David Owsley Museum of Art, Ball State University

Learning to look at a work of art is akin to learning how to read. To begin look closely and identify what you see in terms of recognizable objects, materials, brush strokes, forms, etc. Then begin to ascertain meaning. Information provided by the Museum of Art can help but spend time looking for yourself first. Also reference what is hanging or displayed nearby for further meaning as the context may tell you more.

Principles and Elements of Design

Often the principles and elements of design are helpful vocabulary for describing what a viewer sees too.  The principles and elements of design are Line, Shape, Color, Value, Form, Texture, Space, Balance, Contrast, Emphasis, Movement, Pattern, Rhythm, and Unity.

Visual Thinking Strategies

Another tool for understanding a work of art is in conversation with others, or even yourself. Use the questions of Visual Thinking Strategies: What's going on? What do you see that makes you say that? What more can you find?  Successively develop what you see and know, confirming what you see that is building that knowledge.  Interpreting what you see, and supporting it with evidence, will build your knowledge and understanding.

Interpretation

At DOMA, interpretation will begin a two-way process, encouraging self-directed inquiry in which the visitor seeks meaning. To help visitors find meaning, the museum provides

• Ways to encourage visitors to “own” the learning process such as:

• • Visual analysis (How do I look at this?)
  • Aesthetic appeal to me (Why do I like it? Dislike it?)
  • Personal meaning (What does it mean today? To me? What does this work of art tell me about myself? How do I talk about this? How do I learn from this? What can I learn from this work of art; from the fact that someone decided it was worthy of keeping in a museum?)

• Context to help the visitor find meaning, such as:

• • The artist (Who  was the maker? What were their intentions? What forces shaped the artist’s experience?)
  • Technique and Process (How was it made?)
  • History (What is this? Why was it made? How was it used? How was it valued? Where has it been? Who has owned it? Why did they decide it was worth preserving? Has it ever been repaired? Was everything repaired or only certain parts? Why? What does it tell us about the past, about today?)
  • Story depicted (What is the narrative? If none, what is it about?)
  • Style (When was it made? What influenced its making? What else was being made at the time?)
  • Aesthetics (Why is it considered beautiful?)
  • Collectors/Museology (Who decides it is art? How is it chosen or collected? Why is it in this museum?)
  • Value (Artistic, aesthetic, historic)