Analysis is a key concept
of theatre that requires students to think critically and then apply what they
have analyzed to previous knowledge and the knowledge that they are continuing
to gain. Hobbs stated that analysis is
“considering the author, purpose, and point of view to understand how they are
constructed and the assumptions that underpin them (14).” Also according to Hobbs the “key to
stimulating analysis” is through good questions. But how do we establish these good questions
in our classroom? In further analyzing
Hobbs writing, I interpreted that good questions come from “curiosity” which
will encourage students to “ask questions” that you can then lead them to
“interpret” their questions through the material taught. As they ask questions generated from their
curiosity and then are encouraged them to interpret they will then be learn to
“synthesize” and “express” what they have learned (63).
Allow me to clarify this idea
with a lesson plan. After looking
through the Heroes and Monsters exhibit, each of the exhibits fascinated me and
I desired to question the artist about their own interpretation and purpose in
the artwork. Comparing the exhibit with
ideas in Hobbs book, Hobbs suggests that a core instructional technique would
be to use “cross-media comparison” (51).
For a theatrical lesson I would have the students visit the museum under
the instruction that they are to pick out two pieces of artwork that they are
curious about and not only analyze them as individual artwork but in how they
compare to one another. Using the five
critical questions it would be the students responsibility to analyze the two
works of art by asking, “Who is the author and what is the purpose? What
creative techniques are used to attract and hold attention? How might different people understand this
message? What lifestyles, values and
points of view are represented? What is
omitted?” (57). As they analyze the two
works of art and ask these questions they would be required to interpret the
artwork and the images that are used.
This idea also comes from the ideas in the Seeing and Writing book where
the students are required to look at images and words in order to interpret
what they think was the author’s intent and how it is apply to their lives.
The next part of the assignment
would, once finished at the museum, require them to create a blog response
where they include images of both works of art, answer the five critical
questions and then synthesize how this art work applies to them. I would also require them to answer the
following question, why would these two different works of art be put in the
same exhibit? They would be required to
read each other’s responses and come to class the next day with an opinion on
at least two other works of art other as well as the two that they choose to
analyze. The next day in class I would
show images of 5 of the different works of art that the students put online and
students would choose a group based on which was the one that influenced them
the most. Each of the five groups would
then be responsible for creating a two minute devised scene based on the
artwork and their interpretation of the art.
As they watched one another, each the rest of the class not performing
would be required to write down one question for the group about their performance
and how/why they analyzed the artwork in the way that they chose. A few of these questions would be asked to
the group after they perform and the rest would be turned in for assessment,
along with the blog responses.
Art is a critical part of our
everyday lives and although we may not realize it we are constantly analyzing
the world around us. It is important
that our students learn to be appreciative of their curiosity and be ready to
ask critical questions so they can interpret, synthesis and express what they
are learning.
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