Annotation

a critical or explanatory note

from the Latin!

How do you feel about annotation??

Why do we annotate in Art? Why is it

important that we get it right?

Annotation in Art• We annotate pages to

communicate ideas• These notes are a

support to the practical work – they do not take the place of it!

• Annotation should always be visually sensitive So what does

this look like in practice?

Is this true for this sketchbook page by Leonardo da Vinci?

The specifics of annotation• Short sentences or bullet points are

sufficient• Use of correct Art vocabulary is

important• Any text quoted from other sources

should be referenced• Selection is crucial – less is more –

make sure what you write is relevant and necessary

• Aim for higher order thinking: evaluation rather than description

Death by annotation?

David, The Death of Marat, 1793

Higher order thinking skills...

Think about what you mean...

Words to Avoid• Unique• Bold• Stand out• Interesting• I like/love• Example not to follow:

“The colours are good, they give a nice effect”

abstract, surreal, illusion, reflection,

symmetry

Is it any use if we can’t read it?

• You must find your own style for presenting annotation but whatever you do should be legible!

• Typing is fine but don’t get obsessed with Word art

• Handwriting is usually best if it is clear

Admittedly, we cannot read da Vinci’s writing, but he was

Italian and used mirror writing...

Where possible you should draft your annotation

before writing into your sketchbook

What about spelling?• There are no marks given for spelling in the

assessment objectives BUT...• Artists’ names and art vocabulary should be

correct• It looks lazy and it is not the sign of an

attentive student when there are obvious, careless errors

• You need to get good at this anyway!

Ed Ruscha, 2009

And marks?

Where do you think annotation is

awarded marks on the assessment grid?

Research and analysis goes beyond the purely technical to

begin to consider more complex issues

Critical vocabulary used to express emerging judgements

showing accuracy

AO1

AO2

Reviews progress and effectively refines and develops

Uses a range of communication techniques

Understands the limitations and potential of materials

AO3

Understanding of the purpose of research

Research into sources is purposeful, relevant and

consistent

AO4

Sound connections made to sources

Consistent level of knowledge, skills and understanding

• In pairs, look at the example sketchbook page and annotate.

• Think back to what we have learnt today and be ready to feedback briefly to the group on the strengths and weaknesses in the example you have been given...

Apply this to your own work...

• Set your own home learning task for Friday by writing a Next Step slip and putting it into your In Box. It must involve annotation.

Next stepFinally: think about

how you get on with annotation this week and arrive

with any questions, thoughts or

clarifications to Monday’s lesson

Analysis: some example questions How is ........ similar to ..........? How is the mood created? Why did the artist ...........? What is the effect of ...........? Where is the main focus? Why? What ideas is the artist exploring? How have the formal elements been used to ......................? How could this have been different? What is the impact of the scale? How has the impression of texture been created?

Evaluation: some example questions What do you think about .......? How effective is ...............? Can you explain your views on .............? What changes could have been made? How could different materials be used to communicate these ideas? What would happen if ...........? How many ways can you come up with to explore ..............? What do you think is successful? Why? What improvements would you suggest?

Ideas for your own annotation: stick this sheet into the back of your sketchbook.