How to analyse

‘I like this’ or ‘I don’t like this’ without any further explanation or justification is not analysis. Personal opinions must be supported with explanation, evidence or justification.

‘Analysis of artwork’ does not mean ‘description of artwork’. To gain high marks, students must move beyond stating the obvious and add perceptive, personal insight. Students should demonstrate higher order thinking – the ability to analyse, evaluate and synthesize information and ideas. For example, if colour has been used to create strong contrasts in certain areas of an artwork, students might follow this observation with a thoughtful assumption about why this is the case – perhaps a deliberate attempt by the artist to draw attention to a focal point, helping to convey thematic ideas.

Cover a range of different visual elements and design principles. It is common for students to become experts at writing about one or two elements of composition, while neglecting everything else – for example, only focusing upon the use of colour in every artwork studied. This results in a narrow, repetitive and incomplete analysis of the artwork. Students should ensure that they cover a wide range of art elements and design principles, as well as address context and meaning, where required.

Write alongside the artwork discussed. In almost all cases, written analysis should be presented alongside the work discussed, so that it is clear which artwork comments refer to. By constantly writing your answers with your chosen artwork beside you, this allows you to memorise the piece, making it easier in the exam when you cannot take anything in with you.

Finally, when writing about art, students should communicate with clarity; demonstrate subject-specific knowledge; use correct terminology; generate personal responses; and reference all to the artwork they are discussing.