The Critical Analysis Process

This resource includes the following topics and resources in English and French:

  • Launching the Critical Analysis Process
  • Integrating the Process into Classroom Work
  • Assessing the Critical Analysis Process
  • Sample Artifacts for Critical Analysis
  • Ideas for Integration
  • Recommendations for Cross-Curricular Use
  • Further Reading
  • Sample worksheets
  • Guiding questions

The resource is intended as a tool for teachers to support program planning and is based on the Ontario Arts curriculum (2009 and 2010).

What is the Critical Analysis Process?

The critical analysis process is a central part of the arts curriculum. Students need to be guided through the stages of this process. As they learn the steps of the process they will become increasingly independent in their ability to develop and express an informed response to a work of dance, drama, music, visual art, or media/multimedia art. They will also become more sophisticated in their ability to critically analyse the works they are studying or responding to. Students learn to approach works in the arts thoughtfully by withholding judgement until they have enough information to respond in an informed manner.

When should it be used?

It should be emphasized that the critical analysis process is not used in isolation, since aspects of the critical analysis process are often also used during the creative process (e.g., during the revising/refining and reflecting/evaluating stages). The critical analysis process and the creative process are therefore inextricably linked. Although students need to continually develop their critical abilities, creative work is at the heart of the arts program, and most of the students’ time will be spent in creating and presenting/performing.

What will students learn?

Using the critical analysis process will enable students to:

  • respond knowledgeably and sensitively to their own and others’ dance, drama, music, and visual art works;
  • make connections between their own experiences and works in the arts, between different art forms, and between art works and the lives of people and communities around the world
  • perceive and interpret how the elements of each art form contribute to meaning in dance, drama, music, and visual art works;
  • develop, share, and justify an informed personal point of view about works in the arts;
  • demonstrate awareness of and appreciation for the importance of dance, drama, music, and visual arts in society;
  • demonstrate appreciation appropriately as audience members in formal and informal settings (e.g., peer performances in the classroom; excursions to arts institutions, galleries, concert halls, theatres).
Setting the Stage

Teachers can set the stage for critical response and analysis by creating a reassuring learning environment in which students feel free to experiment with new or alternative approaches and ideas. (A great game for this is Captain Tap/Capitaine Tap). This is a good opportunity to remind students that different people may respond to the same work in different ways. Each person brings a particular cultural perspective and a unique personal history to experiences in the arts. Responding to the arts is, in part, a discovery process. While students may lack specific background information about the artists, the history of the arts, or contemporary artistic practices, their own life experience, intuition, ideas, and critical and creative thinking abilities are important and relevant aspects of their interaction with works of all types in the arts.

The Critical Analysis Process is closely related to Critical Literacy. Review this CODE resource (Critical Literacy, Drama and Dance) to learn about the relationship between Critical Literacy and the performing arts.

The Process

Depending on the teaching context, the critical analysis process includes the following aspects:

  • initial reaction;
  • description;
  • analysis and interpretation;
  • expression of an informed point of view;
  • consideration of cultural context; and
  • ongoing reflection

The process is intended to be used in a flexible manner, taking into account students’ prior experiences and the context in which the various art forms and works are experienced. The cultural context of the work should be taken into consideration throughout the critical analysis process.

Student Roles in the Critical Analysis Process (Elementary)

Phase of the Process
What does the student do?

Initial Reaction

  • Brainstorm/bodystorm first impression
  • Active approach (create a visual arts piece) and non-active (writing)
  • No incorrect reactions (though teachers should be mindful of calling students in for oppressive viewpoints)

Description

  • List
  • Identify everything they see and hear in the work
  • Think-pair-share
  • Class discussion
  • Use the elements of drama/dance vocabulary
  • No justifications of observations required

Analysis and Interpretation

  • Refer to prior knowledge/schema to help explain or justify
  • Making connections ("text" to self, "text" to "text", "text" to world)
  • Making sense of cultural context in relation to the artwork

Expression of an Informed Point of View

  • Compare point of view with initial reaction
  • Make connections with prior learning
  • Reflecting and applying to own artistic practices

Cultural Context

  • Identifying their own social positions and their influence on their point of view
  • Considering alternative perspectives

Student Role in the Critical Analysis Process (Secondary)

Phase of the Process
What does the student do?

Initial Reaction

  • Considers/discussion first impression
  • Thinks about what it brings to mind
  • Makes connections to life

Analysis and Interpretation

  • Considers the message conveyed
  • Considers what elements and principles (e.g., design, choreographic) are used
  • Considers what the intent of the artist is
  • Compares opinions

Cultural Context

  • What's happening in the world that influences the artist (political, social, economic, environmental, etc. factors)
  • Influences of the artist (e.g., self, cultural, social, historical, political)
  • Compare similarities and differences between pieces
  • How does the audience relate to the piece?
  • How do critics judge it?
  • Audience etiquette

Expression of Aesthetic Judgement

  • How effective was the artist in selecting and combining elements (and principles)?
  • What can the student apply to their own work?
  • How were the elements used to evoke emotions?
  • Has the student's point of view shifted since the initial reaction?

Ongoing Reflection

  • How might this piece influence their own work or approach to the creative process?

CODE Critical Analysis Posters

Graphic of the Critical Analysis Process Grade 1-8
On a white background, the poster includes a title in multi-coloured text that reads "The Critical Analysis Process, Grades 1-8". In the center of the poster is a grey circle and there are four circles radiating from the center - one above, one on either side, and one below the grey circle. The top circle is blue and includes the title "Initial Reaction". There is a grey arrow pointing to the green circle on the right which reads "Description". Another grey arrow points from this circle to the blue circle at the bottom of the poster which reads "Analysis & Interpretation". A grey arrow points from here to the final green circle in the cycle which reads "Expression of an Informed Point of View". The circles on either side and the bottom have grey dotted arrows pointing to and away from the grey circle in the centre which reads "Consideration of Cultural Context". The overall impression is that the critical analysis process begins with the Initial Reaction and the subsequent steps are interconnected with the cultural context of the artwork being critiqued. The stages of description, analysis and interpretation lead to the expression of an informed point of view. The poster includes the CODE logo and "The Council of Ontario Drama and Dance Educators" in the bottom right-hand corner and www.code.on.ca in the bottom left-hand corner.

Graphic of the Critical Analysis Process Grade 9-12
On a white background, the poster includes a title in multi-coloured text that reads "The Critical Analysis Process, Grades 9-12". In the center of the poster is a grey circle and there are four circles radiating from the center - one above, one on either side, and one below the grey circle. The top circle is blue and includes the title "Initial Reaction". There is a grey arrow pointing to the green circle on the right which reads "Analysis & Interpretation". Another grey arrow points from this circle to the blue circle at the bottom of the poster which reads "Consideration of Cultural Context". A grey arrow points from here to the final green circle in the cycle which reads "Expression of Aesthetic Judgement". The circles on either side and the bottom have grey dotted arrows pointing to and away from the grey circle in the centre which reads "Ongoing Reflection". The overall impression is that the critical analysis process begins with the Initial Reaction and the subsequent steps are require ongoing reflection to incorporate new meanings and learnings based on the new stages. The stages of analysis and interpretation and consideration of cultural context lead to the expression of aesthetic judgment. The poster includes the CODE logo and "The Council of Ontario Drama and Dance Educators" in the bottom right-hand corner and www.code.on.ca in the bottom left-hand corner.

Graphic of the Critical Analysis Process Grade 1-8 French version
Sur un fond blanc, l'affiche comporte un titre en texte multicolore qui se lit comme suit : « Le processus d'analyse critique, 1e à 8e année ». Au centre de l'affiche se trouve un cercle gris et quatre cercles rayonnent à partir du centre - un au-dessus, un de chaque côté et un en dessous du cercle gris. Le cercle supérieur est bleu et porte le titre « Réaction initiale ». Une flèche grise pointe vers le cercle vert de droite qui porte le titre « Description ». Une autre flèche grise pointe de ce cercle vers le cercle bleu au bas de l'affiche, qui porte la mention « Analyse et interprétation ». Une flèche grise pointe de ce cercle vers le dernier cercle vert du cycle, qui porte la mention « Expression d'un point de vue éclairé ». Les cercles situés de part et d'autre et au bas de l'affiche comportent des flèches grises en pointillés qui pointent vers ou qui s'en éloignent du cercle gris situé au centre et qui indique « Prise en compte du contexte culturel ». L'impression générale est que le processus d'analyse critique commence par la réaction initiale et que les étapes suivantes sont liées au contexte culturel de l'œuvre d'art critiquée. Les étapes de description, d'analyse et d'interprétation conduisent à l'expression d'un point de vue éclairé. L'affiche comprend le logo CODE et « The Council of Ontario Drama and Dance Educators » dans le coin inférieur droit et www.code.on.ca dans le coin inférieur gauche.

Graphic of the Critical Analysis Process Grade 9-12 French version
Sur un fond blanc, l'affiche comporte un titre en texte multicolore qui se lit comme suit : « Le processus d'analyse critique, 9e-12e année ». Au centre de l'affiche se trouve un cercle gris et quatre cercles rayonnent à partir du centre - un au-dessus, un de chaque côté et un en dessous du cercle gris. Le cercle supérieur est bleu et porte le titre « Réaction initiale ». Une flèche grise pointe vers le cercle vert de droite, intitulé « Analyse et interprétation ». Une autre flèche grise pointe de ce cercle vers le cercle bleu au bas de l'affiche qui indique « Prise en compte du contexte culturel ». Une flèche grise pointe de ce cercle vers le dernier cercle vert du cycle, qui porte la mention « Expression d'un jugement esthétique ». Les cercles situés de part et d'autre et au bas de l'affiche comportent des flèches grises en pointillés qui pointent vers ou qui s'en éloignent du cercle gris situé au centre de l'affiche et qui indique « Réflexion continue ». L'impression générale est que le processus d'analyse critique commence par la réaction initiale et que les étapes suivantes nécessitent une réflexion continue pour intégrer de nouvelles significations et de nouveaux apprentissages sur la base des nouvelles étapes. Les étapes d'analyse et d'interprétation et la prise en compte du contexte culturel conduisent à l'expression d'un jugement esthétique. L'affiche comprend le logo CODE et « The Council of Ontario Drama and Dance Educators » dans le coin inférieur droit et www.code.on.ca dans le coin inférieur gauche.

Adapted from p. 23-27 the The Ontario Curriculum Grades 1-8 Arts (2009) revised and The Ontario Arts Curriculum Grade 9-10 & 11-12 (2010) revised. Go to CODE's Critical Analysis Process Resource to download these images as PDFs.