This first step of art criticism can be awkward for students not used to talking about art, in that it simply involves stating out loud what is visually apparent in the artwork. It is a very important step, however, as students may reveal elements that others may not have noticed. You can begin by asking for a list of the images seen in the artwork: a tree, stairs, a woman. Elements of design are next, in terms of shapes are used, colors are featured, types of values used, or textures present in the artwork. Finally, make sure to ask what the medium of the artwork is, particularly if you are looking at a photograph of a three-dimensional piece of art.
Analysis picks apart the visual elements that were stated during the description, in order to analyze how they were used. Some forms of analysis deal more directly with the principles of design. You can start by asking how color is used, since most people respond to color without realizing it. Ask whether the colors are intense or desaturated, bright or low-valued, if the shapes are arranged in a way that makes your eye travel in a certain direction through the artwork and which direction. Ask if the space has been used to make the artwork look three-dimensional or flat, and whether texture used in a way to grab your attention, or not at all. Questions should also consider symmetrical, non-symmetrical balance.
This step involves Feldman's view that art should be taught so that the student offers her personal interpretation of the artwork, rather than memorizing the interpretation of a lecturer. Based on the information revealed in the first two steps, you can ask the student how the artwork makes her feel. Are the colors invigorating or depressing? Is the subject matter of the artwork relevant? Are there any symbols in the work that have meaning to you? Why do you think the artist made this piece?
A very important lesson to convey is that artwork can have value even if a student doesn't like it or think it is beautiful. Ask whether the artwork has value to the student. If not, ask what value it could have to others. Have students consider if it is meant to be appreciated for its formal qualities alone, if it is supposed to be functional, or if it holds significance in the history of art. Ask if the the artist did a good job in conveying a particular message to the audience, or how could she have done better.