vocabulary for art essay

Words to Describe Art

valentinrussanov/Getty Images

Art History
Architecture

To talk about paintings, and art in general, you need the vocabulary to describe, analyze, and interpret what you're seeing. Thinking of the right words becomes easier the more art terms you know, which is where this list comes in. The idea isn't to sit and memorize it, but if you consult the word bank regularly, you'll start to remember more and more terms.

The list is organized by topic. First, find the aspect of a painting you wish to talk about (the colors, for instance), and then see which words match or fit with what you're thinking. Start by putting your thoughts into a simple sentence such as this: The [aspect] is [quality]. For example, The colors are vivid or The composition is horizontal. It'll probably feel awkward at first, but with practice, you'll find it gets easier and more natural, and you'll eventually be able to produce more complicated sentences.

Think about your overall impression of the colors used in the painting, how they look and feel, how the colors work together (or not), how they fit with the subject of the painting, and how the artist has mixed them (or not). Are there any specific colors or color palettes you can identify?

Natural, clear, compatible, distinctive, lively, stimulating, subtle, sympathetic
Artificial, clashing, depressing, discordant, garish, gaudy, jarring, unfriendly, violent
Bright, brilliant, deep, earthy, harmonious, intense, rich, saturated, strong, vibrant, vivid
Dull, flat, insipid, pale, mellow, muted, subdued, quiet, weak
Cool, cold, warm, hot, light, dark
Blended , broken, mixed, muddled, muddied, pure
Complementary , contrasting, harmonious

Don't forget to consider the tone or values of the colors, too, plus the way tone is used in the painting as a whole.

Dark, light, mid (middle)
Flat, uniform, unvarying, smooth, plain
Varied, broken
Constant, changing
Graduated, contrasting
Monochromatic

Composition

Look at how the elements in the painting are arranged, the underlying structure (shapes) and relationships between the different parts, and how your eye moves around the composition .

Arrangement, layout, structure, position
Landscape format, portrait format, square format, circular, triangular
Horizontal, vertical, diagonal, angled
Foreground, background, middle ground
Centered, asymmetrical, symmetrical, balanced, unbalanced, lopsided, off-center
Overlapping, cluttered, chaotic
Separate, spacious, empty
Free, flowing, fragmented
Formal, rigid, upright, confined
Negative space , positive space

It's often hard or impossible to see texture in a photo of a painting, as it doesn't show unless there's light shining in from the side that catches the ridges and casts small shadows. Don't guess; if you don't see any texture, don't try to talk about it in that particular painting.

Flat, polished, smooth
Raised, rough, coarse
Cut, incised, pitted, scratched, uneven
Hairy, sticky
Shiny, glossy, reflective
Semigloss, satin, silk, frosted, matte

Mark Making

You may not be able to see any details of the brushwork or mark making if it's a small painting. Remember that in some styles of painting, all brush marks are carefully eliminated by the artist. In others, the marks are clearly visible.

Visible, impasto , blended, smooth
Thick, thin
Bold, timid
Heavy, light
Edgy, smooth
Exhibiting glazes, washes, scumbling , dry brushing, stippling, hatching, splatters
Layered, flat
Precise, refined, regular, straight, systematic
Quick, sketchy, uneven, irregular, vigorous
Regular, patterned
Exhibiting marks made with a knife, brush

Mood or Atmosphere

What is the mood or atmosphere of the painting? What emotions do you experience looking at it?

Calm, content, peaceful, relaxed, tranquil
Cheerful, happy, joyful, romantic
Depressed, gloomy, miserable, sad, somber, tearful, unhappy
Aggressive, angry, chilling, dark, distressing, frightening, violent
Energetic, exciting, stimulating, thought-provoking
Boring, dull, lifeless, insipid

Form and Shape

Zetpe0202/Wikimedia Commons/Public Domain

Think about the overall shapes in the artwork and the way forms (things) are depicted. What sense of depth and volume is there?

2-D, flat, abstracted, simplified, stylized
3-D, realistic, natural sense of depth and space
Sharp, detailed
Blurred, obscured, overlapping, indistinct
Distorted, exaggerated, geometric
Linear, long, narrow
Hard-edged, soft-edged

Heritage Images/Getty Images

Look at the lighting in the painting, not only in terms of the direction it is coming from and how it creates shadows but also its color, its intensity, the mood it creates, whether it is natural (from the sun) or artificial (from a light, fire, or candle). Make sure to describe the shadows and the highlights as well.

Backlit, front lit, side lit, top lit
Having indirect light, reflected light, no directional light source
Cool, blue, gray
Warm, yellow, red
Dim, faint, gentle, gloomy, low, minimal, muted, soft
Clear, brilliant, bright, glowing, fiery, harsh, intense, sharp

Viewpoint and Pose

Consider the angle or position from which we're seeing the subject of the artwork. How has the artist decided to present it? What is the perspective ?

Front, side, three-quarters, profile, rear (from behind)
Close up, far away, life-size, bird's eye view
Upward, downward, sideways
Standing, sitting, lying down, bending
Gesturing, moving, resting, static

Subject Matter

This aspect of a painting is one where it can really seem like you're stating the obvious. But if you think of how you'd describe an artwork to someone who has not seen it or who isn't looking at a photo of it, you'd probably tell them the subject of the painting quite early on.

Cityscape, buildings, man-made, urban, industrial
Fantasy, imaginary, invented, mythological
Figurative (figures), portraits
Interiors, domestic
Landscape, seascape

Before you begin describing the individual objects in a still life painting , whether they're themed, related, or dissimilar, look at them overall and describe this aspect.

Antique, battered, damaged, dusty, old, worn
New, clean, shiny
Functional, decorative, fancy
Domestic, humble
Commercial, industrial

DEA / G. NIMATALLAH/Getty Images

Does the painting seem to fit a particular style or be reminiscent of a particular artist's work? There are many terms for different styles in the history of art, and these descriptors can create instant impressions.

Realism, photorealism
Cubism, surrealism
Impressionism
Modernism, expressionism
Chinese, Japanese, or Indian style

Dimitri Otis/Getty Images

If you know the medium in which a work was created or on what it was painted, that information can be useful to include in your description.

Oil, tempera
Pastel, chalk, charcoal
Mixed media, collage
Watercolor, gouache
Spray paint
Wood panels, canvas, glass

Hill Street Studios/Getty Images

Size may be relevant to your description if a work is particularly large or small. You can use exact dimensions, of course, as well as descriptive words.

What Is Tone in Art?
7 Major Painting Styles—From Realism to Abstract
What Is the Definition of 'Medium' in Art?
The Definition of 'Form' in Art
What Is Meant by "Emphasis" in Art?
The 8 Elements of Composition in Art
What Is Texture in Art?
The Painting by Monet That Gave Impressionism Its Name
Famous Paintings: "The Red Studio" by Henri Matisse
Biography of Artist Giorgio Morandi
What Is Analytic Cubism in Art?
Painting Exhibition: Vincent van Gogh and Expressionism
54 Famous Paintings Made by Famous Artists
Defining Synthetic Cubism
The Element of Space in Artistic Media
Finding Rhythm in the Visual Arts

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IELTS Vocabulary

The Arts Vocabulary for IELTS

On this page you will find the arts vocabulary . This could come up as an essay question (see the link to a model essay at the bottom of the page) as well as in the other modules of the test.

The arts include the visual arts such as what you see in art galleries (i.e. paintings, scuptures), the literary arts like books, and the performing arts - for example: music, theatre, dance and film.

The arts vocabulary found here will help you write about the topic, or talk about it in the test. It may also help with your reading if these topics come up.

You will find:

And don't forget that there is a sample essay at the end for you to view that uses The Arts Vocabulary.

The Arts Vocabulary

View a model essay that uses the arts vocabulary:

The Arts Essay

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How to Talk About Art in English

Darling, it was so evocative!

It’s easy to join in a conversation about art in English. Just be sure to call everyone darling , to have outrageous opinions that nobody really understands, and to wear at least one item of statement jewellery at all times.

Of course, these are stereotypes. The best way to feel confident discussing art in English is to learn the words and phrases commonly used in the art world – and that’s exactly what this article will help you to do.

Going to a gallery

Most cities and large towns have a public gallery that is funded by the government. Public galleries generally have a permanent collection (which may be free) and also stage temporary exhibitions (which usually have an entrance fee). Large public galleries, such as the Tate Modern in London, hold at least one blockbuster exhibition each year. If you are a member of the gallery, you may be invited to attend an opening . You might also hear about new acquisitions before anyone else.

As well as public galleries, there are commercial galleries at which the artworks are on sale. Especially in small towns, they tend to show pieces by local artists.

Categorising works of art

Though lots of artists would like to believe their work defies categorisation , in reality we tend to discuss art based on the medium used. Well-known categories of artwork include drawing, painting, sculpture and photography, but today all kinds of novel forms can be found both inside and outside of galleries. These include video and new media pieces; performance pieces; conceptual pieces; and installations . Other popular media include textiles , ceramics and printmaking , while works in mixed media combine different materials and techniques.

Special notes on drawing and painting

Drawing and painting are the oldest of the visual arts, so they have lots of specific vocabulary of their own.

Drawing is typically done in graphite (i.e. pencil), charcoal , pastel or ink . A quick drawing, especially one in which the artist tries to copy something in the real world, is known as a sketch ; the art of sketching naked human models is called life drawing , while an artwork that shows a naked person is called a nude . Important skills for drawing include composition and perspective .

Paintings are commonly created with oil , watercolour or acrylic on a surface of paper or canvas . Traditional types of paintings include portrait, landscape and still life , though abstract works have also been popular since the 20th century.

Working in the art world

As well as artists themselves, lots of different people keep the art world moving including agents , dealers and critics . Within a gallery setting, you might also expect to find a director who is in charge overall, curators , handlers and assistants (also called attendants).

Discussing works of art

If you fancy yourself as a critic, there are certain words and phrases that occur frequently in writing and discussions about art. A selection of them is given below, but the best way to develop this kind of vocabulary is to read reviews and art books as often as you can.

Positive descriptions

Her work . . .

is moving – it is effective at making people feel sadness or sympathy
is evocative – it brings strong images or memories to mind
is visionary – it considers the future in an intelligent way
really spoke to me – it connected with my own life experiences

Neutral descriptions

Their work . . .

is bold / delicate – it gives the impression of being physically strong/weak
is controversial – it divides public opinion
is Instagrammable – people love to take photos of and with it
is a bit out there – it is weird and/or hard to understand, but not necessarily in a bad way

Negative descriptions

His work . . .

is disturbing – it is likely to cause someone to be offended or upset
is derivative – it seems to copy existing works of art
is amateurish – it does not show a high level of skill
left me cold – I had no emotional or intellectual response to it

Yes, but is it art . . . ?

Painting and sculpture are obvious examples of fine arts – but what about other visual forms such as architecture, graphic design , video games and graffiti? Does it make sense to separate the fine and applied arts ? Who decides the meaning of art, anyway?

What a load of rubbish

Not everyone likes art, of course. Some people find modern art, in particular, inaccessible and pretentious . A number of clichés can often be heard in response to pieces of contemporary art – most of which would cause artists and art-lovers to roll their eyes .

My five-year-old could have done that! – it looks like a child made it
Look at the state of that! – it looks messy, as though no skill was needed to make it
Money for old rope! – there is nothing new, special or interesting about this
What a load of rubbish! – said in response to any art that the speaker does not like

The art world is a strange place, but the surest way to fit in – apart from wearing all-black outfits and rings as big as your hands – is to practice speaking like the arty types hanging around galleries. So ciao for now, darling, and see you at tomorrow’s opening!

1 thought on “How to Talk About Art in English”

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Art Vocabulary IELTS: List of Words, Exercises, and Tips

Updated on
May 29, 2023

Art Vocabulary IELTS : One of the widely opted English proficiency tests to study abroad, IELTS is famously known to be quite a tricky yet well-structured language test partaken by numerous students annually. The purpose of this examination is to evaluate reading, writing, speaking, and listening skills in English for students applying for a foreign university. At the core of IELTS proficiency lies the evaluation of refined vocabulary of the language in relation to arts, Science , and food, to name a few.

Keeping in mind your earnest need to cover the art vocabulary of IELTS, this blog article focuses on bringing a list of art vocabulary and sample exercises, along with a few preparation tests to get you going.

This Blog Includes:

15+ list of words for art ielts vocabulary, ielts art vocabulary exercises, how to learn art vocabulary ielts.

Must Watch: Everything You Need to Know About IELTS

Before any further ado, let’s jump straight to know some of the highly used Art vocabularies for IELTS so that you can learn and implement them in your daily word usage.

If you have already checked out the vocabulary, then all you need is to try answering the following IELTS Art vocabulary exercise and test your understanding level of the words.

Graffiti art
Provocative
Aesthetic
Portraits of women

Also Read: 150 Common: Difficult Idioms with Examples

By following these simple steps, you can achieve any milestone, let alone mastering the Art Vocabulary IELTS. Take a closer look at the pointers given below to improve your learning of the IELTS vocabulary:

First and foremost, find a good source of IELTS Vocabulary learning material and get started with your preparation.
Make a note of different vocabularies you get encountered, for revising at a glance.
Build a habit of inculcating new Art vocabulary in your daily communication.
It is always good to look for synonyms. This will help you in widening your IELTS vocabulary horizon.
Ask for genuine feedback from professionals and review your progress from time to time.

In the IELTS vocabulary for Art, candidates require to be well-versed with all the latest terminologies of Arts. Be it about elements, colour, shape, texture, or spaces, examinees need to be prepared with the updated vocabulary to be tested in their IELTS exam.

No, if considering the ways of preparing like watching movies and shows related to art for art vocabulary IELTS, it is fun rather than hard to improve art vocabulary.

To improve your Art vocabulary in IELTS you would need to read, learn, and bring into practice the latest words and expressions of Art in your daily life. You can also choose to consume English content from movies, podcasts, essays, etc as a source of IELTS learning material.

We hope the information mentioned in this blog helped you in improving your Arts vocabulary for IELTS. Leverage Edu provides excellent online IELTS preparation . Get in touch with our experts to get a free counselling session, reach us at 1800572130 to start your IELTS preparation with Leverage Edu‘s Leverage Live classes.

For more updates related to IELTS Vocabulary, stay tuned to our official webpage. You can also follow us on Instagram , Facebook , Twitter , and Linkedin to get your portion of overseas education updates.

Harshita is a creative writer cum literature enthusiast in pursuit to extend her learnings of overseas and Indian education sectors to the masses, through her well-curated articles. You may also find her emerging in prose writing or reading Toni Morrison when not writing stuff related to education.

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ARTS - Herzberg: Writing Essays About Art

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Writing Essays About Art
Citation Help

What is a Compare and Contrast Essay?

What is a compare / contrast essay.

In Art History and Appreciation, contrast / compare essays allow us to examine the features of two or more artworks.

Comparison -- points out similarities in the two artworks
Contrast -- points out the differences in the two artworks

Why would you want to write this type of essay?

To inform your reader about characteristics of each art piece.
To show a relationship between different works of art.
To give your reader an insight into the process of artistic invention.
Use your assignment sheet from your class to find specific characteristics that your professor wants you to compare.

How is Writing a Compare / Contrast Essay in Art History Different from Other Subjects?

You should use art vocabulary to describe your subjects..

Find art terms in your textbook or an art glossary or dictionary

You should have an image of the works you are writing about in front of you while you are writing your essay.

The images should be of high enough quality that you can see the small details of the works.
You will use them when describing visual details of each art work.

Works of art are highly influenced by the culture, historical time period and movement in which they were created.

You should gather information about these BEFORE you start writing your essay.

If you describe a characteristic of one piece of art, you must describe how the OTHER piece of art treats that characteristic.

Example: You are comparing a Greek amphora with a sculpture from the Tang Dynasty in China.

If you point out that the color palette of the amphora is limited to black, white and red, you must also write about the colors used in the horse sculpture.

Organizing Your Essay

Thesis statement.

The thesis for a comparison/contrast essay will present the subjects under consideration and indicate whether the focus will be on their similarities, on their differences, or both.

Thesis example using the amphora and horse sculpture -- Differences:

While they are both made from clay, the Greek amphora and the Tang Dynasty horse served completely different functions in their respective cultures.

Thesis example -- Similarities:

Ancient Greek and Tang Dynasty ceramics have more in common than most people realize.

Thesis example -- Both:

The Greek amphora and the Tang Dynasty horse were used in different ways in different parts of the world, but they have similarities that may not be apparent to the casual viewer.

Visualizing a Compare & Contrast Essay:

Introduction (1-2 paragraphs) .

Creates interest in your essay
Introduces the two art works that you will be comparing.
States your thesis, which mentions the art works you are considering and may indicate whether the focus will be on similarities, differences, or both.

Body paragraphs

Make and explain a point about the first subject and then about the second subject
Example: While both superheroes fight crime, their motivation is vastly different. Superman is an idealist, who fights for justice …… while Batman is out for vengeance.

Conclusion (1-2 paragraphs)

Provides a satisfying finish
Leaves your reader with a strong final impression.

Downloadable Essay Guide

How to Write a Compare and Contrast Essay in Art History Downloadable version of the description on this LibGuide.

Questions to Ask Yourself After You Have Finished Your Essay

Are all the important points of comparison or contrast included and explained in enough detail?
Have you addressed all points that your professor specified in your assignment?
Do you use transitions to connect your arguments so that your essay flows into a coherent whole, rather than just a random collection of statements?
Do your arguments support your thesis statement?

Art Terminology

British National Gallery: Art Glossary Includes entries on artists, art movements, techniques, etc.

Lee College Writing Center

Writing Center tutors can help you with any writing assignment for any class from the time you receive the assignment instructions until you turn it in, including:

Brainstorming ideas
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Thesis statements
Second set of eyes before turning in

Contact a tutor:

Phone: 281-425-6534
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Other Compare / Contrast Writing Resources

Southwestern University Guide for Writing About Art This easy to follow guide explains the basic of writing an art history paper.
Purdue Online Writing Center: writing essays in art history Describes how to write an art history Compare and Contrast paper.
Stanford University: a brief guide to writing in art history See page 24 of this document for an explanation of how to write a compare and contrast essay in art history.
Duke University: writing about paintings Downloadable handout provides an overview of areas you should cover when you write about paintings, including a list of questions your essay should answer.
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1.8: Glossary of Art Terms

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This visual art glossary defines art categories, styles, and terms while giving examples of each term.

Contributors and Attributions

Glossary of Art Terms. Authored by : SDCOETeacher. Located at : https://youtu.be/b2gWJTjgd1c . License : All Rights Reserved . License Terms : Standard YouTube License

E-mail: [email protected]

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IELTS Writing Vocabulary: Art

It’s time to study some art words. Another popular topic in IELTS! Ready to start? Be attentive, work hard, and you will get your target or an even higher score!

Let’s start with the term Art itself. It’s often used in expressions defining different types of art. There are quite a lot of them.

IELTS Writing Vocabulary : Topic Art

Fine arts – Type of art that creates beautiful things. It could be painting, sculpture, or music. Example: The museum collection consists of thousands rare original works of fine art.

Arts and crafts – the activity of making beautiful and useful objects. Example: You should visit one of the local stores selling arts and crafts, such as pottery and baskets.

Visual arts – creations that we can look at. For instance, painting, sculpture, architecture, film Example: Another good example of popular visual art is film, which includes documentaries and short films.

Plastic arts – every type of art we can touch. Sculpture would be a good example.

Performing arts – a very wide term meaning anything from cinema, theater, or any other form of visual art to modern computer presentations. The key characteristic is that it’s performed. Example: Participating in performing arts programs helps students develop a stronger sense of individualism, self-reflection, and self-esteem.

I hope you now better understand what the difference between the various types of art is. Now let’s discuss some other words connected with art. Let’s start with watercolor . Firstly it’s a pigment used with water to create paintings. Secondly, a watercolor is a painting created with watercolors.

Example: Watercolors are ideal for landscape painting.

You probably heard the word sketch when discussing some projects, but in art it is a quick informal drawing to capture the essentials of an object.

Example: Sketches are often done in ink or charcoal.

portrait – is a portrayal of a person showing the person’s face (could be a drawing, a photograph, or a sculpture). Example: Some people say that artists merely paint self-portraits as it solves the problem of having to find a model.

landscape – is a work of art that features a scene of land or countryside (in other words nature) Example: Landscapes can range from oil paintings to gauche and pastels.

still-life painting – is a painting featuring anything that does not move. Example:Still-life art was common in the ancient world.

oil painting – is a technique of painting with oil paints. The second meaning is a picture painted with oil paints. Example: Fat over lean is one of the fundamental concepts of oil painting.

figurative art – is any type of art that accurately represents an image from the real world. Example: Figurative art has a history as long as the history of representation itself.

contemporary art – a bit controversial term. The easy definition is contemporary to us. It means that it has been created during our lifetimes. Usually, contemporary art refers to artworks made after 1970 by still-living artists. Example: Anything can be done in contemporary art, because there is no set way to create this modern art style.

Now let’s talk about which art styles exist.

Realism – an artistic movement attempting to portray the lives of ordinary people and their environments Example: Realism, also known as the Realist school, was a mid-nineteenth-century art movement.

Abstract art is a genre of art which does NOT depict a person, place, or thing in the natural world. Objects are often simplified or distorted. Example: Abstract art might look as if it were simple to create, with a splash of paint and a brush stroke.

Another artistic style is impressionism – a style in which the artist captures the image of an object as someone would see it if they just caught a glimpse of it. In other words, it’s about the artist’s impression. Example: Manet significantly influenced the development of impressionism .

When talking about art many people talk about harmony . Harmony is a pleasing combination or arrangement of things. For instance, a harmony of colors. Example: Once you understand the basics of color theory, you can start learning how to combine colors into a colorful harmony.

Apart from harmony it’s important to know what composition is. It is the organization of the elements of design in an art work done according to principles of design. Example: Composition rules provide a starting point for deciding on a composition for painting.

Now let’s discuss what the principles of design are.

One of them is unity.

Unity is the coherence of an artwork. Unity allows us to feel that all parts of the piece work together.

“The essence of beauty is unity in variety. “ William Somerset Maugham

In general the principles of design refer to how artists organize the visual elements of art. Traditionally they include: balance, emphasis, contrast, unity, movement, and rhythm.

Quite interesting, isn’t it?! Now let’s move on. What character trait do you think is important to create works of art? That’s right, creativity! Creativity is using imagination rather than imitating something.

Example: Creative people are able to look at things and situations in novel ways and from different angels and perspectives.

Another important phrase is focal point, which is the center of interest or activity in a work of art.

Example: A painter can emphasize a focal point through the composition, color or the range of tones used.

I have also added some very useful art related terms and phrases.

They all have definitions. Look through them and try to memorize and use them in a context.

Additional vocabulary

Aesthetics – the study of beauty;

Pattern – a principle of art which means the repetition of elements;

Motif – a repeated pattern, often creating a sense of rhythm;

A culture vulture – someone who is very interested in art and culture;

art gallery / exhibits – place where pieces of art are displayed;

curator – a person who is in charge of the things in a art gallery, museum, etc.

artifact – a simple object (such as a tool or weapon) that was made by people in the past;

masterpiece – a person’s greatest peace of work;

heritage – the traditions, achievements, beliefs, etc., that are part of the history of a group or nation;

philistine – a person who is guided by materialism and is usually disdainful of intellectual or artistic values;

visual metaphor – visual pattern or object.

Unemployment rates for the female in the UK

Vocabulary for ielts writing task 2 band 8+.

exellent contribution for ielts students

Glossary of the 50 Key Terms in Art

50 Key Terms in Art

Art is great. but sometimes the flowery - perhaps even pretentious - language that is used to describe it is a real turn-off..

On this page, we try to demystify 50 key terms that are used to describe art.

Learn the difference between the renaissance and romanticism, between abstraction and avant-garde, and between pop-art and post-impressionism.

Once you are done, check out our pages on the Top 10 Paintings of All Time and the 25 Key Events in Art History .

25 Key Events in Art History

Top 10 paintings of all time, here's our first batch of definitions, taking you from abstraction to expressionism., abstraction (or abstract art).

Works that do not seek to depict a scene or object, but instead use colour, shape, line and form to create compositions that are non-representational or non-objective. Famous exponents of this type of art are Jackson Pollock , Wassily Kandinsky, Kazimir Malevich, Mark Rothko and Piet Mondrian.

Taken from the French term 'Arts Decoratifs'; Art Deco is an artistic and design style that emerged in the 1920s and 1930s. It is characterised by bold geometric shapes, stylised forms, and an emphasis on luxury and glamour. Art Deco originated in France and quickly spread throughout Europe and the United States, becoming a popular design style for architecture, interior design, fashion, and visual arts. It often features stylised motifs such as sunbursts, zigzags, and chevrons, and can be found in a wide range of products, from furniture and jewellery to buildings (such as the Chrysler building in New York) and automobiles.

Arts and Crafts

The Arts and Crafts movement was a design and social movement that originated in Britain in the late 19th century and spread worldwide. The movement aimed to promote traditional craftsmanship and oppose the mass-produced, machine-made goods that dominated the industrial era. It had a significant influence on architecture, decorative arts, and design, with its proponents seeking to create a unified style that combined simplicity, functionality, and beauty. The movement emphasised the use of natural materials and simple forms, often drawing inspiration from medieval and folk art. Its leading lights were William Morris, John Ruskin, and Gustav Stickley.

Avant-garde

French military term for ‘advanced guard’ (ie normally a reconnaissance unit which scouted out the battlefield); in artistic terms, avant-garde means those who innovate, experiment or invent. So the impressionists in the 1860s would have been considered avant-garde.

Barbizon school

An art movement that emerged in the mid-19th century in France, named after the village of Barbizon (on the edge of the Fontainebleau Forest near Paris, a gathering place for artists). Members of the school focused on painting landscapes and other scenes from nature, often working outside, and seeking to capture light and atmosphere. By contrast with the impressionists, however, the Barbizon painters used a muted palette and focused on subtle variations of colour and tone. Key Barbizon artists are Jean-Baptiste-Camille Corot , Théodore Rousseau, and Jean-François Millet.

Extravagant and intricate art from the 17th and early 18th century, characterised by dramatic lighting, intense emotion and a sense of immediacy and energy. Baroque artists often use strong contrasts between light and dark (known as chiaroscuro) and dramatic poses. Eventually the Baroque era was replaced by the Rococo period. The most famous Baroque artists are Caravaggio, Rembrandt and Rubens.

Rembrandt's The Night Watch is a classic Baroque work.

Belle Epoque

French term meaning ‘beautiful era’; describes the period from 1890 to the start of World War I in 1914; Monet was productive during this period, which also saw Pablo Picasso and Henri Matisse develop into mature artists.

Classical art refers to the art of ancient Greece and Rome, produced between the 5th Century BC to the 4th Century AD. It is characterised by its emphasis on symmetry, proportion, and idealised beauty, as well as its use of naturalistic forms and realistic depictions of the human figure. Not much classical painting survives because the pigments were too unstable. But lots of pottery, mosaics and sculpture. Classical art inspired Renaissance artists such as Leonardo da Vinci , Michelangelo and Raphael.

A mosaic from the Villa of Mysteries in Pompeii, dating from c. 80BC

Chiaroscuro

An Italian term that means ‘light-dark’, used to describe a dramatic colour contrast in a painting. Early exponents of chiaroscuro were the Renaissance and Baroque artists Caravaggio, Rembrandt and da Vinci.

Composition

The arrangement of different elements of a painting to produce (hopefully) a coherent whole; critics will often remark on the cluttered/(dis)organised/unusual composition.

Cubism is a style of art that emerged in the early 20th century, pioneered by Pablo Picasso and Georges Braque. It is characterised by a fragmented approach to representation, where objects are broken down into their constituent parts and depicted from multiple perspectives simultaneously. In cubist paintings, the traditional techniques of perspective, foreshortening, and modelling are often abandoned in favour of a flattened, geometric approach that emphasises the two-dimensional surface of the canvas. Cubism was a radical departure from the representational conventions of the past, and it had a profound influence on modern art. It is one of the most important art movements of the 20th century.

Dadaism, or simply Dada, was an art movement that emerged during World War I in Europe, particularly in Zurich. It rejected traditional values and celebrated chaos, irrationality, and absurdity. Dadaists believed that the rationality and order that had led to the war was a failure of Western civilisation, and they sought to create a new form of art that would shock and provoke audiences into rethinking their assumptions about art and society. Dadaists used objects such as bicycle wheels, urinals, and other everyday items, and combined them in ways that were deliberately nonsensical or absurd (see Duchamp's Fountain below). Although Dadaism was short-lived, its influence can be seen in later art movements, such as Surrealism and Pop Art. Its key proponents were Marcel Duchamp, Max Ernst and Man Ray.

A work of art made up of two paintings, sections or panels, usually fixed or hinged together.

A wooden stand on which an artist can place her canvas; the invention of portable easels in the 19th century made it possible for the impressionists to paint outdoors.

Expressionism

Expressionism is an artistic movement that emerged in the late 19th/early 20th century, primarily in Germany and Austria. It focuses on subjective emotions and inner experience, rather than objective reality, with colours and forms often distorted and exaggerated to convey intense emotional states. Artists sought to express the raw and primal aspects of human experience, often using vivid, shocking imagery to provoke a response in the viewer. The movement is often associated with figures such as Edvard Munch , Wassily Kandinsky, and Egon Schiele.

And now for our second batch: Fauvism to Motif

Comes from the French term ‘Fauves’, meaning ‘wild beasts’; an artistic movement from the first decade of the 20th century that emphasised strong colours and bold brushstrokes over realistic representations of people or scenes. Fauvism was a reaction against the academic art of the time, which was focused on realistic depictions of the world. Key exponents are Henri Matisse , Andrew Derain, Maurice de Vlaminck, and Raoul Dufy.

The word "fresco" comes from the Italian word "affresco," which means "fresh. A fresco is a painting technique that involves applying pigments, usually water-based, to a wet plaster surface. " In fresco painting, the pigments are absorbed by the wet plaster and become part of the wall or ceiling surface as it dries and hardens, creating a long-lasting, durable work of art. Fresco painting was developed in ancient Greece and Rome and became a popular medium during the Renaissance period. It was commonly used to decorate the walls and ceilings of churches, palaces, and public buildings. The world's most famous frescos are those which decoarate the Sistine Chapel.

Michelangelo's frescos on the ceiling of the Sistine Chapel.

Gothic art is a style of art that originated in France in the 12th century and was prominent until the 15th century. It is characterised by intricate detailing, ornate designs, and a focus on religious themes. Gothic art is often associated with the architecture of the period, which featured towering cathedrals with pointed arches, ribbed vaults, and elaborate stained glass and flying buttresses. Gothic art is the most famous style to come out of the Medieval period, which spanned the 5th to 15th centuries.

Gothic stained glass at the Notre Dame cathedral in Paris.

The Italian word for ‘mixture’; describes where paint is thickly laid on a surface, so that brushstrokes are visible.

Impressionism

The style of art that developed in Paris in the 1860s which sought to capture the essence and feel of a scene rather than portray it with near-photographic accuracy; the impressionists often worked outside, using bright colours and rapid brushstrokes, often seeking to capture the fleeting effects of light. Key members of the group are Claude Monet , Edouard Manet , Auguste Renoir , Edgar Degas , Camille Pissarro and Paul Cezanne . The impressionists were a tight-knit group who exhibited together eight times between 1874 and 1886. They started to go their separate ways and some experimented with different styles of art (especially pointillism and post-impressionism) from the early 1880s onwards. Monet was the longest lived impressionist; he died at the age of 86 in 1926.

A painting that has nature as its primary focus; landscape paintings are usually wider than they are tall.

Medieval Art

Medieval art is art from the Middle Ages, a period that spanned roughly from the 5th century to the 15th century in Europe. During this time, Christianity played a central role in shaping art and culture, and much of the art produced during this period was religious in nature. As well as its focus on religion, Medieval art tends to be flat or two-dimensional and frequently uses previous materials such as gold, silver and gemstones. The production of illuminated manuscripts, which were richly decorated books that often contained religious texts, was a significant part of medieval art. So too was Gothic art and architecture, which emerged in the 12th century.

An American artistic movement from the 1960s which uses simple geometric shapes that do not signify any particular meaning. Minimalists used industrial materials (eg fibreglass or aluminium) and mathematics to arrange their works.

The art created from the late 19th century to the mid-20th century. Modern art is characterised by a departure from traditional, representational art and a focus on experimentation and innovation in both technique and subject matter; it is often associated with social and cultural change, in particular industrialisation, urbanisation and new technologies. Modern art encompasses a wide range of styles and movements, including Impressionism, Expressionism, Cubism, Surrealism, Abstract Expressionism, and Pop Art, among others. Artists such as Claude Monet , Vincent van Gogh , Pablo Picasso , Salvador Dali , Jackson Pollock , and Andy Warhol are all considered important figures in the development of modern art. Picasso's Guernica is one of the most important and poignant works of modern art.

A painting rendered in only one colour. Picasso's Guernica, immediately above, is a good example.

An image, particularly one that dominates a work or recurs so as to form a pattern.

And batch three: Neo-classicism to Primitivism

Neo-classicism.

A style that developed in the second half of the 18th century which sought to replicate or draw inspiration from classical (i.e. Greek or Roman) art. Neo-classicist artists often sought to convey moral and political messages through their works. The movement was closely associated with the Enlightenment, which emphasised reason and rationality, and many neoclassical works reflect these values. Some of the most notable neoclassical artists include Jacques-Louis David, Antonio Canova, and Jean-Auguste-Dominique Ingres .

Neo-impressionism

'New’ impressionism; usually a reference to the works of the pointillists, who rejected the spontaneity of impressionism and used scientific colour theory to build up pictures using thousands of tiny dots. Georges Seurat and Paul Signac are the most famous exponents of this technique. To be distinguished from post-impressionism.

One of the great European painters from about 1500 to the 1700s, especially those known for their technical brilliance. Examples of Old Masters are Leonardo da Vinci , Michelangelo , Sandro Botticelli, Rembrandt van Rijn, Titian, Johannes Vermeer and Peter Paul Rubens.

Op art, short for "optical art", is a style of art that uses optical illusions and geometric patterns to create visual effects that trick the eye and create the illusion of movement, depth, and three-dimensionality. The term "op art" was coined in the 1960s, and the style was popularised by a group of artists who were inspired by scientific research into perception and visual cognition. Op art typically features black and white geometric patterns, often arranged in a repetitive and symmetrical manner. When viewed from a certain distance or angle, the patterns seem to pulsate, vibrate, or appear to be in motion, creating a dynamic visual experience for the viewer. Op art is often associated with the psychedelic art and fashion of the 1960s, and was used in advertisements, album covers, and fashion designs. Bridget Riley is the most famous Op Artist.

This term has two meanings; ( 1 ) the range of colours used by an artist in a painting (e.g. she used a “wide/restricted palette”); ( 2 ) a thin wooden or plastic tray on which an artist holds and mixes paints.

Pointillism

A neo-impressionist technique that emerged in the late 19th century, principally associated with French painters Georges Seurat and Paul Signac . Pointillism builds up paintings using small dots or strokes of colour to create a cohesive image. Founded on scientific principles of colour theory, the pointillists believed that their paintings would be more luminous and vibrant because the eye perceives colours differently depending on their adjacent colours.

Seurat's Sunday Afternoon on La Grande Jatte

Fine powder which when mixed with another fluid (usually oil or water) becomes paint.

French term for outside; most often applied to painters from the Barbizon school and the impressionists, who first began to paint outside as opposed to in a studio.

Renoir's painting of Monet at work en plein air

Pop art is an art movement that emerged in the 1950s and reached its peak in the 1960s, primarily in the US and Britain. It was a reaction against the elitism and exclusivity of the traditional fine arts and sought to incorporate the imagery and iconography of popular culture into art. Pop Art artists used bright, bold colours and bold, graphic designs, often incorporating commercial imagery, advertising, and mass media culture into their work. Some of the most famous Pop Art artists include Andy Warhol , Roy Lichtenstein, and Claes Oldenburg. Warhol's iconic images of Marilyn Monroe, Elvis Presley, and Campbell's Soup cans are some of the most recognisable examples of Pop Art. Pop Art is often seen as a commentary on the commodification of culture and the increasing influence of mass media on society.

Andy Warhol's Cambell's Soup. This low resolution image is used for educational and critical commentary purposes, as permitted by applicable copyright legislation.

A representation of an individual or individuals, usually intended to capture their likeness or essential features.

Post-impressionism

The work of artists who were influenced by impressionism, but sought to move beyond its limitations. Impressionism ultimately sought to depict the essence of real life scenes, albeit using loose brush strokes. Post-impressionism, by contrast, moves beyond capturing real life scenes, often emphasising emotion and personal expression. Van Gogh ’s works from about 1888 are good examples, as are the works of Paul Gauguin and the later works of Paul Cezanne . To be distinguished from neo-impressionism.

Primary colour

The three base colours (blue, red and yellow) that are combined to make other colours.

Primitivism

Primitivism is an artistic movement that emerged in the late 19th and early 20th century, particularly in Europe. It is characterised by a fascination with the art and cultures of non-Western or "primitive" societies, such as African, Oceanic, and Native American cultures. Primitivist artists sought to break free from the conventions of Western art, which they saw as artificial and elitist, using bold, abstract forms, vibrant colours, and rejecting traditional perspective and proportion. Primitivist art often incorporates masks, totems, and other ritual objects, as well as imagery drawn from nature and the unconscious mind. Paul Gauguin is the most prominent primitivist artist.

And instalment four: Realism to Triptych

An artistic movement emerging in France in the mid-19th century as a reaction against idealism and romanticism. Realist artists sought to represent the world as it actually is, focussing on normal people and everyday experiences. The most famous realist artists are Gustave Courbet , Jean-François Millet and Honoré Daumier.

The Rococo period emerged in Europe in the early 18th century, reaching its peak in about 1750. It followed the Baroque period and aimed to produce less dramatic and lighter and more playful works of art and decoration. Characteristics of Rococo works include pastel colours, flowing lines and delicate forms; subjects are often whimsical and light-hearted, such as everyday life, romantic scenes and pastoral landscapes. Rococo paintings were typically displayed in ornate gilded frames. Rococo was replaced by the more formal Neoclassical style of the late 18th century. Its most famous artists included Jean-Honoré Fragonard, Antoine Watteau, and François Boucher.

Romanticism

An artistic movement emerging in Europe in the late 18th and early 19th centuries, focussing on emotion, individualism, imagination and the celebration of nature and the supernatural. Characteristics of romantic works include the use of exotic settings, bold colours, dynamic compositions and dramatic contrasts of light and shadow. The most famous romantic artists include William Blake, Eugene Delacroix and JMW Turner. Romanticism was also a literary movement, with notable writers including William Wordsworth and Mary Shelley.

Delacroix's Liberty Leading the People (1830)

Renaissance

An Italian term meaning ‘rebirth’; applied to Italian art from the 14th century, later spreading throughout Europe, which revived the classical art of Greek and Roman empires. The Renaissance period lasted until the 17th century, with works often seeking to capture the beauty and complexity of the natural world through techniques including perspective, chiaroscuro and sfumato. Some of the most famous Renaissance painters include Leonardo da Vinci, Michelangelo, and Raphael, who are known for their monumental works of art, including the Mona Lisa, the Sistine Chapel ceiling , and the School of Athens. Other notable Renaissance painters include Sandro Botticelli, Titian, and Jan van Eyck.

Michelangelo's The Creation of Adam, the most famous part of his decoration of the Sistine Chapel's ceiling.

A sculpture is a three-dimensional work of art that is created by shaping or carving materials such as stone, wood, metal, clay, or other materials. Sculptures can take a wide range of forms, from small figurines and abstract shapes to large-scale installations and public monuments. Sculpture has a long history, dating back to ancient civilisations such as the Greeks and Romans, who created lifelike statues of gods, heroes, and important historical figures. The world's most famous sculptures include Michelangelo's David and Rodin's The Kiss . Edgar Degas is the most famous impressionist sculptor - he focused on ballerinas and jockeys.

Michelangelo's David and Rodin's The Kiss

Sfumato is a painting technique that originated in Renaissance Italy. The word "sfumato" comes from the Italian word "fumo," which means smoke or vapour, and the technique is so named because it creates a hazy, misty effect in a painting. Sfumato involves the gradual blending of colours and tones in order to create a subtle, almost imperceptible transition between different areas of a painting. This is achieved by applying multiple layers of transparent paint, and then softening the edges with a brush. Leonardo da Vinci was a master of the sfumato technique, and his most famous work, the Mona Lisa , is renowned for its use of this technique.

Da Vinci's Mona Lisa is the classic example of the use of sfumato

A painting of an inanimate object, such as a bowl of fruit.

An artistic movement that emerged in Europe in the early 1920s, as a reaction to the devastation of World War I. Surrealism uses images that are dreamlike, irrational and even absurd. Some of the most famous surrealist artists are Salvador Dali, Max Ernst, Rene Magritte and Joan Miro. Dali’s The Persistence of Memory, with its melted pocket watches, is a good example. French poet Andre Breton led the movement, which extended beyond art to other aspects of culture and even politics, publishing his “Surrealist Manifesto” in 1924.

This low resolution version of The Persistence of Memory is being used for permitted educational purposes. The copyright vests in the heirs of Dali's estate.

Symbolism in art is the use of symbols or imagery to represent ideas, emotions, or concepts. Symbols are visual representations of abstract ideas or concepts, and they can be found in many different art forms, including paintings, sculptures, drawings, and photographs. In art, symbols are often used to convey a deeper meaning or to add layers of complexity to a work. For example, a rose might symbolize love or beauty, while a skull might represent death or mortality. In this way, symbols can be used to evoke emotions, create a sense of mystery or intrigue, or to highlight the artist's personal beliefs or values.

Trompe l’oeil

A French term meaning ‘deceiving the eye’; used to describe paintings which contain some sort of optical illusion (usually using perspective techniques).

A work of art consisting of three paintings of sections, usually fixed together.

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IELTS Vocabulary – Art

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IELTS Vocab

Different types of Art Vocabulary
Different types of Art Activity
General Art Vocabulary
General Art Vocabulary Activity
Art Idioms and Collocations
Art Idioms and Collocations Activity

1. Different Types of Art Vocabulary

The topic of art can appear on the IELTS speaking and writing sections, so it is vital to have an awareness of some general art related words. Below is a list of the different types of art along with definitions. Then there is an activity for you to IELTS practice using the words in context.

Arts and crafts – Decorative design and handicraft
Contemporary/Modern art – Art produced in the second half of the 20th century or in the 21st century
Cubism(Cubist) – A movement in art in which perspective with a single viewpoint was abandoned and instead it uses simple geometric shapes
Digital art – Art made using software, computers, or other electronic devices
Expressionism (Expressionist) – Expressionism refers to art in which the image of reality is distorted in order to make it expressive of the artist’s inner feelings or ideas
Figurative art – Any form of modern art that retains strong references to the real world, particularly the human figure
Fine arts – Art whose products are to be appreciated primarily for their imaginative, aesthetic, or intellectual content
Graffiti art –A form of visual communication, usually illegal, involving the unauthorised marking of public spaces
Impressionism (Impressionist) – A movement in painting characterised by a concern with depicting the visual impression of the moment
Modernism(Modernist) – A style or movement in the arts that aims to break away from classical and traditional forms
Performing arts – Forms of creative activity performed in front of an audience, such as drama, music, and dance
Plastic arts – Art forms that involve modelling or moulding, such as sculpture and ceramics, or the representation of solid objects with three-dimensional effects
Romanticism (Romanticist) – A movement that originated in the 18th century, emphasising inspiration and subjectivity
Still-life painting – The depiction of inanimate objects for their form, colour, texture, and composition
Surrealism (Surrealist) – A 20th-century avant-garde movement which strives to release creativity, for example,through the irrational juxtaposition of images
Visual arts – Art forms such as painting, drawing, printmaking, sculpture, ceramics, photography, video, filmmaking, design, crafts and architecture

2. Activity 1 – Different Types of Art activity

graffiti art
digital art
arts and crafts
performing arts

3. General Art Vocabulary

Here are some of the most useful/common words that may come up when discussing art. There is an activity for you to practice using the words in context.

Aesthetics – related to beauty and the pleasure given by beauty
Art critic – A person who evaluates and criticises art
Artist – A person who practices an art or craft, such as a sculptor, novelist, poet, or musician
Canvas – A strong cloth used as a surface for oil painting
Composition – The artistic arrangement of the parts of a picture
Contrast – Enhancement of the apparent brightness or clarity of a design provided by the difference in colours or textures
Curate (Curator) – To select, organise, and care for the items of an exhibition
Draw – To produce a picture or diagram) by making lines and marks on paper
Exhibition – A public display of works of art; held in an art gallery or museum
Gallery – A room or building for the display or sale of art
Genre – A category of artistic composition, as in music or literature, characterised by similarities in form or style
Landscape – A picture representing an area of countryside or scenery
Masterpiece – A work of outstanding artistry, skill, or workmanship.
Motif / Pattern – A decorative design or pattern.
Oil paint – A type of slow-drying paint that consists of coloured pigment in oil
Original – Created directly and personally; not a copy or imitation.
Paintbrush – A brush for applying paint
Painting – The process or art of using paint for pictures, or to paint/decorate something
Photography – The art or practice of taking and processing photographs
Portrait – A drawing, painting, or photograph usually depicting the head and shoulders
Sculpture – The art of making two- or three-dimensional representations out of stone, wood, metal, or plaster.
Sketch – a rough or unfinished drawing or painting, often made to assist in producing a picture or painting
Watercolour – artists’ paint made with a water-soluble binder
Work of Art – A painting, sculpture, piece of music, or other product of the creative or fine arts

4. Activity 2 – General Art Vocabulary Activity

exhibitions
work of art
masterpiece

5. Art Collocations and Idioms

Using idioms and collocations correctly will make your answers sound more natural and professional. Below is a list of the some of the most commonly used idioms and collocations related to art. There is an exercise for you to practice using the words and phrases in context.

A culture vulture – A person who is very interested in the arts, often obsessively
A visual feast – Something that is extremely beautiful
Break new ground – Innovate or new
Dribs and drabs – Very small or slow amounts
Hype – Extravagant or intense publicity
It wasn’t much to write home about – Normal, nothing special
Lose yourself – Become so involved that you don’t notice anything else
Road less travelled – An unconventional path, a choice that leads in a different direction than most people go
Think outside the box – To think creatively
Thought-provoking – stimulating careful consideration or attention.
To have a passion for – To be very enthusiastic about something
Up and coming – Soon to be famous, established, noticed, or successful

6. Activity 3 – Art Collocations and Idioms Activity

up and coming
thought provoking
road less travelled
dribs and drabs
nothing to write home about

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How to analyze an artwork: a step-by-step guide

Last Updated on August 16, 2023

This article has been written for high school art students who are working upon a critical study of art, sketchbook annotation or an essay-based artist study. It contains a list of questions to guide students through the process of analyzing visual material of any kind, including drawing, painting, mixed media, graphic design, sculpture, printmaking, architecture, photography, textiles, fashion and so on (the word ‘artwork’ in this article is all-encompassing). The questions include a wide range of specialist art terms, prompting students to use subject-specific vocabulary in their responses. It combines advice from art analysis textbooks as well as from high school art teachers who have first-hand experience teaching these concepts to students.

COPYRIGHT NOTE: This material is available as a printable art analysis PDF handout . This may be used free of charge in a classroom situation. To share this material with others, please use the social media buttons at the bottom of this page. Copying, sharing, uploading or distributing this article (or the PDF) in any other way is not permitted.

READ NEXT: How to make an artist website (and why you need one)

Why do we study art?

Almost all high school art students carry out critical analysis of artist work, in conjunction with creating practical work. Looking critically at the work of others allows students to understand compositional devices and then explore these in their own art. This is one of the best ways for students to learn.

Instructors who assign formal analyses want you to look—and look carefully. Think of the object as a series of decisions that an artist made. Your job is to figure out and describe, explain, and interpret those decisions and why the artist may have made them. – The Writing Center, University of North Carolina at Chapel Hill 10

Art analysis tips

‘I like this’ or ‘I don’t like this’ without any further explanation or justification is not analysis . Personal opinions must be supported with explanation, evidence or justification.
‘Analysis of artwork’ does not mean ‘description of artwork’ . To gain high marks, students must move beyond stating the obvious and add perceptive, personal insight. Students should demonstrate higher order thinking – the ability to analyse, evaluate and synthesize information and ideas. For example, if color has been used to create strong contrasts in certain areas of an artwork, students might follow this observation with a thoughtful assumption about why this is the case – perhaps a deliberate attempt by the artist to draw attention to a focal point, helping to convey thematic ideas.

Although description is an important part of a formal analysis, description is not enough on its own. You must introduce and contextualize your descriptions of the formal elements of the work so the reader understands how each element influences the work’s overall effect on the viewer. – Sylvan Barnet, A Short Guide to Writing About Art 2

Cover a range of different visual elements and design principles . It is common for students to become experts at writing about one or two elements of composition, while neglecting everything else – for example, only focusing upon the use of color in every artwork studied. This results in a narrow, repetitive and incomplete analysis of the artwork. Students should ensure that they cover a wide range of art elements and design principles, as well as address context and meaning, where required. The questions below are designed to ensure that students cover a broad range of relevant topics within their analysis.
Write alongside the artwork discussed . In almost all cases, written analysis should be presented alongside the work discussed, so that it is clear which artwork comments refer to. This makes it easier for examiners to follow and evaluate the writing.
Support writing with visual analysis . It is almost always helpful for high school students to support written material with sketches, drawings and diagrams that help the student understand and analyse the piece of art. This might include composition sketches; diagrams showing the primary structure of an artwork; detailed enlargements of small sections; experiments imitating use of media or technique; or illustrations overlaid with arrows showing leading lines and so on. Visual investigation of this sort plays an important role in many artist studies.

Making sketches or drawings from works of art is the traditional, centuries-old way that artists have learned from each other. In doing this, you will engage with a work and an artist’s approach even if you previously knew nothing about it. If possible do this whenever you can, not from a postcard, the internet or a picture in a book, but from the actual work itself. This is useful because it forces you to look closely at the work and to consider elements you might not have noticed before. – Susie Hodge, How to Look at Art 7

Finally, when writing about art, students should communicate with clarity; demonstrate subject-specific knowledge; use correct terminology; generate personal responses; and reference all content and ideas sourced from others. This is explained in more detail in our article about high school sketchbooks .

What should students write about?

Although each aspect of composition is treated separately in the questions below, students should consider the relationship between visual elements (line, shape, form, value/tone, color/hue, texture/surface, space) and how these interact to form design principles (such as unity, variety, emphasis, dominance, balance, symmetry, harmony, movement, contrast, rhythm, pattern, scale, proportion) to communicate meaning.

As complex as works of art typically are, there are really only three general categories of statements one can make about them. A statement addresses form, content or context (or their various interrelations). – Dr. Robert J. Belton, Art History: A Preliminary Handbook, The University of British Columbia 5

…a formal analysis – the result of looking closely – is an analysis of the form that the artist produces; that is, an analysis of the work of art, which is made up of such things as line, shape, color, texture, mass, composition. These things give the stone or canvas its form, its expression, its content, its meaning. – Sylvan Barnet, A Short Guide to Writing About Art 2

This video by Dr. Beth Harris, Dr. Steven Zucker and Dr. Naraelle Hohensee provides an excellent example of how to analyse a piece of art (it is important to note that this video is an example of ‘formal analysis’ and doesn’t include contextual analysis, which is also required by many high school art examination boards, in addition to the formal analysis illustrated here):

Composition analysis: a list of questions

The questions below are designed to facilitate direct engagement with an artwork and to encourage a breadth and depth of understanding of the artwork studied. They are intended to prompt higher order thinking and to help students arrive at well-reasoned analysis.

It is not expected that students answer every question (doing so would result in responses that are excessively long, repetitious or formulaic); rather, students should focus upon areas that are most helpful and relevant for the artwork studied (for example, some questions are appropriate for analyzing a painting, but not a sculpture). The words provided as examples are intended to help students think about appropriate vocabulary to use when discussing a particular topic. Definitions of more complex words have been provided.

Students should not attempt to copy out questions and then answer them; rather the questions should be considered a starting point for writing bullet pointed annotation or sentences in paragraph form.

CONTENT, CONTEXT AND MEANING

Subject matter / themes / issues / narratives / stories / ideas.

There can be different, competing, and contradictory interpretations of the same artwork. An artwork is not necessarily about what the artist wanted it to be about. – Terry Barrett, Criticizing Art: Understanding the Contemporary 6

Our interest in the painting grows only when we forget its title and take an interest in the things that it does not mention…” – Françoise Barbe-Gall, How to Look at a Painting 8

Does the artwork fall within an established genre (i.e. historical; mythical; religious; portraiture; landscape; still life; fantasy; architectural)?
Are there any recognisable objects, places or scenes ? How are these presented (i.e. idealized; realistic; indistinct; hidden; distorted; exaggerated; stylized; reflected; reduced to simplified/minimalist form; primitive; abstracted; concealed; suggested; blurred or focused)?
Have people been included? What can we tell about them (i.e. identity; age; attire; profession; cultural connections; health; family relationships; wealth; mood/expression)? What can we learn from their pose (i.e. frontal; profile; partly turned; body language)? Where are they looking (i.e. direct eye contact with viewer; downcast; interested in other subjects within the artwork)? Can we work out relationships between figures from the way they are posed?

What do the clothing, furnishings, accessories (horses, swords, dogs, clocks, business ledgers and so forth), background, angle of the head or posture of the head and body, direction of the gaze, and facial expression contribute to our sense of the figure’s social identity (monarch, clergyman, trophy wife) and personality (intense, cool, inviting)? – Sylvan Barnet, A Short Guide to Writing About Art 2

What props and important details are included (drapery; costumes; adornment; architectural elements; emblems; logos; motifs)? How do aspects of setting support the primary subject? What is the effect of including these items within the arrangement (visual unity; connections between different parts of the artwork; directs attention; surprise; variety and visual interest; separates / divides / borders; transformation from one object to another; unexpected juxtaposition)?

If a waiter served you a whole fish and a scoop of chocolate ice cream on the same plate, your surprise might be caused by the juxtaposition , or the side-by-side contrast, of the two foods. – Vocabulary.com

A motif is an element in a composition or design that can be used repeatedly for decorative, structural, or iconographic purposes. A motif can be representational or abstract, and it can be endowed with symbolic meaning. Motifs can be repeated in multiple artworks and often recur throughout the life’s work of an individual artist. – John A. Parks, Universal Principles of Art 11

Does the artwork communicate an action, narrative or story (i.e. historical event or illustrate a scene from a story)? Has the arrangement been embellished, set up or contrived?
Does the artwork explore movement ? Do you gain a sense that parts of the artwork are about to change, topple or fall (i.e. tension; suspense)? Does the artwork capture objects in motion (i.e. multiple or sequential images; blurred edges; scene frozen mid-action; live performance art; video art; kinetic art)?
What kind of abstract elements are shown (i.e. bars; shapes; splashes; lines)? Have these been derived from or inspired by realistic forms? Are they the result of spontaneous, accidental creation or careful, deliberate arrangement?
Does the work include the appropriation of work by other artists, such as within a parody or pop art? What effect does this have (i.e. copyright concerns)?

Parody: mimicking the appearance and/or manner of something or someone, but with a twist for comic effect or critical comment, as in Saturday Night Live’s political satires – Dr. Robert J. Belton, Art History: A Preliminary Handbook, The University of British Columbia 5

Does the subject captivate an instinctual response , such as items that are informative, shocking or threatening for humans (i.e. dangerous places; abnormally positioned items; human faces; the gaze of people; motion; text)? Heap map tracking has demonstrated that these elements catch our attention, regardless of where they are positioned – James Gurney writes more about this fascinating topic .
What kind of text has been used (i.e. font size; font weight; font family; stenciled; hand-drawn; computer-generated; printed)? What has influenced this choice of text?
Do key objects or images have symbolic value or provide a cue to meaning ? How does the artwork convey deeper, conceptual themes (i.e. allegory; iconographic elements; signs; metaphor; irony)?

Allegory is a device whereby abstract ideas can be communicated using images of the concrete world. Elements, whether figures or objects, in a painting or sculpture are endowed with symbolic meaning. Their relationships and interactions combine to create more complex meanings. – John A. Parks, Universal Principles of Art 11

An iconography is a particular range or system of types of image used by an artist or artists to convey particular meanings. For example in Christian religious painting there is an iconography of images such as the lamb which represents Christ, or the dove which represents the Holy Spirit. – Tate.org.uk

What tone of voice does the artwork have (i.e. deliberate; honest; autobiographical; obvious; direct; unflinching; confronting; subtle; ambiguous; uncertain; satirical; propagandistic)?
What is your emotional response to the artwork? What is the overall mood (i.e positive; energetic; excitement; serious; sedate; peaceful; calm; melancholic; tense; uneasy; uplifting; foreboding; calm; turbulent)? Which subject matter choices help to communicate this mood (i.e. weather and lighting conditions; color of objects and scenes)?
Does the title change the way you interpret the work?
Were there any design constraints relating to the subject matter or theme/s (i.e. a sculpture commissioned to represent a specific subject, place or idea)?
Are there thematic connections with your own project? What can you learn from the way the artist has approached this subject?

Wider contexts

All art is in part about the world in which it emerged. – Terry Barrett, Criticizing Art: Understanding the Contemporary 6

Supported by research, can you identify when, where and why the work was created and its original intention or purpose (i.e. private sale; commissioned for a specific owner; commemorative; educational; promotional; illustrative; decorative; confrontational; useful or practical utility; communication; created in response to a design brief; private viewing; public viewing)? In what way has this background influenced the outcome (i.e. availability of tools, materials or time; expectations of the patron / audience)?
Where is the place of construction or design site and how does this influence the artwork (i.e. reflects local traditions, craftsmanship, or customs; complements surrounding designs; designed to accommodate weather conditions / climate; built on historic site)? Was the artwork originally located somewhere different?
Which events and surrounding environments have influenced this work (i.e. natural events; social movements such as feminism; political events, economic situations, historic events, religious settings, cultural events)? What effect did these have?
Is the work characteristic of an artistic style, movement or time period ? Has it been influenced by trends, fashions or ideologies ? How can you tell?
Can you make any relevant connections or comparisons with other artworks ? Have other artists explored a similar subject in a similar way? Did this occur before or after this artwork was created?
Can you make any relevant connections to other fields of study or expression (i.e. geography, mathematics, literature, film, music, history or science)?
Which key biographical details about the artist are relevant in understanding this artwork (upbringing and personal situation; family and relationships; psychological state; health and fitness; socioeconomic status; employment; ethnicity; culture; gender; education, religion; interests, attitudes, values and beliefs)?
Is this artwork part of a larger body of work ? Is this typical of the work the artist is known for?
How might your own upbringing, beliefs and biases distort your interpretation of the artwork? Does your own response differ from the public response, that of the original audience and/or interpretation by critics ?
How do these wider contexts compare to the contexts surrounding your own work?

COMPOSITION AND FORMAT

What is the overall size, shape and orientation of the artwork (i.e. vertical, horizontal, portrait, landscape or square)? Has this format been influenced by practical considerations (i.e. availability of materials; display constraints ; design brief restrictions; screen sizes; common aspect ratios in film or photography such as 4:3 or 2:3; or paper sizes such as A4, A3, A2, A1)?
How do images fit within the frame (cropped; truncated; shown in full)? Why is this format appropriate for the subject matter?
Are different parts of the artwork physically separate, such as within a diptych or triptych ?
Where are the boundaries of the artwork (i.e. is the artwork self-contained; compact; intersecting; sprawling)?
Is the artwork site-specific or designed to be displayed across multiple locations or environments?
Does the artwork have a fixed, permanent format, or was it modified, moved or adjusted over time ? What causes such changes (i.e. weather and exposure to the elements – melting, erosion, discoloration, decaying, wind movement, surface abrasion; structural failure – cracking, breaking; damage caused by unpredictable events, such as fire or vandalism; intentional movement, such as rotation or sensor response; intentional impermanence, such as an installation assembled for an exhibition and removed afterwards; viewer interaction; additions, renovations and restoration by subsequent artists or users; a project so expansive it takes years to construct)? How does this change affect the artwork? Are there stylistic variances between parts?
Is the artwork viewed from one angle or position, or are dynamic viewpoints and serial vision involved? (Read more about Gordon Cullen’s concept of serial vision here ).
How does the scale and format of the artwork relate to the environment where it is positioned, used, installed or hung (i.e. harmonious with landscape typography; sensitive to adjacent structures; imposing or dwarfed by surroundings; human scale)? Is the artwork designed to be viewed from one vantage point (i.e. front facing; viewed from below; approached from a main entrance; set at human eye level) or many? Are images taken from the best angle?
Would a similar format benefit your own project? Why / why not?

Structure / layout

Has the artwork been organised using a formal system of arrangement or mathematical proportion (i.e. rule of thirds; golden ratio or spiral; grid format; geometric; dominant triangle; or circular composition) or is the arrangement less predictable (i.e. chaotic, random, accidental, fragmented, meandering, scattered; irregular or spontaneous)? How does this system of arrangement help with the communication of ideas? Can you draw a diagram to show the basic structure of the artwork?
Can you see a clear intention with alignment and positioning of parts within the artwork (i.e. edges aligned; items spaced equally; simple or complex arrangement; overlapping, clustered or concentrated objects; dispersed, separate items; repetition of forms; items extending beyond the frame; frames within frames; bordered perimeter or patterned edging; broken borders)? What effect do these visual devices have (i.e. imply hierarchy; help the viewer understand relationships between parts of artwork; create rhythm)?
Does the artwork have a primary axis of symmetry (vertical, diagonal, horizontal)? Can you locate a center of balance? Is the artwork symmetrical, asymmetrical (i.e. stable), radial, or intentionally unbalanced (i.e. to create tension or unease)?
Can you draw a diagram to illustrate emphasis and dominance (i.e. ‘blocking in’ mass, where the ‘heavier’ dominant forms appear in the composition)? Where are dominant items located within the frame?
How do your eyes move through the composition?
Could your own artwork use a similar organisational structure?
What types of linear mark-making are shown (thick; thin; short; long; soft; bold; delicate; feathery; indistinct; faint; irregular; intermittent; freehand; ruled; mechanical; expressive; loose; blurred; dashing; cross-hatching; meandering; gestural, fluid; flowing; jagged; spiky; sharp)? What atmosphere, moods, emotions or ideas do these evoke?
Are there any interrupted, suggested or implied lines (i.e. lines that can’t literally be seen, but the viewer’s brain connects the dots between separate elements)?
Repeating lines : may simulate material qualities, texture, pattern or rhythm;
Boundary lines : may segment, divide or separate different areas;
Leading lines : may manipulate the viewer’s gaze, directing vision or lead the eye to focal points ( eye tracking studies indicate that our eyes leap from one point of interest to another, rather than move smoothly or predictably along leading lines 9 . Lines may nonetheless help to establish emphasis by ‘pointing’ towards certain items );
Parallel lines : may create a sense of depth or movement through space within a landscape;
Horizontal lines : may create a sense of stability and permanence;
Vertical lines : may suggest height, reaching upwards or falling;
Intersecting perpendicular lines : may suggest rigidity, strength;
Abstract lines : may balance the composition, create contrast or emphasis;
Angular / diagonal lines : may suggest tension or unease;
Chaotic lines : may suggest a sense of agitation or panic;
Underdrawing, construction lines or contour lines : describe form ( learn more about contour lines in our article about line drawing );
Curving / organic lines : may suggest nature, peace, movement or energy.
What is the relationship between line and three-dimensional form? Are outlines used to define form and edges?
Would it be appropriate to use line in a similar way within your own artwork?

Shape and form

Can you identify a dominant visual language within the shapes and forms shown (i.e. geometric; angular; rectilinear; curvilinear; organic; natural; fragmented; distorted; free-flowing; varied; irregular; complex; minimal)? Why is this visual language appropriate?
How are the edges of forms treated (i.e. do they fade away or blur at the edges, as if melting into the page; ripped or torn; distinct and hard-edged; or, in the words of James Gurney, 9 do they ‘dissolve into sketchy lines, paint strokes or drips’)?
Are there any three-dimensional forms or relief elements within the artwork, such as carved pieces, protruding or sculptural elements? How does this affect the viewing of the work from different angles?
Is there a variety or repetition of shapes/forms? What effect does this have (i.e. repetition may reinforce ideas, balance composition and/or create harmony / visual unity; variety may create visual interest or overwhelm the viewer with chaos)?
How are shapes organised in relation to each other, or with the frame of the artwork (i.e. grouped; overlapping; repeated; echoed; fused edges; touching at tangents; contrasts in scale or size; distracting or awkward junctions)?
Are silhouettes (external edges of objects) considered?

All shapes have silhouettes, and vision research has shown that one of the first tasks of perception is to be able to sort out the silhouette shapes of each of the elements in a scene. – James Gurney, Imaginative Realism 9

Are forms designed with ergonomics and human scale in mind?

Ergonomics: an applied science concerned with designing and arranging things people use so that the people and things interact most efficiently and safely – Merriam-webster.com

Can you identify which forms are functional or structural , versus ornamental or decorative ?
Have any forms been disassembled, ‘cut away’ or exposed , such as a sectional drawing? What is the purpose of this (i.e. to explain construction methods; communicate information; dramatic effect)?
Would it be appropriate to use shape and form in a similar way within your own artwork?

Value / tone / light

Has a wide tonal range been used in the artwork (i.e. a broad range of darks, highlights and mid-tones) or is the tonal range limited (i.e. pale and faint; subdued; dull; brooding and dark overall; strong highlights and shadows, with little mid-tone values)? What is the effect of this?
Where are the light sources within the artwork or scene? Is there a single consistent light source or multiple sources of light (sunshine; light bulbs; torches; lamps; luminous surfaces)? What is the effect of these choices (i.e. mimics natural lighting conditions at a certain time of day or night; figures lit from the side to clarify form; contrasting background or spot-lighting used to accentuate a focal area; soft and diffused lighting used to mute contrasts and minimize harsh shadows; dappled lighting to signal sunshine broken by surrounding leaves; chiaroscuro used to exaggerate theatrical drama and impact; areas cloaked in darkness to minimize visual complexity; to enhance our understanding of narrative, mood or meaning)?

One of the most important ways in which artists can use light to achieve particular effects is in making strong contrasts between light and dark. This contrast is often described as chiaroscuro . – Matthew Treherne, Analysing Paintings, University of Leeds 3

Are representations of three-dimensional objects and figures flat or tonally modeled ? How do different tonal values change from one to the next (i.e. gentle, smooth gradations; abrupt tonal bands)?
Are there any unusual, reflective or transparent surfaces, mediums or materials which reflect or transmit light in a special way?
Has tone been used to help communicate atmospheric perspective (i.e. paler and bluer as objects get further away)?
Are gallery or environmental light sources where the artwork is displayed fixed or fluctuating? Does the work appear different when viewed at different times of day? How does this affect your interpretation of the work?
Are shadows depicted within the artwork? What is the effect of these shadows (i.e. anchors objects to the page; creates the illusion of depth and space; creates dramatic contrasts)?
Do sculptural protrusions or relief elements catch the light and/or create cast shadows or pockets of shadow upon the artwork? How does this influence the viewer’s experience?
How has tone been used to help direct the viewer’s attention to focal areas?
Would it be appropriate to use value / tone in a similar way within your own artwork? Why / why not?

Color / hue

Can you view the true color of the artwork (i.e. are you viewing a low-quality reproduction or examining the artwork in poor lighting)?
Which color schemes have been used within the artwork (i.e. harmonious; complementary; primary; monochrome; earthy; warm; cool/cold)? Has the artist used a broad or limited color palette (i.e. variety or unity)? Which colors dominate?
How would you describe the intensity of the colors (vibrant; bright; vivid; glowing; pure; saturated; strong; dull; muted; pale; subdued; bleached; diluted)?
Are colors transparent or opaque ? Can you see reflected color?
Has color contrast been used within the artwork (i.e. extreme contrasts; juxtaposition of complementary colors; garish / clashing / jarring)? Are there any abrupt color changes or unexpected uses of color?
What is the effect of these color choices (i.e. expressing symbolic or thematic ideas; descriptive or realistic depiction of local color; emphasizing focal areas; creating the illusion of aerial perspective; relationships with colors in surrounding environment; creating balance; creating rhythm/pattern/repetition; unity and variety within the artwork; lack of color places emphasis upon shape, detail and form)? What kind of atmosphere do these colors create?

It is often said that warm colors (red, orange, yellow) come forward and produce a sense of excitement (yellow is said to suggest warmth and happiness, as in the smiley face), whereas cool colors (blue, green) recede and have a calming effect. Experiments, however, have proved inconclusive; the response to color – despite clichés about seeing red or feeling blue – is highly personal, highly cultural, highly varied. – Sylvan Barnet, A Short Guide to Writing About Art 2

Would it be appropriate to use color in a similar way within your own artwork?

Texture / surface / pattern

Are there any interesting textural, tactile or surface qualities within the artwork (i.e. bumpy; grooved; indented; scratched; stressed; rough; smooth; shiny; varnished; glassy; glossy; polished; matte; sandy; grainy; gritted; leathery; spiky; silky)? How are these created (i.e. inherent qualities of materials; impasto mediums; sculptural materials; illusions or implied texture , such as cross-hatching; finely detailed and intricate areas; organic patterns such as foliage or small stones; repeating patterns ; ornamentation)?
How are textural or patterned elements positioned and what effect does this have (i.e. used intermittently to provide variety; repeating pattern creates rhythm ; patterns broken create focal points ; textured areas create visual links and unity between separate areas of the artwork; balance between detailed/textured areas and simpler areas; glossy surface creates a sense of luxury; imitation of texture conveys information about a subject, i.e. softness of fur or strands of hair)?
Would it be appropriate to use texture / surface in a similar way within your own artwork?

Industrial and architectural landscapes are particularly concerned with the arrangement of geometries and form in space… Dr. Ben Guy, Landscape and Visual Impact Assessment using CGI Digital Twins, Urban CGI 12

Is the pictorial space shallow or deep? How does the artwork create the illusion of depth (i.e. layering of foreground, middle-ground, background ; overlapping of objects; use of shadows to anchor objects; positioning of items in relationship to the horizon line; linear perspective ( learn more about one point perspective here ); tonal modeling; relationships with adjacent objects and those in close proximity – including the human form – to create a sense of scale ; spatial distortions or optical illusions; manipulating scale of objects to create ‘surrealist’ spaces where true scale is unknown)?
Has an unusual viewpoint been used (i.e. worm’s view; aerial view, looking out a window or through a doorway; a scene reflected in a mirror or shiny surface; looking through leaves; multiple viewpoints combined)? What is the effect of this viewpoint (i.e. allows certain parts of the scene to be dominant and overpowering or squashed, condensed and foreshortened ; or suggests a narrative between two separate spaces ; provides more information about a space than would normally be seen)?
Is the emphasis upon mass or void ? How densely arranged are components within the artwork or picture plane? What is the relationship between object and surrounding space (i.e. compact / crowded / busy / densely populated, with little surrounding space; spacious; careful interplay between positive and negative space; objects clustered to create areas of visual interest)? What is the effect of this (i.e. creates a sense of emptiness or isolation; business / visual clutter creates a feeling of chaos or claustrophobia)?
How does the artwork engage with real space – in and around the artwork (i.e. self-contained; closed off; eye contact with viewer; reaching outwards)? Is the viewer expected to move through the artwork? What is the relationship between interior and exterior space ? What connections or contrasts occur between inside and out? Is it comprised of a series of separate or linked spaces?
Would it be appropriate to use space in a similar way within your own artwork?

Use of media / materials

What materials and mediums has the artwork been constructed from? Have materials been concealed or presented deceptively (i.e. is there an authenticity / honesty of materials; are materials celebrated; is the structure visible or exposed )? Why were these mediums selected (weight; color; texture; size; strength; flexibility; pliability; fragility; ease of use; cost; cultural significance; durability; availability; accessibility)? Would other mediums have been appropriate?
Which skills, techniques, methods and processes were used (i.e. traditional; conventional; industrial; contemporary; innovative)? It is important to note that the examiners do not want the regurgitation of long, technical processes, but rather to see personal observations about how processes effect and influence the artwork in question. Would replicating part of the artwork help you gain a better understanding of the processes used?
Painting: gesso ground > textured mediums > underdrawing > blocking in colors > defining form > final details;
Architecture: brief > concepts > development > working drawings > foundations > structure > cladding > finishes;
Graphic design: brief > concepts > development > Photoshop > proofing > printing.
How does the use of media help the artist to communicate ideas?
Are these methods useful for your own project?

Finally, remember that these questions are a guide only and are intended to make you start to think critically about the art you are studying and creating.

How to Describe Art in English: A Comprehensive Guide

An artist is talking about his artwork with another artist

Art has been a medium for expression since ancient times, transcending languages and cultures. Yet, when it comes to articulating our experience with art, words often seem inadequate. In this post, I’ll guide you on how to describe art in English and provide a compendium of expressions to enrich your artistic vocabulary.

To describe art in English, start with a general overview, like “This is an oil painting by…”. Then to talk about the elements and principles, you may say, “The artist uses bold lines and contrasting colors,” and to interpret the mood, say, “The painting evokes a sense of calm.”

Are you looking for a book or a guide to help you learn and improve your English? You may try English Made Easy Volume One: A New ESL Approach: Learning English Through Pictures (Amazon Link) .

For those interested in enhancing their art description skills, the following sections of this article offer a comprehensive exploration. I’ll share some specific English expressions and provide tips to help you describe art in English.

General english expressions to describe art, basic english vocabulary related to art, english expressions to describe colors, english expressions to describe composition, describing elements of art, describing principles of art, #1 start with a general overview, #2 discuss the elements and principles of art, #3 interpret the mood, #4 talk about technique and style, #5 provide a personal perspective, #6 avoid value judgments, #7 practice, practice, practice, sample conversation: describing art in english, in conclusion, 10 frequently asked questions related to describing art in english.

Art is a universal language that communicates ideas, emotions, and stories without uttering a single word. Yet, when it comes to articulating our impressions, interpretations, or feelings about an artwork, we often find ourselves at a loss for words.

But fear not because describing art doesn’t need to be daunting. Equipping ourselves with a handful of simple expressions can go a long way in facilitating our art discussions.

Whether you are an English learner, an aspiring art critic, or just a casual museum-goer, these 25 general English expressions are designed to help you confidently express your observations about different aspects of art.

From color and texture to mood and subject matter, these sentences will assist you in appreciating and conveying your unique perspectives on a wide array of art pieces.

The painting is very colorful and bright.
This sculpture is large and looks heavy.
The artist used dark colors to create a sad mood.
The picture is full of interesting shapes.
This painting is beautiful because it has lots of detail.
The lines in this drawing are smooth and flowing.
The artwork is abstract, so it’s open to interpretation.
I like the picture because it tells a story.
The artist used a lot of blue in this painting.
The figures in the sculpture look very realistic.
This artwork looks old; I wonder when it was made.
The painting has a lot of tiny dots of color.
The drawing uses only black and white.
This piece of art makes me feel happy.
The artist used light colors to create a calm feeling.
I think the painting is about nature because it has many trees and flowers.
The portrait looks just like a real person.
The painting is very simple, but it is still powerful.
This artwork is large and takes up a lot of space.
The colors in the painting blend together nicely.
The artist has used a lot of different shapes in this piece.
The picture is so detailed; you can see every leaf on the trees.
The artwork looks rough because of the texture.
The painting has a beautiful balance of light and dark.
The drawing shows a beautiful landscape with mountains and a river.

Immersing ourselves in the world of art can feel like learning a new language, especially when we come across jargon and terminology unique to the field. To appreciate, interpret, and converse about art confidently, it’s essential to familiarize ourselves with its basic vocabulary.

Recognizing these terms and understanding their meanings can transform our experience from merely looking at art to actively engaging with it. Here are some fundamental art terms, along with their definitions, which serve as building blocks for art description and critique.

How to Describe the Color and Composition of Art

Art transcends the mundane and elevates our experience of reality. It can speak volumes without uttering a single word, and color and composition play a significant role in conveying its message.

Understanding and mastering the language to describe these elements enhances our appreciation of the artwork and helps us articulate our insights eloquently. Let’s delve into how to describe colors and compositions in English using clear and straightforward language.

Describing Colors of Art

Colors are the brushstrokes that artists use to express emotion, set the tone, and bring their vision to life. Understanding the nuances of color can open up a whole new dimension in our appreciation of art.

Hue : When we mention hue, we are talking about the basic identity of a color. For instance, in a landscape painting, the hues could range from the cerulean blue of the sky, and the emerald green of the foliage to the burnt umber of the earth.
Value : This refers to how light or dark a color appears. A sunset painting may show the radiant yellow sun gradually shifting in value to a deep crimson as it dips below the horizon.
Saturation : Saturation speaks about the purity of a color. In vibrant, modern artwork, the artist might use highly saturated colors, such as vivid red or intense purple, to create a dramatic effect.
Temperature : Colors can also be described as warm or cool. A painting may depict a warm, sunny day with tones of red, orange, and yellow or a cool, moonlit night with shades of blue and violet.
The painting uses bright colors like the blue of the sea and the orange of the sunset.
The dark red color of the apple stands out against the light background.
The artist uses very dark and very light colors in the painting, which makes it look more interesting.
The painting uses soft colors, making it feel quiet and peaceful.
The colors in the painting are very pure and strong, which makes it feel energetic.
The painting uses muted colors, which makes it feel old and nostalgic.
The painting uses warm colors in the front and cool colors in the back to create depth.
The painting uses cool colors like blue and purple to make it feel calm.
The painting uses a mix of warm and cool colors, creating a nice balance.
The painting uses warm colors to show a sunny afternoon scene.

Describing Composition of Art

Composition is the architecture of art. The strategic arrangement of elements guides the viewer’s eye and creates harmony or tension within the work.

Balance : Balance in an artwork can be symmetrical, where elements on either side of the work mirror each other, or asymmetrical, where different elements are balanced through size, color, or texture. An artist might use a large, dark object on one side of the painting to balance a cluster of smaller, lighter elements on the other side.
Focus : The focal point is where the artist wants your attention to be first. This could be a contrasting color, a brighter area, or a significant object. In a portrait, the focal point might be the subject’s eyes or a unique accessory they’re wearing.
Space : Space in an artwork can be filled or empty, creating different effects. A still-life painting could show a clutter of objects filling up the space, creating a sense of abundance. In contrast, a minimalist artwork might have plenty of empty space, focusing on a single object to create a sense of simplicity and calm.
Line : Lines in an artwork can direct the viewer’s gaze, create boundaries, or evoke certain emotions. Curvy lines might lead your eye gently around the work, creating a sense of ease and fluidity, while jagged lines could create tension or excitement.
The painting is well-balanced with bright flowers on one side and dark plants on the other side.
The painting is interesting because it balances different colors and shapes in an uneven way.
The bright sun in the middle of the painting draws our attention first.
The single tree in the middle of the painting stands out against the big sky.
The artist leaves the background empty, which makes the decorated vase in the front stand out.
The painting shows a city scene full of buildings and people, making it feel busy.
The artist uses slanted lines in the painting to create a feeling of movement.
The soft, curved lines of the hills contrast with the straight line of the horizon.
The tall, straight lines of the buildings in the painting make them look grand.
The rough, zigzag lines in the painting create a feeling of tension and excitement.

How to Describe Elements and Principles of Art

Art is a visual language. Just as spoken and written languages have alphabets, words, and grammar rules, art has its own set of basic units and principles. Known as the elements and principles of art, these are the fundamental building blocks that artists use to create their work. Understanding these elements and principles enriches our ability to perceive, appreciate, and describe art.

The elements of art are the basic visual components that artists use to create a piece of art. These elements include line, shape, form, color, value, texture, and space. Like the alphabet of a language, they are the fundamental units that make up any piece of artwork. Now let’s learn some English expressions to describe elements of art.

The artist uses straight lines to draw the buildings in the painting.
The painting has many different shapes, like squares, circles, and triangles.
The artist has created a three-dimensional form in the sculpture.
Bright colors are used in the painting to make it look happy and lively.
The painting uses different values, from light to dark.
The texture of the sculpture is rough and uneven.
The painting has a lot of empty space around the main object.

On the other hand, the principles of art are like the grammar rules of the visual language. They dictate how the elements of art should be arranged or combined to create a coherent and compelling work. The principles include balance, contrast, emphasis, movement, pattern, rhythm, and unity. And here are some sentences that can be used to describe the principles of art:

The painting is balanced because it has equal parts on both sides.
The artist uses a contrast between light and dark colors to draw attention.
The artist uses emphasis by making one part of the painting brighter than the others.
There’s a sense of movement in the painting because the lines lead our eyes around the artwork.
The painting has a pattern of repeating shapes and colors.
The artist uses rhythm by repeating lines and shapes at regular intervals.
The painting has unity because all the parts work together and look like they belong.

7 Tips for Describing Art in English

Art comes in many forms and styles, each conveying a unique combination of messages, emotions, and narratives. When it comes to describing art, it’s not about simply saying what you see. It’s about interpreting and conveying the visual language to enrich the viewer’s experience.

Whether you are an art enthusiast, an ESL learner, or a curious observer, here are some handy tips to help you describe art easily and precisely.

Before delving into the nuances of an artwork, it’s essential to provide a brief overview. State the artwork’s title, the artist’s name, the medium used (oil, acrylic, watercolor, etc.), and a basic description of the subject matter.

For example,

“This is ‘Starry Night’ by Vincent Van Gogh. It’s an oil painting depicting a night sky filled with swirling stars above a small town.”

Artwork is more than just its subject matter. The artist uses various elements and principles of art to convey meaning and evoke emotions. Discuss the artwork’s lines, shapes, forms, colors, texture, and space and how they’re arranged concerning balance, contrast, emphasis, movement, pattern, rhythm, and unity.

For instance,

“The painting uses dark, bold lines to create the shapes of the buildings and bright, swirling lines for the stars in the sky. The colors contrast, with the cool blues and whites of the stars standing out against the warm yellows and browns of the town.”

Art has the power to evoke a range of emotions. Try to interpret the mood or emotions the artwork is conveying. What do you feel when you look at it? What elements contribute to this mood?

“The swirling lines and bright colors in the sky give the painting a dreamy and magical feel. It evokes a sense of wonder and awe.”

How an artist applies their medium can say a lot about the artwork. Discuss the artist’s technique and the style of the artwork.

“Van Gogh is known for his unique painting technique. He used thick, visible brushstrokes to create a textured, almost three-dimensional effect on the canvas. This technique, combined with his use of bold colors and expressive lines, is characteristic of the Post-Impressionist style.”

Art is subjective, and different viewers can have different interpretations. Don’t be afraid to share your personal perspective on the artwork. However, remember to back up your views with specific details from the artwork.

“In my view, ‘Starry Night’ portrays a sense of isolation. The town is quiet and dark, while the sky is lively and vibrant, making the town seem distant and removed.”

When describing art, it’s better to focus on the elements of the artwork rather than making value judgments about its quality. Instead of saying whether the artwork is “good” or “bad”, talk about what you see, how the elements work together, and the possible impact of the work.

Describing art is a skill; like any skill, it improves with practice. Spend time with different artworks, practice your observational and descriptive skills, and gradually, you’ll find that you can discuss art with greater fluency and insight. Remember, the goal isn’t to become an art critic but to enrich your own experience and appreciation of art.

Situation: At an art gallery, friends Lisa and Ethan are observing a contemporary painting, and Lisa attempts to describe her interpretation to Ethan.

Lisa: This piece is fascinating. It has a mix of vibrant and muted colors, creating a stark contrast. The brush strokes are quite bold and aggressive, suggesting strong emotions. There’s also a sense of movement, as if the scene is unfolding right before us.

Ethan: I see what you mean. The abstract shapes and the play of light and shadow give it depth. It feels like there’s a story behind this painting, something the artist wants to convey but leaves it open for interpretation.

Describing art is a valuable skill that allows us to engage more deeply with the work, convey our thoughts to others, and appreciate art on a new level. With a broadened vocabulary, an understanding of art principles, and the right expressions, you can confidently share your thoughts and interpretations about any piece of art in English.

Remember, the beauty of art is in its subjectivity; there is no right or wrong way to experience or discuss it. Enjoy the process and allow your understanding of art to enrich your life.

1. Why is it essential to describe art accurately in English?

Describing art allows one to communicate their interpretation, feelings, and understanding of the artwork, fostering appreciation and deeper discussions.

2. What are fundamental terms to use when describing art?

Terms related to colors (e.g., “vibrant,” “pastel”), techniques (e.g., “brush strokes,” “shading”), styles (e.g., “abstract,” “realistic”), and elements (e.g., “texture,” “composition”) are essential.

3. How can one describe the mood or emotion of an artwork?

Words like “melancholic,” “serene,” “chaotic,” or “whimsical” can help convey the emotion or atmosphere of a piece.

4. How do cultural backgrounds influence art descriptions?

Cultural backgrounds can shape one’s interpretation and understanding of symbols, themes, and techniques in art, leading to diverse descriptions.

5. How can I describe art if I’m not familiar with technical terms?

Using everyday language, emotions, and personal interpretations can be just as impactful. Phrases like “This piece makes me feel…,” or “The colors remind me of…” are valid.

6. Are there any etiquette rules when discussing art in a gallery setting?

Speak in a moderate volume, avoid touching the artwork, be open to others’ interpretations, and be respectful of differing opinions.

7. How can I improve my vocabulary for describing art?

Reading art critiques, visiting galleries, participating in art discussions, and studying art history can enhance vocabulary and understanding.

8. How can body language complement art descriptions?

Gesturing towards specific parts of the artwork, facial expressions mirroring the emotions conveyed by the piece, and posture can enhance verbal descriptions.

9. How can I teach children to describe art?

Encourage them to express their feelings, use colors and shapes in their descriptions, ask open-ended questions about the artwork, and introduce them to basic art terms.

10. Is it essential to know the artist’s background when describing art?

While not mandatory, understanding an artist’s background, influences, and intentions can provide context and depth to one’s interpretation and description.

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Niaj A A Khan

Niaj A A Khan is an ESL Instructor with over 8 years of experience in teaching & developing resources at different universities and institutes. Mr. Khan is also a passionate writer working on his first book, "Learn English at Ease."

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How to Describe a Painting: 10+ Phrases to Talk About Art

Art is eternal. Many paintings created hundreds of years ago still inspire and excite us. But it’s also a great topic for conversation with friends or strangers. So, knowing how to describe a painting in your native language and English is essential. And, of course, we are here to help!

In this article, you will learn the best tips for describing a piece of art and understand the importance of such a process. So whether you need it for school or you are going to visit a museum, keep reading! You will find everything you need below.

How to describe a piece of art: General tips

You probably think describing art is effortless. Just say some adjectives, explain the colors and composition, and you’re done. Well, it might be enough for art classes. Yet, in real life, we want you to be more prepared. Here is one of our favorite examples of describing a painting. In the Theory of Everything movie, Eddie Redmayne, a.k.a. Stephen Hawking, says that Turner’s paintings usually look like they’ve been left out in the rain. It is not the description we used to hear, but it is still valid.

As you can see, you have genuinely enough ways to describe a painting. But since it might be hard to navigate at first, we created a step-by-step guide to help you understand what details need more attention and what to talk about during your next visit to the gallery. So, how to describe paintings properly?

Describe your impressions

When discussing a particular painting at the gallery, express your feelings about it. Do you like it or not? Does the picture make you happy or sad? And why does it give you such a mood – because of the colors, composition, or maybe its background history?

For example, you can say that the picture makes you sentimental because the woman in the foreground reminds you of your granny, whom you haven’t seen for a while. Or, for example, it makes you calm because you enjoy the sea view. You can use many adjectives to describe your feeling regarding any piece of art. Here are some of them:

Positive emotions: inspired, joyful, satisfied, interested, happy, serene, nostalgic, sentimental, excited, impressed, powerful, fascinated, etc.
Negative emotions: disappointed, sad, moody, gloomy, unsatisfied, scared, nervous, angry, depressing, disgusted, etc.

Don’t be afraid of telling the truth about your feeling regarding any art. Of course, there is no need to be rude – you don’t have to offend an artist and their work. But you shouldn’t tell untruth as well. If you don’t like something, pay attention to your feelings, and try to explain what exactly makes you feel that way. The excellent hack is to share your first thoughts when you see a particular picture for the first time. And when you are finished with this step, you can proceed to the next one.

Describe the composition

You can now talk more particularly about the chosen work of art after conveying your feeling from the picture. And the best thing to start describing it is to explain the composition. In layperson’s terms, you need to tell what is depicted on the canvas. You can use these common expressions and words to describe art composition:

in the foreground/background, in the middle, on the right/left side, next to, in front of;
asymmetrical, symmetrical, centered;
urban landscape, suburban landscape, rural landscape;
a historic site, domestic setting, intact nature;
horizontal, vertical, circular, triangular.

For example, let’s look at the Mona Lisa (we are confident you’ve seen this one before). What can you see in this famous painting? There is a beautiful woman in the foreground . She has long black hair and wears a black dress. In the background is a natural landscape – a river, mountains, and a road.

You can be more general when talking about the painting’s composition. Just describe what you can see in the foreground and background, the main shapes of the picture, what is in the center and what is in the distance, etc. The best advice for this step is to tell everything you see, even the smallest details.

Describe the colors

Colors are integral when you need to describe a painting. Of course, we are not telling you to go to the gallery and stand in front of pieces of art saying they are red or yellow. It would be a little bizarre. You can try some other things instead. Here are some adjectives you can use to explain the color palette of the painting:

bright, vibrant, vivid;
hot, cold, warm, cool;
natural, artificial, earthy, rich, intense;
deep, flat, weak, pale, muted;
complementary, quiet, contrasting;
dark, light, monochromatic.

Take a look at the painting and try to identify your impression of the colors used. Are they good together? Do they fit the overall idea and composition? Can you identify the primary color palette and what it is? Are there any specific colors you can notice? The more details your eye can catch, the better your description will be. Try to feel the atmosphere the artist created using a specific color and explain it.

Describe the scene

When describing a composition, you explain only the things pictured in the painting. But when discussing the scene, you create your own story based on the painting. Of course, it would be harder to describe the landscape scene because you can only guess the place’s location, city, or country here.

But if there are any actions, and you feel a little creative, you can imagine the story behind this picture and add it to your description. Let’s get back to the legendary Mona Lisa. You probably know there are many stories about this masterpiece. So, why don’t we create another one?

Take a look at this painting once again, and try to guess a few things. Who do you think this woman is? Maybe she is the wife of the artist. Perhaps she is his mistress. Or possibly, she is just the famous lady of that time, and it’s a custom painting. Where does she live? We know that Da Vinci was born in Italy but spent his last days in France. Hence, maybe it is one of those countries? The number of options is countless. You can choose any picture and make your own vision of it.

Describe the history

Generally, four previous steps would be enough to describe a painting. But if you have a bit more spare time and want to impress whoever you will discuss the art with, you need to do some research.

Start with the information about the artist. Find out their date and place of birth, the genres they were working with, and some major events in their life. When you know something about the artist, it will be easier for you to keep the conversation going. Moreover, it will significantly simplify the painting-describing process.

After learning some basics about the author, research the information about the painting. Try to learn as much as possible about the events or people pictured on the piece of art. It may be a famous historical event or figure. Maybe, it is the sibling of the artist. The more you find, the better you will understand the painting.

Of course, if you’ve decided to do this research, you should skip step four. It won’t be easy to guess and create your versions when you know exactly what the picture is about. But to mention the painting’s history, you need to be sure that you’ve found only relevant information. So pay attention to the smallest details to avoid misunderstandings and confusion.

Why is it important to learn how to describe a piece of art?

You might think that describing a painting can be useful only at the museum or in your art class. But we can show you that it is not entirely true. This simple process can bring you more benefits than you can imagine. Here are only a few of them:

Improving your speaking and writing skills. Of course, since we are here to study English, the first benefit is connected to our learning process. When you learn words to describe the painting, you expand your vocabulary, understand how to build sentences, and use them in your speech and writing.
Learning to understand yourself. Yes, you’ve read it correctly. As we mentioned earlier, one of the best ways to describe art is to start with your feelings. And when you realize what you feel regarding some painting, you will learn how to listen to yourself in other situations.
Imagination development. You probably remember that in step four of describing a painting, we offered to define a scene using your imagination – guess what is going on, and create your version of events. It will help you develop your fantasy and imagination and become even more creative.
Increasing knowledge. You already know that to describe a piece of art better, you need to find some information about the artist and the historical background of the painting. It will help you to increase your knowledge of various topics, so you will always be an interesting person to communicate with.

Only these four benefits can show you how much profit you have from learning how to describe art. You can use them to discuss paintings, even in your native language. And if you want to master this topic in English, we know precisely how to help you reach this goal.

Learning the best words to describe a painting with Promova

If you are an avid reader of our blog, you probably know our main motto – studying doesn’t have to be boring. And if you still think that describing art in English is tedious, we are ready to prove you wrong. The Promova English studying platform is the best place to learn all the steps mentioned above, but make it easy and fun. There are a few studying options depending on students’ needs. And we will tell you about each one of them.

Let’s start with those who seek help from professional tutors. If it’s you, we have a perfect solution. Promova offers amazing one-on-one lessons with professional teachers . They will prepare a unique plan according to your experience level, studying goals, and interests. As a result, you will start learning only the information pertinent to you and bypass all the useless details.

You can join our friendly and exciting group classes if you need company. It is an outstanding opportunity for those who want to practice speaking. Depending on your English proficiency, you can join any group of six students and begin having fun right away. You can talk to people worldwide, discuss interesting topics, and strengthen your language skills.

Another great option is suitable for those who don’t want to study general information but want to practice speaking and discuss various topics more. Yes, we are talking about our wonderful speaking club . Here, you can discuss art, books, movies, and other amazing topics with students from various countries. And the best thing is that it is free! Go to the Promova website , choose the subject you want to discuss, and book your place. Just as simple as that!

Finally, we have something great for those who prefer to study independently. The Promova app is perfect if you want to practice English alone, anywhere, and anytime. Install the application on your phone or laptop, and enjoy hundreds of lessons and exercises on grammar, vocabulary, speaking, pronunciation, listening, etc. The application is also free, so you can enjoy it immediately. Don’t hesitate, and check one of those opportunities to find the one that suits you best.

All in all, discussing a particular piece of art might be more tricky than you thought. But with minimal preparation, you can become a personal guide for your friends on your next visit to the gallery. All you need to do is to remember some basic steps for describing a painting.

Find out more about the art and the artist. Scroll through the Internet and visit famous websites like the National Gallery of Art to find information about the chosen painting. Describe the background history of the author and the painting.
Describe your own feelings about the piece of art – what emotions does it evoke?
Discuss the composition of the painting – what you can see in the foreground, in the background, etc.
The next step is to mention the colors of the painting – what are they?
Finally, you can tell the story of the scene. If you’ve done the research mentioned in the first step, you can skip it since you’ve already discussed it. But if you don’t know what is going on, just turn on your imagination and try to guess.

These five steps are the general plan for describing a picture in English. You can use them for discussing art in your mother tongue as well. And if you need some practice, please describe your favorite painting in our comments section. We will be happy to learn more about the art you like.

How to describe a painting in English?

To describe a piece of art, find out more about the artist and tell the background history of the painting. Then, discuss the composition, color palette, scene, and your impressions of the art. Finally, use many adjectives to show various details of your chosen masterpiece.

Is it necessary to learn how to describe art?

Although it is not mandatory knowledge, it can benefit your English and general studying. For example, learning to describe a piece of art can help you practice speaking and writing, expand your vocabulary, develop your imagination, and increase your general knowledge.

How to talk about my impressions of a particular painting?

First, you need to determine what emotions the art evokes. Try to understand whether they are positive or negative. Then. when it’s done, try to specify your feelings. Does the artistic composition make you happy or sad, excited or disappointed, satisfied or disgusted? After you know exactly what emotions the painting evokes, try to find and explain the reason for it.

How to describe a scene in the painting?

If you don’t know the historical background of the piece of art, you need to appeal to your imagination. First, try to guess the story of this painting – who is painted here, what is this character doing, if they are rich or servants, where are they going, etc. Then, imagine yourself as the artist – what meaning would you put into the painting if you were its author?

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Ielts vocabulary – art.

Watch and learn new IELTS vocabulary about Art from a native English speaker.

The video contains a full high band IELTS model answer. Grab a pen and paper and write down any new words you hear. There are also English captions to help you follow along.

Vocabulary:

modern art – art of a style marked by a significant departure from traditional styles and values, in particular that created between the late 19th and the late 20th centuries. “she had a strong interest in modern art”
performing arts – forms of creative activity that are performed in front of an audience, such as drama, music, and dance. “a centre for the performing arts”
trend – a general direction in which something is developing or changing. “an upward trend in sales and profit margins”
installations – an art exhibit constructed within a gallery. “a video installation”
exhibits – public display (a work of art or item of interest) in an art gallery or museum or at a trade fair. “only one sculpture was exhibited in the artist’s lifetime”
show up – arrive, appear
debate – discuss or politely argue about a topic
symbolises – be a symbol of
pick – choose, select

Go back to find more IELTS Vocabulary: https://markteacher.com/ielts-vocabulary/

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Home Essay Samples

Essay Samples on Art

While it may seem easy to compose essays about art, it’s not really so because you have to offer background information in your introduction part and explain why some exhibition or a school of thought is important. This should go to your first paragraph because your purpose is to inspire your readers and provide enough background information. When you already have a prompt that must be followed, determine what kind of essay must be written. It can be a descriptive essay, which is great for a description of the works of art or photography. Some other cases may require working with an explanatory tone where you have to explain why an artist has chosen certain palettes or what has been an inspiration. See various free art essay examples below for inspiration. It also helps to learn how to structure your writing and implement quotes or footnotes that are used to highlight the images. Remember to focus on the ways how to cite images and multimedia elements, depending on the chosen style. Your writing should address every image that you have by checking twice with the grading rubric to ensure that you use the sources that may have already been specified.

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Art Vocabulary: Seeing and Showing

This page begins with a short essay to demonstrate art vocabulary. The rest of the page gives some explanations to clarify word meanings and show the differences between related words.

An Essay on Art Vocabulary

Art is all about perception-- the way a person experiences reality-- and then about communicating that vision to others.

Artists use various media to express their view of reality. A painter uses paint, a sculptor, clay or wood, stone or metal (designing in 3-dimensional space, using volume as well as the lines and color a painter uses), an architect designs buildings, an author uses words, a dancer uses movement, a composer writes music and a musician performs it.

Each artistic medium (paint and canvas, clay or stone, words or music) has its own advantages and limitations. Each requires different technical skills, but they have many things in common. Most of all, they are means for expressing artists’ perspective or way of looking at life.

Much art vocabulary can be divided into words related to perception and then words related to demonstration: seeing and showing.

Many of the words are synonyms, but their shades of meaning provide different options to express as clearly as possible what an artist is doing.

Some Explanations of Art Vocabulary: Seeing

Art Vocabulary. A picture of a man looking t paintings, with a quote: "Develop your senses-- especially learn how to see. Realize that everything connects to everything else."-- Leonardo da Vinci

To perceive is to receive information from the senses: to see, hear, smell, taste, or feel something.

Perception (a noun), thus describes the evidence of the senses, and something that is perceptible can be sensed.

Aspects are different angles of something, or the way it appears when looked at from different directions.

Perspective , from the same root as aspects, also involves how you look at things. It’s concerned with the position from which you see things-- your point of view.

Artists use perspective to show distance, making distant people or buildings or trees smaller than ones that are close to the viewer.

Vision, visual, and video all come from the Latin verb videre- to see.

Vision can mean the sense of sight. It can also mean a person’s understanding of life or art that they want others to see as they see it. Martin Luther King’s “dream” speech described his vision of a future America in which race was no longer important. ‘

Visual ’ is an adjective that means things that are seen. Visual arts are arts that can be seen. To visualize is to imagine-- to see a picture in the mind.

Survey originally comes from that same root, via the French word for oversight. It can be a verb or a noun, with several different meanings: to take a broad overview of a subject (like a general “survey of literature” course in college), or to make a detailed examination.

George Washington worked for a while as a surveyor : a technical job measuring and marking land boundaries to establish ownership. Now the most common meaning of a survey is a poll to learn how people feel about a subject by asking a random sample of people their opinions about it.

Art Vocabulary: Showing

To illustrate (from the Latin root for ‘light’) is to give a picture, example, or story to make your meaning clear. (It focuses light on the subject.) An illustration is a picture (most often), explanation, or example. Illustrators draw or paint pictures to illustrate books or magazines.

To demonstrate is to show how to do something. (The noun is ‘ demonstration .’) (A demonstration can also be a large group showing their feelings about a political problem, usually with loud protest.)

To display or to exhibit is to present or show artwork, products, etc. (To put things where others can see them.) A display is an exhibit like that.

An exhibition is a display of many similar products, works of arts, or performances. For example, a school might have a science fair exhibition, where students display their science projects. Each individual project would be called an exhibit.

Equipment is the tools and other things needed for an activity. A painter’s equipment might include paint, brushes, and an easel; baseball equipment includes bat, ball, bases, gloves, etc. To equip is to provide the necessary tools or equipment. For example, a poorly equipped army does not have the weapons it needs.

‘ Media ’ (the plural of ‘medium’) has several meanings. It can be the materials artists use: their means of expression. It also refers to the ways to communicate information.

If you read “the media,” it’s usually referring to various news-gathering organizations: reporters, newscasters, newspapers and magazines, radio and T.V. and online information sources.

‘ Medium ’ can refer to one means of expression (as above.) More often it means ‘in the middle’-- a medium-sized shirt is between a little and a big one; a medium-rare steak is between raw and ‘well-done’ (fully cooked).

(We also call a person who claims to be in touch with the spirit world a ‘medium’-- probably because he or she would be a means of communication between worlds.)

Artists often use symbols to express their ideas. A symbol is a way to represent an abstract or complicated idea without a long explanation. For example, flags are symbols of their countries; the sun can symbolize light and a knife might symbolize violence.

Sometimes artists will use familiar symbols in uncommon ways to change their audience's perspective or make them think more deeply about their assumptions -- common ideas accepted without much thought or examination.

To trace is to follow (go over) a line with a finger or pencil, to follow a line of information, evidence, or footprints. A trace can be that evidence, but it more commonly means a very small amount: “Don’t drink that water. They found traces of arsenic in it.”

To transform is to completely change the form of something. The Internet has transformed (or caused a transformation in) the way we find and share information.

Artists are often unconventional . ‘ Convention ’ has two meanings-- a usual way of doing things, or a big gathering (from the Latin for ‘come together.’) People who act conventionally act like most people in their society. They do what others would expect.

Artists tend to dress, act, and express themselves unconventionally -- differently than most people. They are concerned with expressing their individual visions of reality.

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Learn IELTS Vocabulary: Art

Oct 18, 2023 | IELTS Test

image for articlle on learning ielts vocabulary when the topic is art

IELTS Speaking Test Sample:

Art has been a common topic and often appears as a Part 1 question set, e.g Painting and Drawing, or as a Part 2 subject (see the example below).

Read the following speaking-style questions, paying close attention to words you don ’ t know and the words in bold. There are definitions for the words in bold at the end of the page.

Before you read the conversation, you might like to download this free PDF quiz and have a go at completing the blanks.

Part 1-style questions

Examiner : Did you enjoy growing up in your hometown?

Candidate : For the most part , I did. We lived on the edge of town, not far from the countryside, and so my friends and I were able to enjoy activities like riding our bikes to have a picnic somewhere, for example by a river, where we could also go swimming.

There was also a public park with playing fields close to our home, so we could go there to play football after school or on the weekends.

Examiner : What would you recommend a tourist do in your hometown?

Candidate : Hmm…..It’s not a large town so, frankly , it doesn’t usually attract large numbers of visitors. But one place I guess would be interesting is a large miniature railway layout near the town centre, that was built about 90 years ago by a wealthy factory owner. It’s got stations, tunnels, a castle, farmlands, and you can ride on the train itself. That’d be special fun for families with young children.

Examiner : Do you think you will live in your hometown in the future?

Candidate : Well, probably not. I mean…I’ll always have a strong attachment to it, and with family and good friends still resident there, I’ll go back for regular visits. But job opportunities are limited, and for graduates like myself, there will generally be more, and better paying, positions in the large cities.

Examiner : Let’s talk about friends. Do you have a lot of friends?

Candidate : I’m not sure what constitutes a “lot.” I guess I’m probably average in the number I’d consider a friend, which is more than just being an acquaintance or someone you know in passing. For close friends that I’m in contact with more often, there would be say five or six.

Examiner : What do you like to do when you get together with your friends?

Candidate : Let’s see…… A number of things. We might meet for a meal, or just a chat over coffee or tea at a cafe. Sometimes there’s a sports event like a local football or tennis match that we’ll go to. We’re generally quite a sports-minded bunch .

We also like pop and rock music, so if there’s a concert on that we can get to, we’ll generally make an effort to go.

Examiner : How long have you known your oldest friend?

Candidate : Oh…many years now. That would be Jennifer, whom I’ve known from early days at primary school. We hit it off right away, and have been great friends ever since. Unfortunately, for me that is, she left two years ago to study in Australia, but we still get together when she’s back in our hometown during vacation time.

Examiner : Do you think you’ll make new friends in the future?

Candidate : I think so. I hope so. When we start work in a company or organisation, we’re normally going to find colleagues with whom we work and socialise, and some of them are likely to become true friends.

Plus, social media means we can make contact with several new people with whom we share interests and experiences. Even if we can’t meet in person, we can still converse face-to-face online and get to know each other to the point that it’s reasonable to say we are friends.

image of some paintbrushes with a blank canvas in the background

Describe a piece of art you like.

You should say:

what the work of art is
when you first saw it
what you know about it

and explain why you like it.

Candidate : An oil painting I like is called The Flowers of Evil , by the Belgian artist Rene Magritte. It was painted I think in 1946, and I first saw it in a book on 20 th Century modern art which I borrowed from the university library in my first undergraduate year. Art wasn’t in my course of subjects, but I saw this large book on display as a new acquisition on a table in the library, and as soon as it became available to borrow, I took it out.

The painting is in what they call a surrealist or symbolic style. This kind of style is not everyone’s cup of tea , for sure, but I generally find it engaging. Magritte painted a number of other well-known artworks in this fashion too, which I also find interesting. He usually took everyday objects or figures and put them into odd situations, which are kind of thought-provoking.

Flowers of Evil shows a female nude from head down to her knees, and in some way she looks like a sort of sculpture. Her colour I suppose would be described as flesh-toned, but it’s kind of very creamy and exaggerated. She has a rather blank expression, and her right side is largely in shadow. Her right hand rests on what looks like a large piece of stone, and her left hand holds a single flower pointing downwards – it looks like a rose, again kind of flesh-coloured.

She’s posed between two red curtains or drapes behind, and it looks like the sea or maybe a lake in the distance beyond her.

I believe the original painting is held in a museum in Brussels. If I ever get to Europe, I’ll make an effort to go and see it if I can.

Then, why do I like it? Well, it’s really an intriguing piece, isn’t it? Why is it called “Flowers,” plural, when there is just one flower and it’s hardly the main feature in the scene? How can flowers be “evil”? There’s so much more I’d like to know about why Magritte chose that title. In French it’s Les Fleurs du Mal , which is also the title of a book of poetry by the poet Baudelaire from the mid-19 th century. I understand Magritte was a great reader, so it would seem there’s some kind of connection he saw there.

Anyway, it’s always fascinated me since I first saw it. Last year I ordered a large print of it online, which is now framed and hanging on my bedroom wall.

Examiner [follow-up question]: Thank you. Are you generally interested in art?

Candidate: I wouldn’t go so far as to describe myself as an art lover, but yes, it’s fair to say I’m quite interested in seeing different styles. I sometimes go to art exhibitions at our local museum.

Part 3-style questions

Examiner : So we’ve been talking about a piece of art you like. I’d like to ask you one or two more general questions on the subject of art.

What kind of art do people in your country favour if they want something in their own home? [Evaluate]

Candidate : Different people have different tastes, but most older Chinese people would probably choose something in a traditional or classic style. Typically, water colours showing scenes such as someone fishing on the river, horses running in a field, fish, flowers and so on. Quite often with some kind of calligraphy here too. But younger people nowadays are quite likely to go for something more modern, possibly more abstract, whether Chinese or western in origin.

Examiner : Do you think schools should have at least one class a week devoted to art in some way? [Agree/Disagree]

Candidate : Certainly. Especially for elementary and junior high school level. Giving pupils even, say, just an hour a week to learn about art and to paint and draw themselves is a great break from constantly studying the core subjects. Some who are naturally talented can develop their skills further, if they have an experienced teacher, and even those who are not so gifted can still have the chance to express themselves … be a bit creative.

Examiner : Do you think something produced by AI can really be regarded as art? [Agree/Disagree]

Candidate : That’s really a tough one, isn’t it? I’m just not sure, one way or the other. This is an area of technology that is advancing so quickly, and it’s quite controversial with AI programs able to write whole stories, compose music, and draw or paint to instructions.

I have to say, for me there’s something that just doesn’t sit quite right about the idea of a computer program producing true artwork, rather than a human. Although, looking at it from another viewpoint, all the computer is doing is calling on all the previously human-sourced elements and styles to come up with its output. Perhaps the test is to ask someone what they think of a particular graphic production without telling him or her that it is AI-generated ? If they say, for example, “That’s really beautiful,” or “That’s certainly interesting,” on what basis would we argue with their opinion

Definitions for IELTS Achievement Vocabulary

sandy millar Kl4LNdg6on4 unsplash scaled

For the most part — This is just a variation of saying mainly, principally , or mostly.

Frankly — This, and to be frank , is very similar in meaning to honestly, to be honest, in fact or actually.

Constitutes – To constitute (something) is a higher-level way of expressing to make up, to form, to qualify as, or to be seen as.

Bunch – When used in this context to describe people, it is an informal alternative to group .

Hit it off – an informal way of saying to get on well together. Similarly, you might hear someone say “We clicked.”

Surrealist — If something is described as surreal , it is seen as very strange, odd, and not what one would normally expect to see. The Surrealists were artists and writers whose work was in this style, intended to be thought-provoking in some way. Famous artists besides Magritte include Salvador Dali and Pablo Picasso, while authors include Jorge Luis Borges , Kurt Vonnegut , and some of the works of Franz Kafka .

Cup of tea — An idiom, meaning not to one’s taste, favour or liking . (Note that it is always expressed in a negative form. It would sound odd to the listener if you were to say you found something to be your “cup of tea.”)

Engaging — In this context, it means interesting , or attracting one’s attention in some way.

Intriguing — This is somewhat similar to engaging, but with a rather stronger implication, similar perhaps to fascinating. If something intrigues us , it generally suggests there is something of a mystery or something unknown about whatever is in question.

Advancing – Moving forward or making progress, often in the context of technological development.

Controversial – Causing disagreement or discussion due to opposing opinions or views.

Doesn’t sit quite right — This is a slightly informal way of saying something doesn’t seem or feel quite right or correct . (Note that similar to cup of tea above, it is always expressed in the negative form.)

Graphic Production – The creation or generation of visual images, designs, or artwork, often digital or computer-generated.

AI-Generated – Produced or created by artificial intelligence (AI) systems or programs.

Practice Your IELTS Achievement/Goal Vocabulary

Record yourself answering this question and send it to us for professional feedback.

Our feedback is based on the official IELTS Speaking Descriptors and will give you precise information on how to improve.

We will publish the details of this service and its prices soon. In the meantime, you can contact us here if you would like to be one of the first.

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A 12th grade artist with a passion for NASA and space took home the top prize for the 2024 NASA Student Art Contest, a nationwide competition hosted by NASA’s Langley Research Center in Hampton, Virginia.

Esther Lee, of Washington State, was selected as the grand prize winner for her submission “Beyond Imagination,” which depicts a young girl and her dog in a cardboard box exploring the universe. Lee said she was inspired by memories of her adventurous childhood.

“The underlying inspiration from this piece actually originates from childhood memories. As a kid, I used to sit down in cardboard moving boxes and shuffle along the carpet or wood floors, pretending that I was a pirate or adventurer on a ship exploring the vast unknowns,” Lee said. “Ultimately, I wanted my piece to capture that same childlike innocence and joy from all those years ago.”

Lee’s piece stood out among a crowded and creative field. This year’s theme, “Connecting the Dots”, encouraged K-12 students to explore innovative ideas about the intersection of science, technology, and art.

Art contest coordinator, Kristina Cors, said this year’s contest, which brought in more than 2000 entries, was one of the best. “The art contest received a record number of entries this year and the quality of the art was absolutely incredible. From the impressive skills of our winners to the joyful imagination of our youngest entries, each piece represented an excitement for exploration and creativity,” remarked Cors.

Lee’s victory is a product of years of continued efforts and inspirations, as well as a personal interest in NASA’s missions and space science. “I’ve been drawing on and off since elementary school. As I had more time during the pandemic, I had the opportunity to explore digital art more seriously. NASA and space have always been a huge inspiration for me,” she said.

Using the software Procreate on her iPad, Esther took her interpretation of the prompt “Connect the Dots” skyward by imagining a connection between dreams and reality. She said “Beyond Imagination” emerged from a personal philosophy. “As a child, your dreams could take you far beyond your ordinary world. Equipped with just a cardboard box, paper hat, and plushies, you could travel all the way up to space and beyond. Your future is only restricted by your imagination.”

To view this year’s contest submissions, click here .

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Min Han and Arthur Nozik join a distinguished cohort that includes George Clooney and Jhumpa Lahiri

Min Han , a University of Colorado Boulder distinguished professor of molecular, cellular and developmental biology , and Arthur Nozik , a CU Boulder research professor emeritus of chemistry , have been named 2024 member s of the American Academy of Arts and Sciences, a cohort that includes Kristine Larson , a CU Boulder professor emeritus of aerospace engineering sciences.

The 250 members elected in 2024 “are being recognized for their excellence and invited to uphold the Academy’s mission of engaging across disciplines and divides,” according to an American Academy of Arts and Sciences announcement. The Academy was founded in 1780 to “help a young nation face its challenges through shared purpose, knowledge and ideas.”

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The American Academy of Arts and Sciences was founded in 1780 by John Adams, John Hancock and 60 colleagues who "understood that a new republic would require institutions able to gather knowledge and advance learning in service to the public good."

“We honor these artists, scholars, scientists and leaders in the public, non-profit and private sectors for their accomplishments and for the curiosity, creativity and courage required to reach new heights,” noted David Oxtoby, president of the Academy, in the announcement. “We invite these exceptional individuals to join in the Academy’s work to address serious challenges and advance the common good.”

The 2024 cohort also includes actor and producer George Clooney, author Jhumpa Lahiri and Apple CEO Tim Cook.

Han’s research uses Caenorhabditis elegans and mouse models to study diverse biological problems related to animal development, stress response, nutrient sensing and human disease by applying both genetic and biochemical methods.

He and his research colleagues in the Han Lab work to identify and analyze mechanisms by which animals sense the deficiency of specific nutrients, including lipids, nucleotides and micronutrients, and regulate development, reproductivity and food-related behaviors.

Nozik, who also is a senior research fellow emeritus at the National Renewable Energy Laboratory in Golden, has researched the basic phenomena at semiconductor-molecule interfaces and the dynamics of electron relaxation and transfer across these interfaces. The CU Boulder Renewable and Sustainable Energy Institute’s Nozik Lecture Series is named in his honor.

Previous years’ CU Boulder nominees include Henry Kapteyn , Karolin Luger , Alison Jaggar and Natalie Ahn , among many others. In all, 42 CU Boulder faculty members have been named American Academy of Arts and Sciences fellows.

Top image: Min Han (left) and Arthur Nozik.

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The Teen Trend of Sexual Choking

More from our inbox:, emergency abortions and the supreme court, our father, who led columbia, would be saddened today, hiring discrimination, trump’s own ‘fake news’.

A pile of bed linens on a night stand next to a bed.

To the Editor:

Re “ Why We Need to Talk About Teen Sex ,” by Peggy Orenstein (Opinion guest essay, April 14):

As a psychotherapist and psychoanalyst who has worked for decades with teens and college-age students, I’m disturbed but not surprised by the trend of choking during sex.

Choking is obviously very dangerous, and unfortunately, social media has made this once uncommon practice more mainstream.

Education is the key with both our youth and parents. Yes, sexual strangulation needs to be part of ongoing conversations about safe sex practices. There clearly needs to be more accountability about this behavior.

There is a line, a boundary, where rough sex, whether it’s consensual or not, crosses into danger, causing devastating long-term effects for participants.

Arden Greenspan Goldberg San Diego

While reading this essay, I was reminded of how feminist writers and activists waved warning flags about the pernicious effects of pornography on women back in the 1970s and ’80s. They published books and essays on the subject, marched in demonstrations and spoke out in the media. They were continually derided as prudes and censors.

Decades later, with violent porn pervasive online and a generation of young women subjected to the sadistic sexual violence normalized by porn, it turns out those prudes and censors were actually Cassandras.

I thank Peggy Orenstein and the researchers in this story for bringing new attention to the issue.

J. Jamakaya Milwaukee

I taught a course on human sexuality to college students during the AIDS epidemic. When I heard about sexual strangulation, I considered briefly: Should I link this practice to arousal and orgasm when speaking to these high-risk young people? I knew that many would then experiment. I chose not to mention it, but I taught them, through role play, how to verbally refuse inappropriate sexual invitations.

Today, I hope instructors in my position will discuss with their students sexual strangulation with a potential partner and help them practice responding to sexual pressure.

Pornography makes partners look willing. Evolution favored a strong sex drive. The planet doesn’t need it anymore.

Elizabeth Powell St. Louis The writer is the author of “Talking Back to Sexual Pressure.”

Re “ 5 Takeaways From the Supreme Court Arguments on Idaho’s Abortion Ban ” (nytimes.com, April 24):

Reading about the hearing at the Supreme Court, I was taken aback at the careful attention some justices paid to ensuring that physicians whose conscience precludes them from performing abortions are excused from violating their beliefs. But some doctors are being forced to violate their conscience by being prevented from performing an abortion on patients whose precarious condition might decline precipitously without such a procedure.

Being forced to refuse medically indicated aid, knowing that the dire consequences violate the Hippocratic oath to do no harm, is an affront to their consciences, which must be considered with the same attention.

Susan Swartz Philadelphia

Re “ On Emergency Abortion Access, Justices Seem Sharply Divided ” (nytimes.com, April 24):

You write that since the Dobbs decision overturning Roe v. Wade, uncertainty about the parameters for legal abortion in several states has led to complaints about doctors being forced to “think like lawyers.”

I am equally concerned that complex medical decisions are being made by nine lawyers being forced to think like doctors.

Jon D. Morrow New York The writer is an obstetrician-gynecologist.

Our father, Michael I. Sovern , played a leading role in resolving Columbia’s 1968 protests. He served as Columbia’s only Jewish president, from 1980 to 1993, and helped negotiate a peaceful end to weeks of anti-apartheid demonstrations.

We cannot know what our father, who died in 2020, would do if he were still president, but we have no doubt he would be deeply saddened by what is happening at the university that he loved and served for more than 60 years.

We believe that he would not want politicians and outsiders not affiliated with Columbia to exploit sincere student protest for their own gains, and, as in the 1980s, he would want protesters to ensure that they do not keep the university from providing the excellent education from which he and so many others benefited.

Finally, we know he would agree that anyone expressing opposition to the Israeli government or Hamas should not make Jewish or Palestinian students feel attacked or unsafe.

Jeff Sovern Elizabeth Sovern Doug Sovern Julie Sovern

Re “ Study Uses Fake Résumés to Measure Bias in Hiring ” (The Upshot, April 15):

The study on hiring discrimination in large U.S. companies, as reported in your story, highlights the importance of social capital in landing a job, especially for people of color.

The study found that even with equivalent qualifications, applicants with Black-sounding names were contacted by employers nearly 10 percent less often than those with white-sounding names.

In a world where such discriminatory hiring practices persist, the ability to build social capital — the relationships and networks that help open doors and advance someone in their career and life pursuits — is paramount.

Research shows that social capital — and in particular, cross-class relationships — is the greatest predictor of economic mobility. Educational institutions, from high schools to community colleges and trade schools, should prioritize helping students build social capital.

By teaching them how to build relationships, facilitating connections with industry professionals, creating mentorship programs that pair students with successful alumni, and, most important, teaching students how to make meaningful requests of those alumni, we can put more people on the path to successful careers.

Because opportunity should hinge on merit, not a name.

Nitzan Pelman Berkeley, Calif. The writer is C.E.O. of Climb Hire Labs, a national nonprofit teaching students and job seekers the art of building social capital.

Re “ Witness Recalls Burying Stories to Shield Trump ” (front page, April 24):

Finally, we have a rather compelling example of that “fake news” that Donald Trump has been ranting about for years.

He not only sought to bury damaging stories. It turns out that he and his fixer, Michael Cohen, working closely with David Pecker, the publisher of The National Enquirer, also concocted and released wholly untrue stories about his political opponents (for example, “Donald Trump Blasts Ted Cruz’s Dad for Photo With J.F.K. Assassin”). So says Mr. Pecker, under oath, in a Manhattan courtroom.

James P. Pehl Marlborough, Mass.

IMAGES

Art Vocab Bank and Sentence Starter help sheets
Art Vocab
Art Vocabulary
016 What Is Art Essay Example ~ Thatsnotus
Vocabulary for essay writing
Art Critique Words

VIDEO

English Vocabulary Lesson6
Illuminated Manuscripts defined
Art Criticism defined
Test Your Vocabulary With This Image Quiz
Value defined
Movement defined

COMMENTS

Words to Describe and Critique Art
To talk about paintings, and art in general, you need the vocabulary to describe, analyze, and interpret what you're seeing. Thinking of the right words becomes easier the more art terms you know, which is where this list comes in. The idea isn't to sit and memorize it, but if you consult the word bank regularly, you'll start to remember more ...
The Arts Vocabulary
On this page you will find the arts vocabulary. This could come up as an essay question (see the link to a model essay at the bottom of the page) as well as in the other modules of the test. The arts include the visual arts such as what you see in art galleries (i.e. paintings, scuptures), the literary arts like books, and the performing arts ...
How to Talk About Art in English
The best way to feel confident discussing art in English is to learn the words and phrases commonly used in the art world - and that's exactly what this article will help you to do. outrageous. very unusual and intended to shock people. statement jewellery. large jewellery that is designed to attract attention. the art world.
List of Descriptive Words to Critique Art
In search of the right descriptive words to critique art? Get a list of 75 terms you can use to describe works of art accurately and precisely.
Writing about Art
It is important to note that writing about art can encompass a broad range of media: i.e., painting, printmaking, drawing, sculpture, photography, architecture, video, film, ceramics, metal, glass; and within each medium there are subcategories. It also requires a general knowledge of specific vocabulary used within the field.
Art Vocabulary IELTS: List of Words, Exercises, and Tips
Art Vocabulary IELTS: One of the widely opted English proficiency tests to study abroad, IELTS is famously known to be quite a tricky yet well-structured language test partaken by numerous students annually.The purpose of this examination is to evaluate reading, writing, speaking, and listening skills in English for students applying for a foreign university.
Vocabulary for Art Essay Flashcards
Study with Quizlet and memorize flashcards containing terms like benefit, therapeutic, curriculum and more.
Vocabulary for IELTS Writing: Topic Art
You probably heard the word sketch when discussing some projects, but in art it is a quick informal drawing to capture the essentials of an object.. Example: Sketches are often done in ink or charcoal. portrait - is a portrayal of a person showing the person's face (could be a drawing, a photograph, or a sculpture). Example: Some people say that artists merely paint self-portraits as it ...
LibGuides: ARTS
Find art terms in your textbook or an art glossary or dictionary; You should have an image of the works you are writing about in front of you while you are writing your essay. The images should be of high enough quality that you can see the small details of the works. You will use them when describing visual details of each art work.
1.8: Glossary of Art Terms
Contributors and Attributions; This visual art glossary defines art categories, styles, and terms while giving examples of each term.
IELTS Writing Vocabulary: Art
Aesthetics - the study of beauty;. Pattern - a principle of art which means the repetition of elements;. Motif - a repeated pattern, often creating a sense of rhythm;. A culture vulture - someone who is very interested in art and culture;. art gallery / exhibits - place where pieces of art are displayed;. curator - a person who is in charge of the things in a art gallery, museum, etc.
50 Key Terms in Art
Artists such as Claude Monet, Vincent van Gogh, Pablo Picasso, Salvador Dali, Jackson Pollock, and Andy Warhol are all considered important figures in the development of modern art. Picasso's Guernica is one of the most important and poignant works of modern art. Picasso's Guernica (1937)
Top 30 IELTS Vocabulary : THE ARTS
1. a work of art/a work of music/a work of literature Meaning: a painting, sculpture, book, play, piece of music etcExample: Shakespeare's plays are considered as one of the greatest works of literature in the English language. 2. the aesthetic qualities of something Meaning: The qualities related to beauty and understanding the beauty of something.Example: One advantage of studying […]
IELTS Art Vocabulary Exercise
The topic of art can appear on the IELTS speaking and writing sections, so it is vital to have an awareness of some general art related words. Below is a list of the different types of art along with definitions. Then there is an activity for you to IELTS practice using the words in context. 2.
How to analyze an artwork: a step-by-step guide
The questions include a wide range of specialist art terms, prompting students to use subject-specific vocabulary in their responses. ... If you are looking for more assistance with how to write an art analysis essay you may like our series about writing an artist study. BIBLIOGRAPHY [1] A guide for Analyzing Works of Art; Sculpture and ...
How to Describe Art in English: A Comprehensive Guide
Describing Elements of Art. Describing Principles of Art. 7 Tips for Describing Art in English. #1 Start with a General Overview. #2 Discuss the Elements and Principles of Art. #3 Interpret the Mood. #4 Talk about Technique and Style. #5 Provide a Personal Perspective. #6 Avoid Value Judgments.
How to Describe a Painting: 10+ Phrases to Talk About Art
Or, for example, it makes you calm because you enjoy the sea view. You can use many adjectives to describe your feeling regarding any piece of art. Here are some of them: Positive emotions: inspired, joyful, satisfied, interested, happy, serene, nostalgic, sentimental, excited, impressed, powerful, fascinated, etc.
Words to Describe Art and Literature
Practice Answer a few questions about each word. Use this to prep for your next quiz! Vocabulary Jam Compete with other teams in real time to see who answers the most questions correctly! Spelling Bee Test your spelling acumen. Read the definition, listen to the word and try spelling it!
IELTS Vocabulary
Vocabulary: Nouns: modern art - art of a style marked by a significant departure from traditional styles and values, in particular that created between the late 19th and the late 20th centuries. performing arts - forms of creative activity that are performed in front of an audience, such as drama, music, and dance.
Art Essay Examples for College Students
Visual Verbal Essay on Wilfred Owen and Franz Marc. This essay explores two artists, Franz Marc, Brett Whitely and two of their artworks depicting animal scenes. Franz Marc's 'Tiger', 'Blue Horse 1' and Brett Whitley's Giraffe and Hyena.
Art Vocabulary: Seeing and Showing
An Essay on Art Vocabulary. Art is all about perception-- the way a person experiences reality-- and then about communicating that vision to others. Artists use various media to express their view of reality. A painter uses paint, a sculptor, clay or wood, stone or metal (designing in 3-dimensional space, using volume as well as the lines and ...
Learn IELTS Vocabulary On The Topic Of Art
IELTS Speaking Test Sample: Art has been a common topic and often appears as a Part 1 question set, e.g Painting and Drawing, or as a Part 2 subject (see the example below). Read the following speaking-style questions, paying close attention to words you don't know and the words in bold. There are definitions for the words in bold at the end ...
The Art of the Essay
The Art of the Essay Short Nonfiction that Informs, Inspires, and Entertains Our collection of well-crafted nonfiction ranges from personal to political, from solemn to comedic, from enlightening to entertaining. Browse these lists and learn essential vocabulary from masters of short-form writing.
Lord Byron Died 200 Years Ago. He's Still Worth Reading.
Writers usually get famous because they touch a chord, and then keep playing it. And even if, as their work matures, they find ways to deepen the tone, it's still recognizable; readers know what ...
With YouTube Booming, Podcast Creators Get Camera-Ready
To some, "video podcasts" are a contradiction in terms. That hasn't made them any less popular. By Reggie Ugwu For its new podcast studio in Burbank, Calif., Exactly Right Media — the ...
Mike Pence: Donald Trump Has Betrayed the Pro-Life Movement
In 2018, ahead of a Senate vote on a 20-week national ban that was passed earlier by the House, the president publicly stated that he "strongly supported" efforts to end late-term abortions ...
Washington State High Schooler Wins 2024 NASA Student Art Contest
"The art contest received a record number of entries this year and the quality of the art was absolutely incredible. From the impressive skills of our winners to the joyful imagination of our youngest entries, each piece represented an excitement for exploration and creativity," remarked Cors. ... Related Terms. Langley Research Center ...
College of Arts and Sciences professors named 2024 American Academy of
Min Han, a University of Colorado Boulder distinguished professor of molecular, cellular and developmental biology, and Arthur Nozik, a CU Boulder research professor emeritus of chemistry, have been named 2024 members of the American Academy of Arts and Sciences, a cohort that includes Kristine Larson, a CU Boulder professor emeritus of aerospace engineering sciences.
Opinion
A guest essay argued in favor of payments. Readers, including donors, offer divergent views. To the Editor: Re "We Should Be Allowed to Sell Our Kidneys," by Dylan Walsh (Opinion guest essay ...
Opinion
To the Editor: Re "Why We Need to Talk About Teen Sex," by Peggy Orenstein (Opinion guest essay, April 14): As a psychotherapist and psychoanalyst who has worked for decades with teens and ...

Words to Describe Art

Composition

Mark Making

Mood or Atmosphere

Form and Shape

Viewpoint and Pose

Subject Matter

The Arts Vocabulary for IELTS

The Arts Vocabulary

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How is Writing a Compare / Contrast Essay in Art History Different from Other Subjects?

You should have an image of the works you are writing about in front of you while you are writing your essay.

Works of art are highly influenced by the culture, historical time period and movement in which they were created.

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1.8: Glossary of Art Terms

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Now let’s talk about which art styles exist.

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