Create a Minimalist work of art using Legos. Create five to 10 shapes
that are all exactly alike. The shapes could be made from six to 20
Legos. Arrange your repeated shapes on the base. Think about exact
placement. Create a repetitive design with the shapes. Think about
light and shadows.
AESTHETICS/ART CRITICISM ACTIVITY
The aestheticians disagree about the answer to the question, "What
is art?." Some say, "Art is art" if it is made by people; and it
expresses ideas and feelings. Others believe "Everything is art,"
including a sunset or a tree. Still others believe that every culture
should make its own definition of art. We will consider the class
to be a "culture." After a discussion, the class will create a definition
of art. Now, look at Donald Judd's work, Untitled, and write
a paragraph explaining why you think the work is or is not art according
to your definition.
ART CRITICISM ACTIVITY
Donald Judd was an art critic. Now you can become an art critic.
Write a critical analysis of Judd's artwork Untitled. For
your analysis, choose one perspective from the six below. Evaluating
the work from one perspective, write three paragraphs. First, describe
what you see. Next, interpret what you see. What does it mean? Finally,
evaluate what you see. Is it good or bad art?
Perspectives for critical analysis:
- Design Elements and Principles. How does the
artist utilize line, texture, balance, color, and technical skill?
- Presentation. Where and how is the work presented?
Would your judgment be different if the blocks were found at the
dump? In the grocery store?
- Historical or Cultural Connection. Are there
visual connections to history? How does the artist reflects his
time (politics, ethnic culture, environment or economic factors)?
- Conceptual Importance. Did the artist make
you think about an idea or message?
- Artist's Purpose. Did the artist try to shock,
inspire, create "beauty," or make you think? Was he successful?
- Audience Appropriate. What does your culture
expect or tolerate? Will this art make people think or make them
too angry to think?
Caption 3: This artwork was created by students researching and
thinking about the importance of harvest and food production, ecological
issues, homelessness, the elements and principles of design, and
conceptual art. Using the art criticism model above, critique the
Atkins, R., Art spoke, New York: Abbeville Press, 1993.
Benzi, F., and E. Busmanti and A. Sbrilli The History of Art,
New York: U.S. Gallery Books, 1989.
Brommer, G. F. (ed.). Discovering Art History. Worcester,
Mass: Davis, 1988.
Fineberg, J., Art Since 1940. New York: Harry N. Abrams,
Judd, Donald, [exh. cat.] p. 7-13, Germany: Museum Wiesbaden, 1993.
Swartz, S. (ed.)Walker Art Center - Painting and Sculpture
from the Collection, New York: Rizzoli Publications, and Walker
Art Center, Minneapolis, 1990.
Wilson, L. A. "Art and Social Structure," from Arts of Africa,
Oceania and the Americas (pp. 107-110), by J. C. Berlo and L.
A. Wilson (eds.), Englewood Cliffs, NJ: Prentice-Hall, 1993.
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