1 - Preparing the Ground // Préparer le terrain

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.

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.

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).

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.

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.