I. Study of a single picture.
- Subject of the picture, and how expressed by the artist.
- Scene of picture, indoors, outdoors, city, country, season, etc.
- Time of day (if expressed) and how shown.
- Principal objects of interest, and how made prominent by artist.
- Subordinate objects and why introduced.
- Sentiment of picture—gay, sad, action, repose, etc.
- Composition:
(A) Division into large spaces.
(B) Location and shape of principal objects.
(C) Distribution of light and dark.
(D) Coloring of picture if this can be learned. - Name, nationally, approximate date of work, tastes and character of artist.
- Present location of original, and value as a work of art.
- Secure portrait of artist and as many of his works as possible.
- General character of pictures—religious, nature, animal, peasant, portrait, etc.
- Sentiment expressed—gay, sad, action, repose, etc.
- Variety of subjects interpreted by artist.
- Subjects apparently preferred by artists.
- Strongest points in composition:
(A) Handling of mass (form).
(B) Handling of light and dark (chiaroscuro).
(C) Handling of color.
(D) Mastery of drawing—simplicity or much detail. - Name, nationality, approximate date of best work, tastes and character of artist.
- Present location of best works, and their value as works of art.
- Position of artist as a master during life time and at present.
- Personal choice of favorite picture with reason for choice.
- Choose pictures similar in subject by different artists, as*:
Shepherdess—Millet and Lerolle.
Peasant life—Millet and Breton.
Landscape—Corot and Ruysdael.
Animal—Landseer and Troyon.
Religion—Raphael and Michael Angelo.
Portrait—Rembrandt and Van Dyck. - Name all points of similarity in material chosen by artists to express the thought.
- Name all points of difference.
- Compare sentiment expressed—gay, sad, action, repose, etc.
- Compare composition as shown by:
(A) Distribution of masses.
(B) Distribution of light and dark.
(C) Location of principal objects.
(D) Use of subordinate details.
(E) Coloring of it can be learned. - Compare tastes and character of artists.
- Compare rank of artists as masters.
- Compare value of pictures as works of art.
- Personal choice of picture preferred with reason for choice
IV. Study of Schools of Art.
- Choose several of the best works of each artist in a given school, with the portraits of the artists if possible. Arrange each artist's work in a group.
- By study of all the groups determine the general character of the work of the school, religious, nature, portraits, etc.
- General points of similarity in the several groups.
- Two or more characteristics of each artist's work as an individual, dependent upon his personal tastes and character.
- Compare mastery of drawing.
- Compare mastery of composition.
- Compare mastery of light and dark.
- Compare mastery of color.
- Name, approximate date and chief value of the work of the school in the advancement of art.
- Comparative position of artists as masters.
- Value of pictures as works of art.
- Present location of one or more originals best representing the school.
- Personal choice of picture, with reason for choice.
- Picture Study in Elementary Schools: A Manual for Teachers by Williams Wilson
- Art Studies for Schools: Hints on the Use of Reproductions of High Art in the Schoolroom by Anna M. Von Rydingsvard
- Index to Material on Picture Study by Mary Josephine Booth
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