This artwork was created by Sandra Paterson - U 10287321
This teapot scene was lovingly critiqued by Louise Judson - U1024868
Reporting
The artwork is a sketch of a teapot, two cups sitting on saucers and three flowers. The sketch has been drawn using HB pencil, the background is white. The teapot is in the background, placed centrally behind the other items, which are sitting in the foreground and are arranged in a pattern; flower, cup, flower, cup, flower. The cups and teapot are without detail, they have no pictures or patterns on them. The teapot has a removable round lid with a round tapered handle on it. The body of the teapot has a dark coloured solid handle and a wide spout. The cups are tall, mug-like and have a small saucer placed under each one; they appear to be solid white in colour. The flowers are stringy in appearance with long petals similar to gerberas; the artist has drawn them partially overlapping the cups and teapot. The sketch has been drawn from the perspective of the viewer sitting in front of the items.this line of items in a central position. The sketch has been done using a HB pencil. The artist has drawn an outline of the objects and used shading to give the objects dimension.this line of items in a central position. The sketch has been done using a HB pencil. The artist has drawn an outline of the objects and used shading to give the objects dimension.hind this line of items in a central position. The sketch has been done using a HB pencil. The artist has drawn an outline of the objects and used shading to give the objects dimension. The cups and teapot are without detail ie. they have no pictures or patterns on them. The sketch has been drawn from the the perspective of the viewer sitting in front of the items.
Responding
The artist has used the element of line, the use of textured line in particular has helped to convey the shape and contour of the teapot and cups. The textured line used implies that the teapot and cups have a smooth texture. The items appear as three dimensional shapes in the picture, giving them form and making them appear as items one could reach into the picture and pick them up. This is also achieved through relative proportion, which is given to the teapot, cups and flowers by observing their size in relation to each other. The artist achieves the element of balance in the picture due to the positioning of the items. The three flowers are placed in an alternating pattern with the tea cups, while the teapot is placed centrally behind this line of items. The sketch could be described as high key, as it is predominantly a light picture. The repeated use of line to create the shaded pattern on the spout, lid and handle of the teapot and the outside edge and inside of the cups gives value to these items and accurately conveys where light is falling and where a shadow is created.
The element of balance gives the picture a sense of order and calm. The soft textured lines add to the essence of comfort provided by this sketch. Because the sketch is high key, it gives the impression of brightness and joy.
Why are the items set out in this way, what does the balance and order represent? Is someone coming to tea or is there deeper meaning?
Relating
The simplicity of this sketch and its elements of balance and value make it attractive, pleasing and positive to look at. The bright, joyful setting reminds me of the many times I have shared a cup of tea with a friend or loved one. I have shared many special occasions over a cup of tea. There have also been many bad days which have been remedied by sharing a cup of tea with my Mum. My Mum is English and according to her any problem can be solved over a cup or pot of tea. For me, the flowers in this sketch reflect the positivity and pleasure I associate with drinking tea with a loved one.
Reasoning
Although initially this artwork conveyed positivity, on further inspection perhaps we should look deeper, and explore the metaphor “what you see is not always what you get”. In this picture everything is laid out in a balanced, orderly fashion, but perhaps this symbolizes a “front” Is it a true soul baring representation, or just a display to show that we see what we want to see, rather than what is really underneath? Perhaps the artist is inviting us to delve deeper, past the balance and prettiness to see what is below the surface. The teapot, cups and flowers may represent family members, perhaps the teapot represents the head of the family and the other items represent the remaining family members. The teapot is placed in a centered position behind the other items, perhaps it represents the head of the family trying to guide and center the other family members. No matter how hard the teapot tries it cannot be 100% behind each family member all of the time, the artist may be representing the struggle of a mother trying to spread herself thin to support every family member. The simple sketched outline and the grey and white colour scheme initially lead me to view the picture as a simple setting for tea, depicting positivity and joy. On further inspection, I observed the value and tone which is used to give the items volume and character; this prompted me to look further into the sketch to see the deeper meaning.
Reconstructing
The process of critiquing this artwork has demonstrated how contemplating a piece of artwork for a prolonged period of time, and engaging in discussion about the artwork, can help to develop students’ aesthetic sensibilities. It has helped me to learn that art can convey messages, it is not always just a piece of art, but can often portray deep meaning, feelings or messages. To further explore the notion of meaning in artwork, a primary school teacher could use this sketch as a base for a story writing task which would integrate art with literacy. The teacher and class could discuss and observe the picture together as a group and offer opinions on what the picture represents. These ideas could then be used as the basis for each child to write a short story. Alternatively, the children could set up similar displays in the classroom and use what they have learned about line, colour, shape, texture and value to have a go at sketching their own drawing. This will ensure that children are given the opportunity to create their own artwork, and compare and critique each other’s work. Comparing and critiquing classmate’s work teaches students that many different artworks can be created using the same inspiration. Critiquing will help students to reflect on what they may have done differently, what they may improve upon and what they view as their strengths.
The artwork is a sketch of a teapot, two cups sitting on saucers and three flowers. The sketch has been drawn using HB pencil, the background is white. The teapot is in the background, placed centrally behind the other items, which are sitting in the foreground and are arranged in a pattern; flower, cup, flower, cup, flower. The cups and teapot are without detail, they have no pictures or patterns on them. The teapot has a removable round lid with a round tapered handle on it. The body of the teapot has a dark coloured solid handle and a wide spout. The cups are tall, mug-like and have a small saucer placed under each one; they appear to be solid white in colour. The flowers are stringy in appearance with long petals similar to gerberas; the artist has drawn them partially overlapping the cups and teapot. The sketch has been drawn from the perspective of the viewer sitting in front of the items.this line of items in a central position. The sketch has been done using a HB pencil. The artist has drawn an outline of the objects and used shading to give the objects dimension.this line of items in a central position. The sketch has been done using a HB pencil. The artist has drawn an outline of the objects and used shading to give the objects dimension.hind this line of items in a central position. The sketch has been done using a HB pencil. The artist has drawn an outline of the objects and used shading to give the objects dimension. The cups and teapot are without detail ie. they have no pictures or patterns on them. The sketch has been drawn from the the perspective of the viewer sitting in front of the items.
Responding
The artist has used the element of line, the use of textured line in particular has helped to convey the shape and contour of the teapot and cups. The textured line used implies that the teapot and cups have a smooth texture. The items appear as three dimensional shapes in the picture, giving them form and making them appear as items one could reach into the picture and pick them up. This is also achieved through relative proportion, which is given to the teapot, cups and flowers by observing their size in relation to each other. The artist achieves the element of balance in the picture due to the positioning of the items. The three flowers are placed in an alternating pattern with the tea cups, while the teapot is placed centrally behind this line of items. The sketch could be described as high key, as it is predominantly a light picture. The repeated use of line to create the shaded pattern on the spout, lid and handle of the teapot and the outside edge and inside of the cups gives value to these items and accurately conveys where light is falling and where a shadow is created.
The element of balance gives the picture a sense of order and calm. The soft textured lines add to the essence of comfort provided by this sketch. Because the sketch is high key, it gives the impression of brightness and joy.
Why are the items set out in this way, what does the balance and order represent? Is someone coming to tea or is there deeper meaning?
Relating
The simplicity of this sketch and its elements of balance and value make it attractive, pleasing and positive to look at. The bright, joyful setting reminds me of the many times I have shared a cup of tea with a friend or loved one. I have shared many special occasions over a cup of tea. There have also been many bad days which have been remedied by sharing a cup of tea with my Mum. My Mum is English and according to her any problem can be solved over a cup or pot of tea. For me, the flowers in this sketch reflect the positivity and pleasure I associate with drinking tea with a loved one.
Reasoning
Although initially this artwork conveyed positivity, on further inspection perhaps we should look deeper, and explore the metaphor “what you see is not always what you get”. In this picture everything is laid out in a balanced, orderly fashion, but perhaps this symbolizes a “front” Is it a true soul baring representation, or just a display to show that we see what we want to see, rather than what is really underneath? Perhaps the artist is inviting us to delve deeper, past the balance and prettiness to see what is below the surface. The teapot, cups and flowers may represent family members, perhaps the teapot represents the head of the family and the other items represent the remaining family members. The teapot is placed in a centered position behind the other items, perhaps it represents the head of the family trying to guide and center the other family members. No matter how hard the teapot tries it cannot be 100% behind each family member all of the time, the artist may be representing the struggle of a mother trying to spread herself thin to support every family member. The simple sketched outline and the grey and white colour scheme initially lead me to view the picture as a simple setting for tea, depicting positivity and joy. On further inspection, I observed the value and tone which is used to give the items volume and character; this prompted me to look further into the sketch to see the deeper meaning.
Reconstructing
The process of critiquing this artwork has demonstrated how contemplating a piece of artwork for a prolonged period of time, and engaging in discussion about the artwork, can help to develop students’ aesthetic sensibilities. It has helped me to learn that art can convey messages, it is not always just a piece of art, but can often portray deep meaning, feelings or messages. To further explore the notion of meaning in artwork, a primary school teacher could use this sketch as a base for a story writing task which would integrate art with literacy. The teacher and class could discuss and observe the picture together as a group and offer opinions on what the picture represents. These ideas could then be used as the basis for each child to write a short story. Alternatively, the children could set up similar displays in the classroom and use what they have learned about line, colour, shape, texture and value to have a go at sketching their own drawing. This will ensure that children are given the opportunity to create their own artwork, and compare and critique each other’s work. Comparing and critiquing classmate’s work teaches students that many different artworks can be created using the same inspiration. Critiquing will help students to reflect on what they may have done differently, what they may improve upon and what they view as their strengths.
