EDX1250 Assignment 1
Template for the 5Rs Reflective Writing Scale
All students – use this to review the artwork of a group colleague. On completion, return
it to your colleague and when you receive the review of your artwork, post it on your
personal website. Follow the instructions for preparing the final Group submission
Component 1 - Reporting
This is a straightforward description of the artwork. It does not explore the ‘essence’ of
the work but focuses on the apparent features. Imagine that you are describing it to
someone who cannot see it. (For the final submission, collaborate in order to combine
perceptions and observations. Create a broader, group report of the piece. Marks will be
given for clarity, detail of observation and perception).
Min – 100 words
Component 2 - Responding
Respond to the artistic ‘substance’. Describe the use of formal elements (Formal elements
are described in detail - reference – see p. 157, Text). Discuss the use of line, colour,
shape (form, mass and volume if necessary), texture, value, (tone, shade, intensity and
tint - if necessary) and also balance. Comment on ‘technique’.
Include descriptions of emotional responses to the artwork. Raise new questions about
the piece. The questions may be varied and with a broad focus about the nature of art, the
process of interpretation or of creativity in general. (For the final submission, collaborate
to include ‘alternative’ interpretations of meaning that other members, other than the
artist, may have about the piece and a variety of questions raised by individuals).
Min – 300 words
Component 3 - Relating
Relate or make connections between the substance (described above) and your own prior
experience, learning or understanding of the arts. Focus upon identifying how personal
experiences influence the reading of an artform. A collaborative response will highlight
how different experiences of group members lead to different readings or perceptions.
(For the final submission, collaborate in order to include a variety of related experiences
that colleagues may have about the piece).
Min – 100 words
Component 4 - Reasoning
This is a response to the deeper substance of the artwork and includes reasoning and
critical comment on significant factors such as the use of symbolism and visual metaphor.
Include thoughts about ‘the meaning’ of the work and how the compositional factors,
described in component 2, contribute to its ‘meaning’. Support subjective interpretations
with explanation. (In the final submission stage, in your group you may discuss the
original intentions of the artist. but in collaboration, you may also include ‘alternative’
interpretations of meaning that other members may have about the piece).
Min – 250 words
Component 5 - Reconstructing
From understanding developed through addressing Component 4, reconstruct and reframe
new understandings about the issues raised and how these will influence your future
actions as a teacher of the arts. Specific actions for the future are collated. Mention
awareness of the development of children’s personal aesthetics (refer to p. 133 of the
Textbook. (For the final submission, collaborate about shared understandings and
‘reconstructions’ and collate actions for the future).
Min – 300 words