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How to annotate art

How to annotate art

A super useful resource to support students when they annotate an artists work.

It includes sentence starters, keywords and a good example. Great for embedding literacy in your art lessons.

There are lots of art literacy resources on The Arty Teacher.

The Arty Teacher

Sarah Crowther is The Arty Teacher. She is a high school art teacher in the North West of England. She strives to share her enthusiasm for art by providing art teachers around the globe with high-quality resources and by sharing her expertise through this blog.

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How to annotate art

How to annotate art

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How to annotate art

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How to annotate artHow to annotate artHow to annotate artHow to annotate art

The Arty Teacher

Sarah Crowther is The Arty Teacher. She is a high school art teacher in the North West of England. She strives to share her enthusiasm for art by providing art teachers around the globe with high-quality resources and by sharing her expertise through this blog.

How to annotate art

Aim to record personal reflections, evaluations, judgments, and responses (rather than regurgitating facts or the views of others), providing insight into your thinking and decision-making processes. Art examiners do not want to read lists of facts or chronological sequences of events. They do not want long-winded descriptions of technical processes, extensive artist biographies, or the inclusion of broad periods of art history. Cut-and-pasting or transcribing information from other sources is not acceptable (small portions may be quoted and referenced, as appropriate).

Communicate with clarity

A sketchbook should not contain endless pages of writing; this wastes the examiner’s time, as well as your own. Communicate in a succinct and clear manner. Thoughts may be recorded in any legible format: mind maps, scrawled questions, bulleted summaries or complete sentences and paragraphs. In most cases, a variety of approaches is appropriate. Whichever format you choose, avoid ‘txt’ speak and spelling errors; these indicate sloppiness and suggest that the work belongs to lower caliber student.

Demonstrate subject-specific knowledge

Aim to communicate informed and knowledgeable responses, using a range of art-related vocabulary and terminology. This learning may be the result of formal classroom lessons, individual research or personal art-making experience.

Critically analyze artwork

Art analysis is an integral component of most high school art programs. Aim to analyze work by a range of historical and contemporary artists, from a range of different cultures. Artist work should be relevant to your project and offer valuable learning opportunities, whether in approach to subject-matter, composition, technique or medium. You should also analyze your own artwork within the sketchbook, measuring success against original intentions and assessment objectives specified within the mark scheme. This allows you to gain helpful insights that inform and influence subsequent work. For more advice and a list of questions to help with analyzing artwork, please read How to analyze an artwork: a step-by-step guide.

Communicate intentions

It is usually helpful to begin a sketchbook by discussing intentions, starting points and design briefs, including any requirements and restrictions set for the project.

Avoid the obvious

Self-explanatory statements, such as “I drew this using pencil” or “this is a shoe” are unnecessary; they communicate no new information to the examiner.

Reference all images, text, and ideas from others

Any content created by others should be formally credited and acknowledged, even when this has been appropriated or reinterpreted, rather than directly copied. It is helpful to cite artists directly underneath the appropriate image (artist name, artwork title, medium, date and image source), along with brief details about any gallery, museum and artist visits. You may also benefit from labeling original photographs, so that is clear to an examiner which work is your own.

I would like some help in doing annotation for A Level Art. (I’m in A2 now)
I am not entirely sure of exactly what I should write or talk about.
Does anyone have some useful tips or ways of writing annotation?
Like probably a checklist of the points you should consider etc?

Usually I say what mediums I used (pencil etc), what I tried doing and if I’m happy with the results. Sometimes relate back to the/an artists work or something. But I don’t think thats enough.

Thanks for your help

quality of light (if picture)
tone
colour
quality of line
what is good about the medium u used
what is bad, ie is the medium as suited to the composition as it should be..could u use something else instead
note down any mistakes or problems u occurred and and how you could improve it – this all goes towards AO3 developing
how does your work compare with the artist that has influenced you – have u done something that you prefer, if ao then why?

There are plenty of other things to say too

(Original post by MrStick)
Hi there,
(not sure if this is the right place to ask, sorry if it isn’t)

I would like some help in doing annotation for A Level Art. (I’m in A2 now)
I am not entirely sure of exactly what I should write or talk about.
Does anyone have some useful tips or ways of writing annotation?
Like probably a checklist of the points you should consider etc?

Usually I say what mediums I used (pencil etc), what I tried doing and if I’m happy with the results. Sometimes relate back to the/an artists work or something. But I don’t think thats enough.

Thanks for your help

Thanks for the tips.

Also, I got a D which was primarly due to taking some time off when I recieved the paper resulting in less work.
Aiming to get a C now.

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