home

Critical Response Lesson 3: Intuitive Response

Intuitive Response

Andy Warhol, Silver Liz [Ferus Type], 1963, ©AWF

Students are encouraged to use their intuitive skills in this lesson. Guided by a series of prompts and after looking at artwork by Warhol and de Kooning, they write a variety of responses based on impression and emotion. They then share their writing with the class.

Suggested Time Frame:

Introduction: 10 minutes
Student writing time: 20-40 minutes
Discussion: 30 minutes

Total time frame: 1-2 class periods

Objectives:

Students will respond intuitively to two artworks
Students will describe and discuss personalities of subjects depicted in artworks
Students will create hypothetical and fictional contexts for two works of art
Students will articulate opinions about artworks

Procedure

Detail of Intuitive Response Handout in this lesson

Materials:

The Intuitive Prompts Handouts are included in the Lesson PDF

Visual Images, printed out or digitally displayed

Pencils

When a person views an artwork for the first time he or she creates a first response that is intuitive, personal and often purely emotional. This response is based on personal experience, feelings, associations and creative imagination. This intuitive response shapes much of what we value—our likes and dislikes. It is an important part of enjoying artwork and key to formulating our critical and aesthetic responses.

The following steps and questions help students make free associations with the paintings and express their own ideas about the works in a fun context.

Print out and hang or project digital images on a wall of Andy Warhol’s Liz and de Kooning’s Woman VI.
Use the Intuitive Prompts Handout to generate intuitive responses to the artworks. This handout may be shortened for time constraints. Pick two or three prompts instead of all five.
Ask students to share their writing with the class.
Collect these responses from your students when they are finished and hand them out again later in the unit as they write their formal criticism in Lesson 5.

Assessment

Warhol Education Rubrics

Click the Warhol Rubric headers below to reveal associated rubrics to which this lesson applies.

Critical Thinking

	Developing	Emerging	Proficient	Advanced	Exemplary
CT.1	Integrative: Able to identify, and integrate personal experience into one's thinking process	Sees little or no influence that their feelings and values have on their artmaking or critique of artwork.	Is increasingly more aware of how their own bias affects their artmaking or critique of artwork.	Possesses a concrete awareness of how their own preferences influence their art making or critique of artwork.	Adapts their personal perferences of artmaking and artwork based on an analysis of opposing viewpoints.	Integrates personal experience and formal critiques to examine the creative process or critique of artwork.
CT.2	Contextual Thinking: Conducts analysis of contextual information to determine relevant and logical reasoning that supports their decision process and opinions.	Has a hard time identifying relevant contextual data.	Understands data and make decisions in varying contexts with greater accuracy.	Utilizes contextual data skillfully to form logical arguments and relevant explanations.	Understands data and make decisions in varying contexts with greater accuracy.	Utilizes contextual data skillfully to form logical arguments and relevant explanations.
CT.4	Investigative: Able to conduct research and ask questions, know forms of arguments, inferences and fallacies.	Solicits information that may be superflous and draws inappropriate conclusions.	Highlights some relevant and useful details thorough research that support interpretation and analysis.	Acquires reliable and persuasive information from a variety of sources to support their interpretations.	Ranks the quality of information researched and develops nuanced interpretations.	Acquires new information that supports highly sophisticated analysis or revision of previous ideas.

Aesthetics

		Developing	Emerging	Proficient	Advanced	Exemplary
AE.1	Personal Aesthetics: aware of perceptual preferences in relation to a work of art and how their own interpretations affect how they experience a work of art	Difficulty in communicating personal opinions and feelings about an artwork.	Possesses a beginning recognition of how their own interpretations affect how they experience a work of art.	Analyzes personal feelings, likes/dislikes, values and associations as part of the process in interpreting works of art.	Deconstructs an artwork's formal and expressive qualities along with their own preferences as part of the process in interpreting works of art.	Formulates an analysis of works of art that combines formal, expressive and personal intepretations.
AE.2	Historical Aesthetics: understanding of aesthetic qualities of works of art as they relate to a historic period and the impact of technological advances on various artforms	Sees little or no influence that culture has on the forms and techniques of artmaking from a specific time period.	Recognizes how some works of art are visually and stylistically related to genres and periods in which they were created.	Identifies aesthetic qualities as they relate to works of art in specific time periods.	Makes comparisons between the historic styles of artwork from different time periods.	Applies knowledge of historical genres and aesthetics to their own artmarking or critique of an artwork.
AE.3	Philosophical Aesthetics: understanding of the role of art and its value in society	Sees little or no relationship between cultural values and ideas about beauty in relation to works of art.	Understands the definition of aesthetics and modes of aesthetic inquiry.	Explains the role of art and its value in society using formal theories and modes of inquiry.	Compares and contrasts differing philosophies to determine the nature of art and its value to society.	Synthesizes an individualized theory of aesthetics and beauty based on existing philosophies and experiences.

Communication

	Developing	Emerging	Proficient	Advanced	Exemplary
CO.2	Writing: Mechanics, Organization, Vocabulary.	Vocabulary is limited, mechanics are poor and organization is weak.	Some coherence, organization, and use of new vocabulary but ideas are ill-supported and/or grammar is still poor.	Adequate mastery of mechanics, vocabulary and grammar to convey a clear point of view.	Demonstrates a strong command of structure and purpose; as well as an appropriate understanding of style and mechanics.	Presents and interprets complex material with sophisticated attention to mechanics, accuracy and context.
CO.3	Listening and Speaking: Ability to express ideas and listen to others.	Somewhat organized, but off topic. Unable to respond adequately to questions from others or summarize others' conclusions or viewpoints.	Answers reveal a partial understanding of material. Misses some aspects of the topic and inconsistently comments on others statements.	Expresses ideas well. Listens and responds to peers thoughtfully and respectfully. Grasps concepts well enough to ask questions about what is still not understood.	Responds to questions accurately and with supporting facts that are engaging. Established eye contact and demonstrated an awareness of audiences’ needs. Demonstrates additional curiosity in subject.	Explores topic thoroughly providing multiple details, examples and supporting facts. Answers convey a deep understanding of topic. Highly responsive to audience. Active participation in discussion brings group learning to a higher level.

Jump to:

procedure
assessment

Share + Print

Language

Language translation services provided by Acclaro.

Checklist

Pennsylvania Visual Arts Standards

National Visual Arts Standards

21st Century Skills Standards

What is this?

Related Lessons