. Decide on how much depth of analysis you require as you select works of art to critique.  
- Process: have students present their analysis as an oral presentation, jigsaw, poster, or powerpoint. 
Pre-made printouts may be supplied from the teacher.  
- Product: students may critique their own works by responding to questions in their sketchbooks or 
art journals or in group work and class discussions.  
- Reading and Writing learners: assignment/activity 
- Students with IEPs may require extra assistance in writing their answers.  
- Students may work in groups to answer questions (weaker students paired with stronger) 

Learning Skills/Work Habits  

Highlight/circle ones that are​ addressed​: ​responsibility​, o
​ rganization​, ​independent work​, ​collaboration​, 
initiative​, ​self-regulation 
  
Highlight/circle ones that are a​ ssessed:​ responsibility, o
​ rganization​,​ independent work​, collaboration, 
initiative​, ​self-regulation 

Vocabulary - c​ olour, distinctive, harmonious, complementary, contrasting, tone, graduated, monochromatic, 

composition, arrangement, overlapping, cluttered, negative and positive space, texture, atmosphere, form, 
shape, blurred, linear, abstract, figures 

Resources and Materials /Technology Integration  

● Projector and Computer 
● Images of artworks to critique 
● Emily Carr’s “Windswept Trees” slide and description (printable version available) 
● Art Critique Handout 
● Checklist for the Critical Analysis Process 
● Printouts for the Artworks to Critique 
● Review of the Elements and Principles of Design Worksheet and Video: 
https://www.youtube.com/watch?v=DWEhwp5JgZk 
● Assessment Rubric for Critical Analysis of an Artwork 
 ● “What is Art” video clip from Mona Lisa Smiles 
https://www.youtube.com/watch?v=yYxCZpbKsAs 

Lesson – Delivery Format 

Minds On: Motivational Hook/Introduction (​ 5-15 minutes)   

In the form of a “Word Cloud” students will learn the steps and language of critiquing a work of art. Teacher 
will present on the screen: “In one or two words, describe your initial impression of this artwork.” Their 
thoughts and ideas will be compiled into an artistic composition mimicking the original composition discussed. 
Once completed, the artwork and the wordle will be displayed together, comparing the two pieces. Share the 
ideas in a class discussion - this will be used as a diagnostic tool to Assess for Learning in determining 
students’ ability to view and interpret artwork before beginning the rest of the lesson.  
 
Artwork that the students will be looking at: “Windswept Trees” c.1937-8 by Emily Carr 
https://www.polleverywhere.com/my/polls 
 
After the discussion of the words that were contributed on the screen, teacher will overview the artist in a 
brief overview: “Emily Carr drew her inspiration from the spirituality of the British Columbia wilderness. Her 
close relationship with First Nations peoples and her concern for the challenges that they faced in the first half 
of the 20th century was reflected in her subject matter. Her artistic style was influenced by the Modernist 
movement in Europe, which she adapted to represent the Canadian west coast landscape and Aboriginal 
culture. In this particular piece, she used gasoline mixed with oil paint and created this work with speed - she 
was travelling in the woods for weeks at a time. Carr’s painting of windswept trees shows the painter’s arm 
moving around the scene like the wind itself, the forest branches shivering and roaring, the air made visible in 
a sort of transparency that appears to lie both in and on top of the painting. You don’t just see Carr’s trees, 
you hear them too, the fire in the trees.” 
 
Ask the students if their interpretation of looking at Emily Carr’s work changed once they heard the brief 
description of the artist and this particular artwork. 
 
Show video clip “What is Art” from the movie Mona Lisa Smiles: 
https://www.youtube.com/watch?v=yYxCZpbKsAs 

Action: During/Working On Activities ​(45-50 minutes) 

What Teachers Do:  What Students do: 

Briefly overview what Art Criticism is: building an   

informed response upon the investigation of the different   
parts that make up a work of art. There are many different   
ways to look critically at a work of art.    
  Students will participate in a discussion about 
One way to understand an artwork involves a four stage  the original work of art that was presented. They 
thinking process which we will go over in this lesson. Use  will answer questions within each of the stages 
this time as a modelling exercise to hand out the  of the Critical Analysis Process in the form of a 
worksheet: “Art Critique” and go over various aspects of  class discussion.  
the critical analysis process.   
   
   
   
Step 1: The Initial Reaction   
Is the process that the students took place in during the   
minds on activity.    
   
Step 2: Analysis and Interpretation   
Looking for he connection between the subject matter in   
the work and the way the artwork is put together. Think   
about the way that the artist has used the elements and   
principles of design. Then, think about why the artist has   
used them in a particular way.    
   
Step 3: Cultural Context   
In today’s global world, we are exposed to works of art   
from many different cultures. These works may express a   
variety of new and unfamiliar ideas. This requires you as a   
viewer, to learn more about these works of art by asking   
questions. The artist’s culture, time period, and interests   
are part of understanding the artwork. You may need to   
do research to find the answers to these questions.    
   
Step 4: Aesthetic Judgement   
In this stage, you decide what you think of the work and   
how successful the artist has been in communicating his   
or her message. You should be able to explain to other   
viewers the reasons you have for your judgement.    
   
___________________________________________________   
   
Think/Pair/Share (Assessment AS and OF Learning)   
This exercise will give students the opportunity to identify   
and connect what they are seeing to a process for   
applying the elements and principles of design and   
thinking critically about the world. Before beginning this  Students will use the think/pair/share strategy to 
activity, you may need to discuss the Elements and  respond to the questions in each stage of the art 
Principles of Design in review format or have the brief  criticism process. Students are encouraged to 
overview available for students to reference (See  use appropriate terminology and vocabulary in 
Resources Available Following Lesson Plan)   their responses and discussions - words and 
  definitions will be made available on a handout 
The students will be given a work of art and be asked to  (these words may be added to a word wall).  
critique it - half of the students will be given the first   
painting, and the rest the second:   Once they have completed their own critique, 
“The Scream” by Edvard Munch, 1893.   students will engage in a pair share with a 
“Starry Night” by Vincent Van Gogh, 1889.  partner who did the same work, where they will 
compare answers. Students will then be 
Distribute copies of the Art Criticism worksheet to  engaged in a class discussion about each of the 
students before they begin this activity. Students are  works of art.  
asked to respond individually to each of the questions in   
the stages of the art criticism process.   Students may make may adjustments necessary 
  after learning more about the works of art, and 
Once they have completed answering their questions,  may add information to their worksheets based 
they will compare their responses with someone who  on the class discussion.  
completed a critique on the same work, and then, as a  Students will be asked to hand in their 
whole, the class will discuss each of the works one by  worksheets at the end of the lesson for grading.  
one. Students will be given time to adjust their   
worksheets with further answers after learning more 
about the two works of art. Teacher will collect the final 
 version of the completed worksheet (Assessment of 
Learning). 

Consolidation & Connection: Reflect and Connect ​(5-10 minutes)   

After the students have finished their critiques and have handed their worksheets in, students will respond to 
the following question in the form of an exit card:  
What would you like to know more about as a result of studying the artwork in this lesson? Please state the 
artwork that you critiqued.  

Extension Activities/Next Steps   

Further on in the course, students will be asked to engage in group, peer, and self critiques of the artwork that 
they will create within the class curriculum. Students will use the skills learned in this lesson to apply to these 
assignments.  

  
 

Checklist for the Critical Analysis Process 

Name: _​ __________________________________​ Date: _​ ______________________ 
 
 
CRITERIA  WHAT SUCCESS LOOKS LIKE  A  B 

Relevant and Specific  A) I have read the questions and my answer provide     
Information  relevant and specific information.  
B) I have followed the steps for the critical analysis 
process outlined on my worksheet.  

Meaningful Connections  A) I have use my knowledge of art and art vocabulary     

and applied these ideas to my work.  
B) I have connected the art ideas and the critical analysis 
process to my understanding of the artwork.  

Well-supported  A) My answers to questions are supported by     

interpretations and  information that shows evidence of research and 
explanations  thinking.  
B) My answers are logical and provide information that 
would help a viewer understand the artwork.   

Detailed and fully  A) I have responded to the questions by providing     

developed responses to  specific insights and information that support my 
all questions  observations and analysis.  
B) I have included details and important information 
about the artists and artwork in my responses. 

Clear and organized  A) I have followed the expected format for written work     
communication  described by the teacher. 
B) I have revised and edited my work before handing in 
a final copy.  

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Art Criticism Activity: Analyse a Famous Artwork 
 
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
“​The Scream​” By Edvard Munch, 1893 
 
“​I was out walking with two friends - the sun was setting - suddenly the sky turned blood red - I 
paused, feeling exhausted, and leaned on the fence - there was blood and tongues of fire above the 
blue-black fjord and the city - my friends walked on, and I stood there trembling with angst - and I 
sensed an endless scream passing through nature.” - Edvard Munch 
 
Essentially ​The Scream​ is autobiographical, an expressionistic construction based on Munch's actual 
experience of a scream piercing through nature while on a walk, after his two companions, seen in the 
background, had left him. Fitting the fact that the sound must have been heard at a time when his 
mind was in an abnormal state, Munch renders it in a style which if pushed to extremes can destroy 
human integrity. In depicting his own morbid experience, he has let go, and allowed the foreground 
figure to become distorted by the subjectivized flow of nature; the scream could be interpreted as 
expressing the agony of the obliteration of human personality by this unifying force. Significantly, 
although it was Munch himself who underwent the experience depicted, the protagonist bears no 
resemblance to him or anyone else. The creature in the foreground has been depersonalized and 
crushed into sexlessness or, if anything, stamped with a trace of the femininity of the world that has 
come close to assimilating it.  
(https://www.edvardmunch.org/the-scream.jsp) 
 
Art Criticism Activity: Analyse a Famous Artwork 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
“​Starry Night​” by Vincent Van Gogh, 1889 
 
Van Gogh was also enthralled with night, as he wrote to his brother Theo that same year: "It often 
seems to me that the night is much more alive and richly colored than the day....The problem of 
painting night scenes and effects on the spot and actually by night interests me enormously." 

In Arles, in 1888 and 1889, van Gogh's paintings take on a mystical, dreamlike quality. 
Straight lines became wavy, colors intensified, thick paint became thicker, sometimes squeezed 
straight onto the canvas from the tube. The artist's focus on the relationship between dreams and 
reality—and life and death—had a profound meaning for him, as he had confided to Theo in a letter a 
year before his first crisis in Arles. "Looking at the stars always makes me dream, as simply as I dream 
over the black dots representing towns and villages on a map. Why, I ask myself, shouldn't the shining 
dots of the sky be as accessible as the black dots on the map of France? Just as we take the train to get 
to Tarascon or Rouen, we take death to reach a star." His interest in mixing dreams and reality, 
observation and imagination, is particularly evident in the night paintings he made in Arles and 
Saint-Rémy in 1889 and 1890, in which he not only conquered the difficulties of using color to depict 
darkness but also went a long way toward capturing the spiritual and symbolic meanings that he saw 
in the night. 

(https://www.smithsonianmag.com/arts-culture/van-goghs 

-night-visions-131900002/#Z6LPIRvG0QJSjHxc.99) 

Assessment Rubric - The Critical Analysis Process 

Name: _​ __________________________________​ Date: _​ ______________________ 
 
CATEGORIES  LEVEL 1  LEVEL 2  LEVEL 3  LEVEL 4 

Knowledge and  Demonstrates  Demonstrates some  Demonstrates  Demonstrates a 

Understanding  limited knowledge  knowledge and  considerable  thorough and 
  and understanding  understanding of  knowledge and  specific knowledge 
Knowledge and  of art terms and the  art terms and the  understanding of  and understanding 
understanding of  critical analysis  critical analysis  art terms and the  of art terms and the 
art terms and the  process.   process.   critical analysis  critical analysis 
critical analysis  process.   process.  
process.  

Thinking  Makes limited  Makes some  Makes many  Makes multiple and 
  connections  connections  connections  sophisticated 
Making  between the  between the  between the  connections 
connections  artwork, art ideas,  artwork, art ideas,  artwork, art ideas,  between the 
between the  art terms, and the  art terms, and the  art terms, and the  artwork, art ideas, 
artwork, art ideas,  critical analysis  critical analysis  critical analysis  art terms, and the 
art terms, and the  process.   process  process.   critical analysis 
critical analysis  process.  
process 

Communication  Communicates  Communicates  Communicates  Communicates a 

  limited  some  considerable  high level of 
Communicating  understanding and  understanding and  understanding and  understanding and 
understanding and  information in oral  information in oral  information in oral  information in oral 
information in oral  and written forms.   and written forms.   and written forms.   and written forms.  
and written forms         
  Expresses limited  Expresses some  Expresses many  Expresses multiple 
Expressing ideas,  ideas, meaning,  ideas, meaning,  ideas, meaning,  and important 
meaning, process,  process, and art  process, and art  process, and art  ideas, meaning, 
and art concepts  concepts and  concepts and  concepts and  process, and art 
and terminology in  terminology in oral  terminology in oral  terminology in oral  concepts and 
oral and written  and written forms.   and written forms.   and written forms.   terminology in oral 
forms  and written forms.  

Application  Uses limited ideas,  Uses some ideas,  Uses many ideas,  Uses many and 
  observations, facts,  observations, facts,  observations, facts,  insightful ideas, 
Using ideas,  research, and  research, and  research, and  observations, facts, 
observations, facts,  reflective thinking  reflective thinking  reflective thinking  research, and 
research, and  in response to  in response to  in response to  reflective thinking 
reflective thinking  assignment  assignment  assignment  in response to 
in response to  questions.   questions.   questions.   assignment 
assignment        questions.  
questions.   Applies limited  Applies some  Applies   
  knowledge,  knowledge,  considerable  Applies a high level 
Applying  understanding, and  understanding, and  knowledge,  of knowledge, 
knowledge,  skills to the critical  skills to the critical  understanding, and  understanding, and 
understanding, and  analysis process.   analysis process.   skills to the critical  skills to the critical 
skills to the critical  analysis process.   analysis process.  
analysis process.  

Elements and Principles of Design Review 

 
ELEMENTS OF DESIGN  DESCRIPTION 

COLOUR  Colours have hues, intensities, and values. They affect each other. They 
affect how you think, feel, and act. Hue refers to the name of the color. 
Value tells the lightness or darkness of a hue. Intensity refers to the 
brightness or dullness of a hue. 

LINE  Line can be horizontal, vertical, dotted, zigzag, curved, straight, diagonal, 
thick, thin, bold, or fine. Lines can show direction, lead the eye, outline one 
object, divide a space, communicate, or create a mood. 

TEXTURE  Textures are the feel or look of every surface. Textures create a mood. 
Terms include smooth, slick, shiny, rough, raised, bumpy, fuzzy, grainy, soft 
and hard. 

SHAPE AND FORM  Shape and form are created when a line comes around and meets itself. 
Shapes are geometric (round, square, rectangular) or free irregular shapes. 
Forms are three-dimensional, or can be seen from all sides (spheres, 
cylinders, cubes). 

SPACE  Space is the amount of room you have. It can be defined as positive or 
negative. Positive space is made up of the shapes and forms that make up 
design. Negative space is the background. 

 
  

PRINCIPLES OF DESIGN  DESCRIPTION 

BALANCE  Balance is the placement of visual weights. It creates a feeling of steadiness 

and of things looking as if they belong where they are. Balance can be 
formal (symmetrical) or informal (asymmetrical) – sides are different, but 
looks balanced). 

RHYTHM  Rhythm is organized movement. It allows the eyes to move from one part of 
a design to another. It can be achieved through repeating, graduating, and 
alternating. 

EMPHASIS  Emphasis is making a center of interest in your design. It is the part of 
design which catches your eye first. 

SCALE  Scale refers to the size relationship of two or more objects to each other and 
the space that they fill. 

PROPORTION  Proportion refers to the relationship of parts within an item and that the 
parts relate well with each other. 

UNITY OR HARMONY  Unity or harmony is the feeling that all parts belong together.