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    Lesson 7 Eapp

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    The document provides background information and guidelines for writing an objective critique or review of a work of art, event, or program. It discusses what a critique entails, such as providing a fair and balanced assessment through sound critical judgment. It outlines the basic content and format of a critique, including an introduction, body, and conclusion. The document also analyzes Pablo Picasso's painting "Guernica" as an example, discussing how the painting depicted the bombing of Guernica through a cubist style and was Picasso's way of expressing outrage over the attack. Picasso's target audience was the international art exhibition where the painting was originally commissioned to be displayed.

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    Lesson 7 Eapp

    Uploaded by

    Gab Playz
    240 views4 pages
    The document provides background information and guidelines for writing an objective critique or review of a work of art, event, or program. It discusses what a critique entails, such as providing a fair and balanced assessment through sound critical judgment. It outlines the basic content and format of a critique, including an introduction, body, and conclusion. The document also analyzes Pablo Picasso's painting "Guernica" as an example, discussing how the painting depicted the bombing of Guernica through a cubist style and was Picasso's way of expressing outrage over the attack. Picasso's target audience was the international art exhibition where the painting was originally commissioned to be displayed.

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    LESSON-7-EAPP

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    The document provides background information and guidelines for writing an objective critique or review of a work of art, event, or program. It discusses what a critique entails, such as providing a fair and balanced assessment through sound critical judgment. It outlines the basic content and format of a critique, including an introduction, body, and conclusion. The document also analyzes Pablo Picasso's painting "Guernica" as an example, discussing how the painting depicted the bombing of Guernica through a cubist style and was Picasso's way of expressing outrage over the attack. Picasso's target audience was the international art exhibition where the painting was originally commissioned to be displayed.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    240 views4 pages

    Lesson 7 Eapp

    Uploaded by

    Gab Playz
    The document provides background information and guidelines for writing an objective critique or review of a work of art, event, or program. It discusses what a critique entails, such as providing a fair and balanced assessment through sound critical judgment. It outlines the basic content and format of a critique, including an introduction, body, and conclusion. The document also analyzes Pablo Picasso's painting "Guernica" as an example, discussing how the painting depicted the bombing of Guernica through a cubist style and was Picasso's way of expressing outrage over the attack. Picasso's target audience was the international art exhibition where the painting was originally commissioned to be displayed.

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    Republic of the Philippines

    Department of Education
    REGION V - BICOL
    SCHOOLS DIVISION OF city of MASBATE
    MASBATE NATIONAL COMPREHENSIVE HIGH SCHOOL
    MASBATE CITY

    ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES


    LESSON 7

    WRITE AN OBJECTIVE / BALANCED REVIEW OR CRITIQUE OF A WORK OF ART, AN


    EVENT OR A PROGRAM

    INTRODUCTION TO THE LESSON:


    When you read the word critique what usually comes into your mind? Maybe for some people it always
    means to criticize, to look for the negative characteristics of a text, a person, or an art or just to describe what you are
    reading/seeing. But writing a critique is more than just giving the bad/ugly characteristics of a person, art, or thing.
    There are still more and that is what you are going to learn for today.

    II. OBJECTIVE: At the end of this lesson, you are expected to: write an objective/balanced review or critique of a work
    of art, an event or a program (CS_EN11/12A-EAPP-Idf-18)

    V. LEARNING CONCEPTS
    REVIEW/CRITIQUE
    ● This is a specialized form of writing in which a critic or a reader evaluates any of the following:
    a. a scholarly work (academic books and articles)
    b. a work of art (performance art, play, dance, sports, film, exhibits)
    c. designs (industrial designs, furniture, fashion designs)
    d. graphic designs (posters, billboards, commercials, and digital media).

    GUIDELINES IN WRITING A REVIEW/CRITIQUE


    ● Value Communicated
    1. Sound critical judgement – This pertains to giving description of the object without value judgements. It
    also means that you must give your assessment or judgement to an object by carefully assessing or evaluating it.
    2. A fair and balanced assessment of situations or events, people and things.
    ● Basic Content
    a. The content should answer the following questions:
    1. What is your impression upon seeing the artwork?
    2. What is the title and who is (are) the artist(s)?
    3. Describe the subject matter. What is it all about? Are there recognizable images?
    4. Describe the elements of the work. What style did the artist use?
    5. If the work has subjects or characters, what are the relationships between or among them?
    6. How does the work relate to other ideas or events in the world and/or in your other studies?
    b. May take the form of a reflection, an appeal, a protest, a tribute or denunciation, a speculation.
    c. In general, the content would include the following topics:
    1. For human situations:
    ● A brief description of the event
    ● People involved, their roles and contributions
    ● Other driving force/motivation, it maybe out in the open, hidden, or unsuspected
    ● Implications and consequences
    ● Assessment and predictions
    2. For cultural affairs, people, works, performances:
    ● The central purpose of the event, product, or art
    ● The means, devices, strategies employed to achieve the purposes
    ● An evaluation of the achievement. Is it a success or failure?
    ● The significance (if any) beyond mere entertainment of the event or product in ethical and/or
    aesthetic terms, its timeliness and/or timelessness

    Note: A critique/review usually range in length from 250 to 750 words.

    FORMAT OF A REVIEW/CRITIQUE OF AN ART, EVENT, OR PERFORMANCE

    ● INTRODUCTION
    ● Contains the first impression on the work. You may begin with a hook. Note: A hook catches the attention
    of the reader. It ignites the reader’s curiosity.
    ● Basic details about the material or the event that happened (title, director, or artist name of
    exhibition/event)
    ● Main assessment of the material (for films, performances, artwork).
    ● Thesis statement or the focus of your review.
    ● BODY (ANALYSIS OR INTERPRETATION)
    ● Discussion of the main points of the analysis or interpretation.
    ● Discussion or analysis of the work (critical approach). You may use the critical approaches discussed in
    the previous module.
    ● Aspects that make the art, event, or performance a success or a failure.
    ● Relationship of the work to other ideas and events in the world.
    ● The movements, acts, lines, or elements that are distinct to the work, performance, or event. ● Identify
    some of the similarities throughout the work (i.e., repetition of lines, two songs in each act).
    ● Identify some of the points of emphasis in the work (i.e., specific scene, figure, movement).
    ● The relationships of subject, movements, and characters. Note: You should also take note about the
    guidelines in writing a review/critique. You may focus on one critical approach to analyze the art or event.
    ● CONCLUSION (EVALUATION)
    ● A statement indicating the overall evaluation of the work.
    ● A summary of the key reasons identified during the critical evaluation, why this evaluation was formed.
    ● The significance of the event/work
    ● Comparisons to a similar work
    ● Recommendation

    TAKE NOTE! For artwork and other media, you should use speculative verbs like evoke, create, appear, & suggest. You should
    make sure to describe it to the reader and describe the material in simple terms. Also, take note the coherence and cohesion of ideas in your
    paragraph. After writing, make sure to check your grammar, spelling and punctuation marks.

    BASIC QUALITIES OF A GOOD REVIEW/CRITIQUE


    ❖ Gives a fair and balance social commentary
    ❖ Provides relevant and accurate information on the situation
    ❖ Exhibits by means of thorough and in-depth analysis an appreciation of context (including time, place,
    people, involvement, their motivation, and actuations)
    ❖ Exhibits a deep sense of humanity and an understanding of the human situation even while expressing
    disapproval or disagreement most intensely.
    BASIC QUALITIES OF A CRITICAL JUDGEMENT
    ❖ Provides accurate and relevant information on the event, show, or work
    ❖ Exhibits full appreciation of the purpose behind the event, show, or work
    ❖ Shows a clear understanding of the means (strategies, techniques, devices, etc.) and their
    appropriateness and power in achieving the purpose
    ❖ Exhibits fairness and balance in the judgment made Wow! You are already done with some of the
    concepts you need to remember and understand for you to write an objective review/critique. ‘

    Read the example of a critique below. Answer the questions that follow.
    Art (1) The French artist Georges Braque (1882-1963) once said. “In art there can be no effect without twisting the truth.”
    While not all artists would agree with him, Braque, who with Pablo Picasso originated the cubist style, “saw” things from a
    different perspective than the rest of us, and he expressed his vision in his paintings. All art is an interpretation of what the
    artist sees. It is filtered through the eyes of the artist and influenced by his or her own perceptions.
    (2) Throughout history, artists have applied their craft to advance religious, social, and political visual arguments. Portraits
    of kings and queens present how the monarchs wanted their people to see them, with symbolic tools of power such as
    scepters, crowns and rich vestments. Art in Churches and cathedrals was used as a means of visual instruction for people
    who could not read. Much modern art reveals impressions feelings and emotions without remaining faithful to the actual
    thing depicted. While entire books are written about the meaning and function of art, let’s examine how one particular artist,
    Pablo Picasso (1881-1973), created a visual argument
    Pablo Picasso’s Guernica
    (3) Pablo Picasso, with fellow artist Georges Braque, invented a style of painting known as cubism. Cubism is based on the
    idea that the eye observes things from continually changing viewpoints, as fragments of a whole. Cubism aims to represent
    the essential reality of forms from multiple perspective angles. Thus, cubist paintings don’t show reality as we see it. Rather,
    they depict pieces of people, places, and things in an unstable field of vision (4) Picasso’s painting Guernica represents the
    essence of cubism. During the Spanish Civil war, the German air force bombed the town of Guernica, the cultural center of
    the Basque region in 7 northern Spain and a Loyalist stronghold. In only a few minutes on April 26, 1937, hundreds of men,
    women and children were massacred in the deadly air strike. Two months later, Picasso expressed his outrage at the attack
    in a mural he titled simply, Guernica.

    Who is Picasso’s target audience?


    (5) Knowing the history of the painting can help us understand whom Picasso wants to reach. In January 1937, Picasso was
    commissioned to paint a mural for the 1937 Exposition Internationale des Arts et Techniques dans la Vie Moderne, an art
    exhibition to open in France in May of the same year. Although he had never been a political person, the atrocity of
    Guernica in April compelled him to express his anger and appeal to the world.
    (6) Before the mural went to display, some politicians tried to replace it with less “offensive” piece of art. When the picture
    was unveiled at the opening of the expo, it was received poorly. One Critic described it as “the work of madman.” Picasso
    had hoped that his work would shock people. He wanted the outside world to care about what happened at Guernica.
    However, Picasso may have misjudged his first audience. In 1937, Europe was in the brick of world war. Many people were
    in denial that the war could touch them and preferred to ignore the possibility that it was imminent. It was this audience who
    first viewed Guernica---an audience that didn’t want to see a mural about war, an audience that was trying to avoid the
    inevitable. Years later the mural would become one of the most critically acclaimed works of art of the twentieth century.

    What claim Is Picasso making in the image?


    (7) Picasso’s painting comprises many images that make up an entire scene. It depicts simultaneously events that
    happened over a period. The overall claim is that war itself is horrible. The smaller claims address the injustice of Guernica
    more directly. A mother wails in grief over her dead infant a reminder that the bombing of Guernica was a massacre of
    innocent. Picasso also chose to paint his mural in black and white, giving it the aura of a newspaper, especially in the body
    of the horse. He could be saying, “This is news” or “This is a current event that you should think about.”
    (8) It should be mentioned that Picasso created many versions of the images in the mural, carefully considering their
    position, placement, and expression, sometimes drawing eight or nine versions of a single subject. He thoughtfully
    considered how the images would convey his message before he painted them in the mural.

    What shared history or cultural assumptions does Picasso make?


    (9) The assumptions in any argument are the principles or beliefs that the audience takes for granted. These assumptions
    implicitly connect the claim to the evidence. By naming his mural Guernica, Picasso knew that people would make an
    immediate connection between the chaos on the wall and the events of April 26, 1937. He also assumed that the people
    viewing the painting would be upset by it. In addition, there are symbols in the painting that would have been recognized by
    the people at the time such as the figure of the bull in the upper-left-hand corner of the mural, a long-time symbol for the
    Spain.

    What is Picasso’s supporting evidence?


    (10) Although Picasso was illustrating a real event, cubism allowed him to paint “truth” rather than “reality.” If Picasso was
    trying to depict the horror of Guernica and by extension, the terror and chaos of war, all the components of his mural serve
    as supporting evidence. The wailing figures panicked faces; the darkness contrasted by jumbled images of light all project
    the horror of war. Even the horse looks terrified. Overall, Guernica captures the emotional cacophony of war. Picasso was
    not just trying to say, “War is hell.” He was also trying to impress upon his audience that such atrocities should never
    happen again. Picasso was making an appeal for peace by showing its opposite the carnage of war.

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