compare and contrast two pieces of art essay

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Art History Analysis – Formal Analysis and Stylistic Analysis

Typically in an art history class the main essay students will need to write for a final paper or for an exam is a formal or stylistic analysis.

A formal analysis is just what it sounds like – you need to analyze the form of the artwork. This includes the individual design elements – composition, color, line, texture, scale, contrast, etc. Questions to consider in a formal analysis is how do all these elements come together to create this work of art? Think of formal analysis in relation to literature – authors give descriptions of characters or places through the written word. How does an artist convey this same information?

Organize your information and focus on each feature before moving onto the text – it is not ideal to discuss color and jump from line to then in the conclusion discuss color again. First summarize the overall appearance of the work of art – is this a painting? Does the artist use only dark colors? Why heavy brushstrokes? etc and then discuss details of the object – this specific animal is gray, the sky is missing a moon, etc. Again, it is best to be organized and focused in your writing – if you discuss the animals and then the individuals and go back to the animals you run the risk of making your writing unorganized and hard to read. It is also ideal to discuss the focal of the piece – what is in the center? What stands out the most in the piece or takes up most of the composition?

A stylistic approach can be described as an indicator of unique characteristics that analyzes and uses the formal elements (2-D: Line, color, value, shape and 3-D all of those and mass).The point of style is to see all the commonalities in a person’s works, such as the use of paint and brush strokes in Van Gogh’s work. Style can distinguish an artist’s work from others and within their own timeline, geographical regions, etc.

Methods & Theories To Consider:

Expressionism

Instructuralism

Postmodernism

Social Art History

Biographical Approach

Poststructuralism

Museum Studies

Visual Cultural Studies

Stylistic Analysis Example:

The following is a brief stylistic analysis of two Greek statues, an example of how style has changed because of the “essence of the age.” Over the years, sculptures of women started off as being plain and fully clothed with no distinct features, to the beautiful Venus/Aphrodite figures most people recognize today. In the mid-seventh century to the early fifth, life-sized standing marble statues of young women, often elaborately dress in gaily painted garments were created known as korai. The earliest korai is a Naxian women to Artemis. The statue wears a tight-fitted, belted peplos, giving the body a very plain look. The earliest korai wore the simpler Dorian peplos, which was a heavy woolen garment. From about 530, most wear a thinner, more elaborate, and brightly painted Ionic linen and himation. A largely contrasting Greek statue to the korai is the Venus de Milo. The Venus from head to toe is six feet seven inches tall. Her hips suggest that she has had several children. Though her body shows to be heavy, she still seems to almost be weightless. Viewing the Venus de Milo, she changes from side to side. From her right side she seems almost like a pillar and her leg bears most of the weight. She seems be firmly planted into the earth, and since she is looking at the left, her big features such as her waist define her. The Venus de Milo had a band around her right bicep. She had earrings that were brutally stolen, ripping her ears away. Venus was noted for loving necklaces, so it is very possibly she would have had one. It is also possible she had a tiara and bracelets. Venus was normally defined as “golden,” so her hair would have been painted. Two statues in the same region, have throughout history, changed in their style.

Compare and Contrast Essay

Most introductory art history classes will ask students to write a compare and contrast essay about two pieces – examples include comparing and contrasting a medieval to a renaissance painting. It is always best to start with smaller comparisons between the two works of art such as the medium of the piece. Then the comparison can include attention to detail so use of color, subject matter, or iconography. Do the same for contrasting the two pieces – start small. After the foundation is set move on to the analysis and what these comparisons or contrasting material mean – ‘what is the bigger picture here?’ Consider why one artist would wish to show the same subject matter in a different way, how, when, etc are all questions to ask in the compare and contrast essay. If during an exam it would be best to quickly outline the points to make before tackling writing the essay.

Compare and Contrast Example:

Stele of Hammurabi from Susa (modern Shush, Iran), ca. 1792 – 1750 BCE, Basalt, height of stele approx. 7’ height of relief 28’

Stele, relief sculpture, Art as propaganda – Hammurabi shows that his law code is approved by the gods, depiction of land in background, Hammurabi on the same place of importance as the god, etc.

Top of this stele shows the relief image of Hammurabi receiving the law code from Shamash, god of justice, Code of Babylonian social law, only two figures shown, different area and time period, etc.

Stele of Naram-sin , Sippar Found at Susa c. 2220 - 2184 bce. Limestone, height 6'6"

Stele, relief sculpture, Example of propaganda because the ruler (like the Stele of Hammurabi) shows his power through divine authority, Naramsin is the main character due to his large size, depiction of land in background, etc.

Akkadian art, made of limestone, the stele commemorates a victory of Naramsin, multiple figures are shown specifically soldiers, different area and time period, etc.

Iconography

Regardless of what essay approach you take in class it is absolutely necessary to understand how to analyze the iconography of a work of art and to incorporate into your paper. Iconography is defined as subject matter, what the image means. For example, why do things such as a small dog in a painting in early Northern Renaissance paintings represent sexuality? Additionally, how can an individual perhaps identify these motifs that keep coming up?

The following is a list of symbols and their meaning in Marriage a la Mode by William Hogarth (1743) that is a series of six paintings that show the story of marriage in Hogarth’s eyes.

• Man has pockets turned out symbolizing he has lost money and was recently in a fight by the state of his clothes.
• Lap dog shows loyalty but sniffs at woman’s hat in the husband’s pocket showing sexual exploits.
• Black dot on husband’s neck believed to be symbol of syphilis.
• Mantel full of ugly Chinese porcelain statues symbolizing that the couple has no class.
• Butler had to go pay bills, you can tell this by the distasteful look on his face and that his pockets are stuffed with bills and papers.
• Card game just finished up, women has directions to game under foot, shows her easily cheating nature.
• Paintings of saints line a wall of the background room, isolated from the living, shows the couple’s complete disregard to faith and religion.
• The dangers of sexual excess are underscored in the Hograth by placing Cupid among ruins, foreshadowing the inevitable ruin of the marriage.
• Eventually the series (other five paintings) shows that the woman has an affair, the men duel and die, the woman hangs herself and the father takes her ring off her finger symbolizing the one thing he could salvage from the marriage.

ARTS - Herzberg: Writing Essays About Art

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• Current Artists and Events
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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
• MLA / APA formats
• Grammar and paragraph unity
• Thesis statements
• Second set of eyes before turning in

Contact a tutor:

• Phone: 281-425-6534
• Email:  w [email protected]
• Schedule a web appointment: https://lee.mywconline.com/

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.
• << Previous: Video and Image Resources
• Next: Citation Help >>
• Last Updated: Jun 19, 2023 4:30 PM
• URL: https://lee.libguides.com/Arts_Herzberg

Home — Essay Samples — Arts & Culture — Artwork — Comparing and Contrasting Two Artworks

Comparing and Contrasting Two Artworks

• Categories: Art History Artwork

About this sample

Words: 591 |

Published: Jan 30, 2024

Words: 591 | Page: 1 | 3 min read

Table of contents

Overview of artwork a, overview of artwork b, comparison of artwork a and b, contrast of artwork a and b.

• Van Gogh Museum. (n.d.). Vincent van Gogh - The Paintings - Starry Night. Retrieved September 24, 2021, from https://www.vangogh.com/en/stories/79/the-paintings
• National Gallery. (n.d.). Edvard Munch: The Scream. Retrieved September 24, 2021, from https://www.nationalgallery.org.uk/paintings/edvard-munch-the-scream

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How to Write an Art Comparison Essay

Jared lewis, 25 jun 2018.

Writing an art comparison essay can be a difficult task for the novice art student. Students of art or art history often assume that any interpretation is as good as another, but in reality, to adequately interpret a work of art and then compare it to another, you will need to learn a little about the artist and the historical context of the composition.

Research the historical context of each piece of art. In order to adequately understand any work of art you must understand the circumstances under which it was produced. Artists are considered cultural innovators and often have an idea or truth they are trying to convey with any given composition or group of compositions. You have to first understand the artist as a person before you can adequately understand the meaning of his or her work. In order to understand the artist as a person you will also need to understand the time in which they lived. Picking up a good art history or humanities textbook will help you get started understanding the context.

Find the similarities and differences. Once you have placed each work within the proper context and before you actually begin to write your essay, sit down with a sheet of paper and a pen or pencil and write down the similarities and differences in each work. Questions to consider are the historical, political, philosophical, and religious differences of the time in which each work was composed. What do each of these works say about these issues? Do the works contain any symbolism? If so, how do the symbols differ and how are they similar? What do the symbols tell the observer about each composition?

Consider the medium through which the piece of art was created. Is it a painting or sculpture? Is the art representational or abstract? Is there a technique or style used that tells the observer something about the meaning of the composition? Who or what are the subjects of the work? The questions you can ask regarding any particular work of art are actually unlimited, but should always include some of these basic questions.

Compose your essay. Once you have analyzed each key piece of art you should develop some type of thesis statement related to that analysis. For instance, a comparison of any of Jackson Pollack's works with Van Gogh's "Starry Night" might yield a thesis statement indicating that both artists expressed themselves similarly by painting in a manner that revealed their inner emotions. Van Gogh was known to cake the paint onto the canvas and create a visible texture that was reminiscent of his inner torment while Pollack's abstract art was created by slopping paint onto large canvases, often in a drunken rage. You can then compare and contrast the elements of each composition to reveal how these artists methods were similar. The key to writing a good comparison and contrast essay is to be as clear and concise as possible, but also to be as detailed as possible regarding each element of the compositions.

Revise your work. If you are submitting your work for a grade you should take the time to reread and revise your essay before turning it in. Even the best writers rarely get their work exactly right on the first try. Have someone else proofread and offer suggestions for revision if possible. It is generally much easier for someone else to spot clarity issues and point them out than it is for you to do it yourself. Getting a little help from a friend, family member, or colleague is a great way to strengthen your writing and increase your chances of getting a positive response from the reader.

• 1 Academy of Art University: Compare/Contrast Art History Essay

About the Author

Jared Lewis is a professor of history, philosophy and the humanities. He has taught various courses in these fields since 2001. A former licensed financial adviser, he now works as a writer and has published numerous articles on education and business. He holds a bachelor's degree in history, a master's degree in theology and has completed doctoral work in American history.

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Art History Analysis – Formal Analysis and Stylistic Analysis

Typically in an art history class the main essay students will need to write for a final paper or for an exam is a formal or stylistic analysis.

A  formal analysis  is just what it sounds like – you need to analyze the form of the artwork. This includes the individual design elements – composition, color, line, texture, scale, contrast, etc. Questions to consider in a formal analysis is how do all these elements come together to create this work of art? Think of formal analysis in relation to literature – authors give descriptions of characters or places through the written word. How does an artist convey this same information?

Organize your information and focus on each feature before moving onto the text – it is not ideal to discuss color and jump from line to then in the conclusion discuss color again. First summarize the overall appearance of the work of art – is this a painting? Does the artist use only dark colors? Why heavy brushstrokes? etc and then discuss details of the object – this specific animal is gray, the sky is missing a moon , etc. Again, it is best to be organized and focused in your writing – if you discuss the animals and then the individuals and go back to the animals you run the risk of making your writing unorganized and hard to read. It is also ideal to discuss the focal of the piece – what is in the center? What stands out the most in the piece or takes up most of the composition?

A  stylistic approach  can be described as an indicator of unique characteristics that analyzes and uses the formal elements (2-D: Line, color, value, shape and 3-D all of those and mass).The point of style is to see all the commonalities in a person’s works, such as the use of paint and brush strokes in Van Gogh’s work. Style can distinguish an artist’s work from others and within their own timeline, geographical regions, etc.

Methods & Theories To Consider:

Expressionism

Instructuralism

Postmodernism

Social Art History

Biographical Approach

Poststructuralism

Museum Studies

Visual Cultural Studies

Stylistic Analysis Example:

The following is a brief stylistic analysis of two Greek statues, an example of how style has changed because of the “essence of the age.”  Over the years, sculptures of women started off as being plain and fully clothed with no distinct features, to the beautiful Venus/Aphrodite figures most people recognize today. In the mid-seventh century to the early fifth, life-sized standing marble statues of young women, often elaborately dress in gaily painted garments were created known as korai. The earliest korai is a Naxian women to Artemis. The statue wears a tight-fitted, belted peplos, giving the body a very plain look. The earliest korai wore the simpler Dorian peplos, which was a heavy woolen garment. From about 530, most wear a thinner, more elaborate, and brightly painted Ionic linen and himation. A largely contrasting Greek statue to the korai is the Venus de Milo. The Venus from head to toe is six feet seven inches tall.  Her hips suggest that she has had several children. Though her body shows to be heavy, she still seems to almost be weightless. Viewing the Venus de Milo, she changes from side to side. From her right side she seems almost like a pillar and her leg bears most of the weight. She seems be firmly planted into the earth, and since she is looking at the left, her big features such as her waist define her. The Venus de Milo had a band around her right bicep. She had earrings that were brutally stolen, ripping her ears away. Venus was noted for loving necklaces, so it is very possibly she would have had one. It is also possible she had a tiara and bracelets. Venus was normally defined as “golden,” so her hair would have been painted. Two statues in the same region, have throughout history, changed in their style.

Compare and Contrast Essay

Most introductory art history classes will ask students to write a compare and contrast essay about two pieces – examples include comparing and contrasting a medieval to a renaissance painting. It is always best to start with smaller comparisons between the two works of art such as the medium of the piece. Then the comparison can include attention to detail so use of color, subject matter, or iconography. Do the same for contrasting the two pieces – start small. After the foundation is set move on to the analysis and what these comparisons or contrasting material mean – ‘what is the bigger picture here?’ Consider why one artist would wish to show the same subject matter in a different way, how, when, etc are all questions to ask in the compare and contrast essay. If during an exam it would be best to quickly outline the points to make before tackling writing the essay.

Compare and Contrast Example:

Stele of Hammurabi  from Susa (modern Shush, Iran), ca. 1792 – 1750 BCE, Basalt, height of stele approx. 7’ height of relief 28’

Stele, relief sculpture, Art as propaganda – Hammurabi shows that his law code is approved by the gods, depiction of land in background , Hammurabi on the same place of importance as the god, etc.

Top of this stele shows the relief image of Hammurabi receiving the law code from Shamash, god of justice, Code of Babylonian social law, only two figures shown , different area and time period, etc.

Stele of Naram-sin , Sippar Found at Susa  c. 2220 - 2184  bce. Limestone, height 6'6"

Stele, relief sculpture, Example of propaganda because the ruler (like the Stele of Hammurabi) shows his power through divine authority, Naramsin is the main character due to his large size, depiction of land in background, etc.

Akkadian art, made of limestone, the stele commemorates a victory of

Naramsin, multiple figures are shown specifically soldiers, different area and time period, etc.

Iconography

Regardless of what essay approach you take in class it is absolutely necessary to understand how to analyze the iconography of a work of art and to incorporate into your paper. Iconography is defined as subject matter,  what  the image means. For example, why do things such as a small dog in a painting in early Northern Renaissance paintings represent sexuality?  Additionally, how can an individual perhaps identify these motifs that keep coming up?

The following is a list of symbols and their meaning in  Marriage a la Mode  by William Hogarth (1743) that is a series of six paintings that show the story of marriage in Hogarth’s eyes.

• Man has pockets turned out symbolizing he has lost money and was recently in a fight by the state of his clothes.
• Lap dog shows loyalty but sniffs at woman’s hat in the husband’s pocket showing sexual exploits.
• Black dot on husband’s neck believed to be symbol of syphilis.
•  Mantel full of ugly Chinese porcelain statues symbolizing that the couple has no class.
• Butler had to go pay bills, you can tell this by the distasteful look on his face and that his pockets are stuffed with bills and papers.
• Card game just finished up, women has directions to game under foot, shows her easily cheating nature.
• Paintings of saints line a wall of the background room, isolated from the living, shows the couple’s complete disregard to faith and religion. 
• The dangers of sexual excess are underscored in the Hograth by placing Cupid among ruins, foreshadowing the inevitable ruin of the marriage.
• Eventually the series (other five paintings) shows that the woman has an affair, the men duel and die, the woman hangs herself and the father takes her ring off her finger symbolizing the one thing he could salvage from the marriage. 

Defining Art Criticism

• Art criticism is responding to, interpreting meaning, and making critical judgments about specific works of art.
• Art critics help viewers perceive, interpret, and judge artworks.
• Critics tend to focus more on modern and contemporary art from cultures close to their own.
• Art historians tend to study works made in cultures that are more distant in time and space.
• When initially introduced to art criticism, many people associate negative connotations with the word "criticism."

A professional art critic may be

• a newspaper reporter assigned to the art beat,
• a scholar writing for professional journals or texts, or
• an artist writing about other artists.

Journalistic criticism  –

• Written for the general public, includes reviews of art exhibitions in galleries and museums.
• (Suggestions that journalistic criticism deals with art mainly to the extent that it is newsworthy.)

Scholarly art criticism

• Written for a more specialized art audience and appears in art journals.
• Scholar-critics may be college and university professors or museum curators, often with particular knowledge about a style, period, medium, or artist.

FORMAL ANALYSIS

• Four levels of formal analysis, which you can use to explain a work of art:

1. Description   = pure description of the object without value judgments,   analysis, or interpretation.

• It answers the question, "What do you see?"
• The various elements that constitute a description include:

a. Form of art whether architecture, sculpture, painting or one of the minor arts

b. Medium of work whether clay, stone, steel, paint, etc., and technique (tools used)

c. Size and scale of work (relationship to person and/or frame and/or context)

d. Elements or general shapes (architectural structural system) within the composition, including building of post-lintel construction or painting with several figures lined up in a row; identification of objects

e. Description of axis whether vertical, diagonal, horizontal, etc.

f. Description of line, including contour as soft, planar, jagged, etc.

g. Description of how line describes shape and space (volume); distinguish between lines of objects and lines of composition, e.g., thick, thin, variable, irregular, intermittent, indistinct, etc.

h. Relationships between shapes, e.g., large and small, overlapping, etc.

i. Description of color and color scheme = palette

j. Texture of surface or other comments about execution of work

k. Context of object: original location and date

2. Analysis = determining what the features suggest and deciding why the artist used such features to convey specific ideas.

• It answers the question, "How did the artist do it?"
• The various elements that constitute analysis include:

a. Determination of subject matter through naming iconographic elements, e.g., historical event, allegory, mythology, etc.

b. Selection of most distinctive features or characteristics whether line, shape, color, texture, etc.

c. Analysis of the principles of design or composition, e.g., stable,

repetitious, rhythmic, unified, symmetrical, harmonious, geometric, varied, chaotic, horizontal or vertically oriented, etc.

d. Discussion of how elements or structural system contribute to appearance of image or function

e. Analysis of use of light and role of color, e.g., contrasty, shadowy,

illogical, warm, cool, symbolic, etc.

f. Treatment of space and landscape, both real and illusionary (including use of perspective), e.g., compact, deep, shallow, naturalistic, random

g. Portrayal of movement and how it is achieved

h. Effect of particular medium(s) used

i. Your perceptions of balance, proportion and scale (relationships of each part of the composition to the whole and to each other part) and your emotional

j. Reaction to object or monument

3. Interpretation = establishing the broader context for this type of art.

• It answers the question, "Why did the artist create it and what does it mean
• The various elements that constitute interpretation include:

a. Main idea, overall meaning of the work.

b. Interpretive Statement: Can I express what I think the artwork is about in one sentence?

c. Evidence: What evidence inside or outside the artwork supports my interpretation?

4. Judgment: Judging a piece of work means giving it rank in relation to other works and of course considering a very important aspect of the visual arts; its originality.

• Is it a good artwork?
• Criteria: What criteria do I think are most appropriate for judging the artwork?
• Evidence: What evidence inside or outside the artwork relates to each criterion?
• Judgment: Based on the criteria and evidence, what is my judgment about the quality of the artwork?

Barrett's Principles of Interpretation

• Artworks have "aboutness" and demand interpretation.
• Interpretations are persuasive arguments.
• Some interpretations are better than others.
• Good interpretations of art tell more about the artwork than they tell about the critic.
• Feelings are guides to interpretations.
• There can be different, competing, and contradictory interpretations of the same artwork.
• Interpretations are often based on a worldview.
• Interpretations are not so much absolutely right, but more or less reasonable, convincing, enlightening, and informative.
• Interpretations can be judged by coherence, correspondence, and inclusiveness.
• An artwork is not necessarily about what the artist wanted it to be about.
• A critic ought not to be the spokesperson for the artist.
• Interpretations ought to present the work in its best rather than its weakest light.
• The objects of interpretation are artworks, not artists.

Art Criticism

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Ways to Describe Art

General Information

In many cases, this information can be found on the label or a quick google search.

• Artist or Architect
• Technique and Medium (exp. Sculpture, Photograph, Painting, Installation, etc.)
• Subject Matter (Who or What is Represented?)

Ways to Describe Form

• Line (straight, curved, angular, flowing, horizontal, vertical, diagonal, contour, thick, thin, implied etc.)
• Shape (what shapes are created and how)
• Light and Value (source, flat, strong, contrasting, even, values, emphasis, shadows)
• Color (primary, secondary, mixed, complimentary, warm, cool, decorative, values)
• Texture and Pattern (real, implied, repeating)
• Space (depth, overlapping, kinds of perspective)
• Time and Motion
• Unity and Variety
• Balance (symmetry, asymmetry)
• Emphasis and Subordination
• Scale and Proportion (weight, how objects or figures relate to each other and the setting)
• Mass/Volume (three-dimensional art)
• Function/Setting (architecture)
• Interior/Exterior Relationship (architecture)
• Words for Art Looking for descriptive art words? Below you'll find a "masterpiece" of art words and phrases, perfect for the description of any form of art or artistic expression. Adjectives | Nouns | Verbs | Negatives | Styles & Movements | Phrases

Media @FIULibraries

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• What Is Beauty? : An Art Critic's Journey Is beauty found only in the eye of the beholder or is there something more universal we can conclude about it? In this visually stunning program, renowned art critic Matthew Collings takes us on a thoughtful and memorable exploration of beauty in art. He explores the timeless visual principles that form the basis of all great art, and which produce the rush of pleasure one experiences when encountering a beautiful painting or sculpture. Examples are drawn from the works of Piero della Francesca, Michelangelo, Magritte, Gauguin, Rauschenberg, and others. From the prehistoric cave art of the Dordogne to the masterpieces of the Renaissance to the much more debatable pleasures of contemporary art, viewers discover underlying aesthetic tenets which, in Collings's view, run through all of art history.
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5 Ways to Compare Classic and Contemporary Artists

Return to Learn with The Art of Education University

While you may already cover contemporary art in your curriculum, some teachers find it difficult to develop lessons around newer artists. One simple way to incorporate contemporary art is to pair a classic or modern artist from your existing curriculum with a living artist of today.

Introducing your students to contemporary artists helps them make connections with how artists of the past influence artists of today. Students will see that art is constantly evolving and that contemporary artists apply themes and techniques in new and interesting ways. You can have your students identify similarities and differences in writing or as a class discussion. Venn diagrams are a great learning tool that translates easily to remote learning.

5 Artist Pairs Who Bridge the Classic with the Contemporary

1. kehinde wiley and titian.

If you already teach about artists of the Italian Renaissance, like Titian, you can pair his work with the portrait paintings of contemporary artist, Kehinde Wiley . This is an excellent pairing to begin with as Wiley references the pose and expression of Titian’s The Penitent Mary Magdalen (1555-1565) in his portrait, After Titian’s “The Penitent Mary Magdalen” (2009) .

Students will quickly identify how the figures are posed similarly. They will also note how the two pieces are different. The background of Wiley’s portrait is a floral pattern, while Titian’s portrait background has a natural landscape. The figures are male and female and are dressed in clothing, reflecting their time and place.

Using their Venn diagram, students can form an opinion about each work. Ask students to support their opinion with reasons why they think that way. Once students have analyzed the artists’ portraits, they can move on to an artmaking project of their own.

If you already have a project that ties in with the Italian Renaissance, continue with it, but refer to how Wiley’s process included changes in style and pattern. Students may draw a portrait in a classic pose, but with contemporary fashion and an intricate background pattern similar to Wiley.

You could also have students recreate an Italian Renaissance painting as a photograph. This would work particularly well for remote learning. If you have older students with access to design software, they could easily create a digital background and input their Renaissance-inspired portrait.

2. Lisa Brice and Pablo Picasso

Many art teachers are familiar with teaching Pablo Picasso and his various artistic periods, such as Cubism, The Rose Period, and The Blue Period. While teaching The Blue Period, teachers can encourage students to work in a monochromatic color scheme using only the color blue and a range of tints and shades.

Similar to Picasso’s use of the color blue is contemporary painter and visual artist, Lisa Brice. Her paintings reference her experiences growing up in South Africa, and the time she spent living and working in Trinidad .

Again, students can compare and contrast these two artists’ works. Ask students to reflect on how Picasso and Brice may see the world differently and communicate their perspectives through their artwork. While Picasso applied the color blue to represent his own sadness, Brice uses the color blue in reference to Trinidad’s carnival traditions. You can provide students with some contextual information about each artist. Students can make inferences from what they learn.

Once students have been introduced to the artists’ life and work, they can create their own monochromatic drawings or paintings. Review what a value scale is and how to create various shades and tints using different art materials. Have students create a monochromatic value scale in the hue of their choice. Encourage them to choose a color that can communicate emotion or meaning in the same way as Picasso and Brice.

3. Kadir Nelson and Norman Rockwell

As art educators, we want to show students that many artists create work reflecting and critiquing the world around them. Art is not simply about technique and aesthetics, but can also have a message and make a profound impact on popular culture.

The work of Norman Rockwell and his illustrations for The Saturday Evening Post have become famous as snapshots of daily life, as well as statements about social and political issues. The Four Freedoms (1943) series of oil paintings refer to President Franklin D. Roosevelt’s 1941 State of the Union speech. The Problem We All Live With (1964) is considered to be an iconic image of the Civil Rights Movement .

Contemporary artist and writer, Kadir Nelson, has similarly used his artwork to honor the life of George Floyd and depict the social uprising and protests of 2020. His work has been featured on the cover of The New Yorker and Rolling Stone .

Students can analyze these works individually and write or discuss their own thoughts and opinions about how each piece reflects the political and social climate of its time. They can compare and contrast the two artists’ works. They can research speeches, essays, and articles that speak to the topics the artwork is referencing.

Students can create their own magazine or newspaper illustrations concerning issues they are passionate about. Ask students to consider the big topics they discuss with peers, or at home with their family. Ask them to think about how they would create a cover illustration to visually represent that topic in a way that is universally understood. They can use photography, magazine clippings, design software, drawing or painting materials, etc. to create a finished cover.

4. Eyez and Keith Haring

Keith Haring is known for using his own language of iconic symbols and imagery to create instantly recognizable work. From his drawings in the subways of New York City to public murals all over the world, Haring used semiotics to create his own visual language.

Peat “Eyez” Wollaeger is a contemporary artist in the St. Louis, Missouri area. He uses his signature eye design to create colorful characters and street art. He uses his art to bring objects to life on the street and believes that “Eyez are the window to your soul.”

Similar to Haring, Eyez’s work is not limited to street art. He uses his designs to create prints, stickers, clothing, and household objects. This is a great example to share with students to have them think about different design applications for their artwork. Many of today’s contemporary artists market themselves with merchandise and social media in addition to the original art they create.

Students can compare and contrast these two artists and the work they’ve created as street art as well as producing prints and merchandise. You can have discussions about why an artist would want to reach the masses rather than the art elite. Students can make their own signature symbol or visual vocabulary, similar to Haring and Eyez. They can sketch ideas for their own line of merchandise that somehow incorporates their symbols.

5. Victoria Villasana and Andy Warhol

It’s safe to say that Andy Warhol was obsessed with all things celebrity. He created many iconic prints of notable figures like Marilyn Monroe, Queen Elizabeth, Muhammad Ali, and Michael Jackson, to name a few. These prints and paintings were not realistic depictions, but colorful abstractions unique to Warhol’s process.

Victoria Villasana is a textile artist born in Guadalajara, Mexico. She creates embroidery patterns on top of images. She places her artwork in the streets and has become well known for her rebellious femininity and acute cross-cultural imagery .

Many of Villasana’s embroidered images feature celebrity portraits like David Bowie, Maya Angelou, Frida Kahlo, and Rihanna. The colorful yarn is left uncut and hangs below the image frame.

Both artists utilize image reproductions of celebrities but use their artistic style and vision to alter the images with bright colors. Students can compare and contrast the artists’ work and processes. Students can then enjoy altering images of their own celebrity heroes with various art supplies to breathe new life to the original portraits.

Final Thoughts

Compare and contrast activities give students a great opportunity to look closely at the artists they’re studying. In order to identify similarities and differences, students will need to analyze the artist’s use of elements of art and principles of design. You can encourage them to use some of their art vocabularies in their critique of the artists’ works.

Whether you are teaching in-person or remotely this school year , these artist pairs can provide some great learning and project inspiration for your students. Don’t be afraid to include more contemporary artists in your curriculum! Look for natural connections to what you already teach and show students how art is constantly looking to the past to create a new future.

How do you use Venn diagrams in the art room? What contemporary and classic pairs have you compared in your curriculum? What contemporary artists have you discovered recently that you hope to bring into your teaching?

Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

Jordan DeWilde

Jordan DeWilde, a high school art educator, is a former AOEU Writer. He aims to encourage students’ individual creativity through a diverse and inclusive curriculum.

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Whose vs Who’s

Were ninjas real, it’s vs its, how to cite a report, two art periods and their major works essay sample, example.

The Renaissance Era refers to a period of rebirth in art. It was a cultural movement that took place between the classical and modern periods of art (Johnson, 2005). During this phase, there were significant developments occurring within different art forms. The artists widely reflected the culture, social conditions, and political structure of their societies. They went beyond the boundaries of classical art, and created art with unconventional ideas, and depicted the political and social conditions of their societies (Earls, 1987).

Neoclassicism , also called the Era of Enlightenment, is the period after the Renaissance, during which artists mainly focused on exploring and recreating classical art, especially Greek and Roman styles. During this period, the artists widely emphasized reviving the classic antiquity that highly inspired the art pieces created during this period. It was in reaction to peoples’ opposition to Romanticism (Bietoletti, 2009).

There are some renowned artists who made major contributions in the emergence and development of Renaissance art. For instance, Michelangelo is a notable name in the history of art, playing a vital role in the fruition of Renaissance art. He was an Italian painter, sculptor, and poet who adopted several unconventional styles of art and significantly contributed towards the progress of western art during this period. He introduced versatility within the art forms, and created several masterpieces that truly represent Renaissance art by depicting certain social, cultural, and political issues.

An important creation of Michelangelo’s during the Renaissance phase was the marble statue of a nude standing male named David. The statue was made to represent the biblical hero David who was one of the most favored subjects within Florentine art. The statue David depicts the political situation of the country. With a warning glare in the eye turned toward Rome, the statue symbolizes the defense of the civil liberty of the Florentine Republic that was threatened by the surrounding powerful states during that time. The statue is an excellent and renowned example of the Renaissance Era because it reflects the political and social conditions of that time.

The Neoclassicism Era also gave birth to many exemplary artists (Chilvers, 2004), including Antonio Canova, who was an Italian sculptor from the Republic of Venice. His art pieces indicate the return of art towards classical refinement. His statue Psyche Revised by Cupid Kiss is an important example of neoclassical devotion to love and reflection of intricate emotions. The statue shows the love god Cupid at the heights of tenderness and affection, kissing the lifeless Psyche to make it alive. The statue reflects the Roman style of portraying delicate emotions within art, for which it has been regarded as an example of the Neoclassical Movement.

Earls, I. (1987). Renaissance Art: A Topical Dictionary , London: ABC-CLIO, 1987.

Bietoletti, S. (2009). Neoclassicism & Romanticism . NY: Sterling Publishing Company, Inc.

Johnson, G.A. (2005). Renaissance Art: A Very Short Introduction . Oxford: Oxford University Press, Jul 28, 2005.

Chilvers, I. (2004).  The Oxford Dictionary of Art. Oxford: Oxford University Press.

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How to Compare and Contrast Art to Teach Art History

Inside: Use these techniques artwork examples to compare and contrast art in your classroom. Art comparison help students see the art in a new way and make the conventions of an art movement more clear and understandable.

If I had to pick my favorite teaching method for art history, it probably would be compare and contrast art. When you place two artworks next to each other, new ways of understanding the art can open up!

There are multiple ways to compare and contrast art:

• comparing works of art from the same art movement or period to look for commonalities and shared themes,
• comparing two depictions of the same subject,
• comparing works of art from one period with works from the period that came before,
• and probably many more!

Using Compare and Contrast to Teach Art History

In this post, I focus on comparing works from one period with art from the period that comes before. I love this method because, in addition to reviewing prior knowledge, you teach students to discover the conventions of the art movement or period on their own.

It’s easy to tell students that the conventions of Baroque art are contrasted between light and dark, intimate compositions, use of contemporary everyday models, foreshortening, etc, but they won’t remember it unless they find those things for themselves. When you put a Baroque artwork next to a Renaissance artwork, those conventions become immediately clear.

Use the following artwork pairs to have students better understand and connect with the conventions and themes of the art periods.

Get the Full Lesson!

This Lesson is in The Curated Connections Library!

Find the full lesson from this post along with hundreds of other art teaching resources and trainings in the Curated Connections Library. Click here for more information about how to join or enter your email below for a free SPARKworks lesson from the membership!

Compare and Contrast Art Examples: Renaissance/Baroque

In my Italian Baroque lesson (which you can download as a member of The Curated Connections Library ), I have 4 sets of images that I print and have students compare and contrast art in small groups. My favorite set is Leonardo da Vinci’s The Last Supper and Caravaggio’s Supper at Emmaus .

Lead a discussion on these artworks being sure to note the differences in the lighting, the people, the setting/background, the positions of the people, the lines, and the colors.

Compare and Contrast Art Examples: Ancient Rome/Byzantine

After Christianity became the official religion of the Roman Empire, art took a drastic turn from the focus on man to the focus on God. I love to compare this Roman mosaic with the mosaic of Justinian and his attendant.

The differences in subject matter are clear. The Roman artwork glorifies the strength and the body of a man while the Byzantine artwork no longer shows the men with realistic proportions in art . Students will note the differences in body proportions, the use of color and pattern, and the Byzantine complexity vs. the Roman simplicity.

Compare and Contrast Art Examples:  Romanesque/Gothic

Romanesque is kind of a weird art period to teach. It is so varied and transitional. Putting a Romanesque building next to a Gothic really trains students to look closely at details and notice the glory and impressive engineering of a Gothic Cathedral!

Check out this past post on teaching Gothic architecture for more information about this side-by-side.

Resource Library Subscribers: Download the Gothic PowerPoint .

Compare and Contrast Art Examples: Neoclassical/Romantic

The honor and stoicism of Neoclassical art is a great contrast to the emotional turmoil of Romanticism. Compare David’s Oath of the Horatii with Delacroix’s Lady Liberty Leading the People .

Patriotism and nationalism are key themes in both of these art movements, but this manifested in their art in incredibly different ways. This art comparison works really well too with a poetry writing exercise. Have students write haikus about the paintings, and then compare the language used in each.

Compare and Contrast Art Examples: Impressionism/Post-Impressionism

I find Post-Impressionism a little harder to teach than other art movements. It’s mainly just a collection of artists in this strange transition period between Impressionism and Modern Art. It’s Impressionism but it’s not. It’s Fauvism but it’s not.

Putting a Van Gogh next to a Monet works as an art comparison because you can really notice the addition of emotion. I describe Post-Impressionism to my students as Impressionism+Emotion+Bolder, Unrealistic Colors.

Classroom Connection

The compare and contrast art activity from the bundle of free art appreciation worksheets  is a great way to get students thinking.

What other artworks do you like to compare and contrast with your students? Please share in the comments!

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Reader Interactions

September 24, 2020 at 4:25 pm

I just wanted to say thank you for this inspirational lesson. I am a coach for Academic Decathlon and I am not an art expert so this was a great way to get the students to look at the different periods in a more engaging way then listening to me lecture. We are currently virtual so I divided the compare/contrasts for different groups to discuss and post their ideas on different google slides then I linked each art period to more background information using The Art Story website so they could expand/confirm what they noticed.

October 1, 2020 at 12:19 pm

What a great way to use this resource! Thank you for sharing! 🙂

February 4, 2021 at 9:05 pm

this is really helpful for me thank you

February 9, 2021 at 5:55 am

You’re welcome!

October 14, 2020 at 8:21 pm

your Van Gogh painting has the wrong date. It isn’t 1989. not sure the exact date but I know it wasn’t in after I was born LOL. Otherwise great info thank you

October 20, 2020 at 9:22 am

Thank you for bringing this to our awareness! We’ll get the date corrected.

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*Free Bundle of Art Appreciation Worksheets*

In this free bundle of art worksheets, you receive six ready-to-use art worksheets with looking activities designed to work with almost any work of art.

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4.56: Compare Artworks—Different Periods and Cultures

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Compare and contrast two works of art from different cultures and periods in terms of formal qualities, context, and meaning

Learning activities.

The learning activities for this section include:

• Reading: African Influences in Modern Art

Take time to review and reflect on this activity in order to improve your performance on the assessment for this section.

Dr. Mark Womack

Essay 3: Compare & Contrast Two Paintings

Write a two-to-three-page (500-800 words) essay that describes and analyzes a pair of paintings on a similar subject matter.

Choose ONE of the following pairs of paintings to analyze:

• Family Portrait by Rembrandt & Family Group by William Glackens
• The First Steps by Marguerite Gérard & First Steps by Vincent van Gogh
• Paris, A Rainy Day by Gustave Caillebotte & Rainy Day on Fifth Avenue by Childe Hassam.

Describe the two paintings in detail so that your readers can easily visualize them without actually seeing them. Explain how the perspective, technique, and compositional features of each painting help create contrasting rhetorical effects. In your analysis, focus on two or three specific points of contrast. Support your analysis by referring to specific details from each painting.

Your analysis should present both your own observations and library research. The essay must include at least FOUR sources documented in proper MLA format, with in-text, parenthetical references and a list of Works Cited. Two of your sources will be primary sources–the two paintings you analyze–and two will be secondary sources–historical or critical commentary relevant to the paintings. (Please note: encyclopedias–including on-line encyclopedias like Wikipedia–do not count as sources for this assignment.)

Give your essay a thesis and a clear, logical organization. Your first paragraph should start with a strong lead, provide any necessary background information, and end with a clear thesis statement. The next paragraph should establish the similarities between the two paintings and describe them. Then, in two or three paragraphs, present the points of contrast between the two paintings. Be sure to support your analysis with specific details from the paintings. In your final paragraph, summarize your main points and clearly present the significance of your analysis. Each paragraph should have a strong topic sentence.

Write your essay in a classic prose style: clear and concise, specific and engaging.

Make every word count.

Due: November 4 (Bring THREE copies of your essay to class for Peer Critiques.)

Here are images of the paintings you can use for your analysis. Click on each image to enlarge it.

Rembrandt. Family Portrait . 1665. Oil on canvas. Herzog-Anton-Ulrich-Museum, Braunschweig.

Glackens, William. Family Group . 1910. Oil on canvas. National Gallery of Art, Washington D. C.

First Steps

Gérard, Marguerite. The First Steps . 1788. Oil on canvas. Yuspuov Palace Museum, Leningrad.

van Gogh, Vincent. First Steps . 1890. Oil on canvas. The Metropolitan Museum of Art, New York.

Caillebotte, Gustave. Paris, A Rainy Day . 1877. Oil on canvas. Art Institute of Chicago, Chicago.

Hassam, Childe. A Rainy Day on Fifth Avenue . 1893. Oil on canvas. The John & Mable Ringling Museum of Art, Sarasota.

Download: Essay 3: Compare & Contrast Two Paintings

Renaissance Art Works’ Comparison Essay

Introduction.

Artworks differ significantly across different fields and periods. Some artworks have originated from the minds of individuals or social and ethnic influences while others have been influenced by the designs and features of earlier art periods.

Renaissance is a historical art period during which art was revitalized in the western world. The shift from the classical period to the Renaissance period took place during the 4th century BC. The social condition, which contributed to the advent of the renaissance style, is the increase in territorial tussle taking place across Europe. With the exclusion of the Catholic Church, the people had to dedicate themselves to the comfort of art. They, therefore, outrightly discarded classical art with an emphasis on religious convictions and this led to the rise of renaissance art (Boyle, 2001). This paper will compare and contrast two Renaissance works of art, one appearing on a website and the other appearing in a textbook.

The Sistine chapel

The Sistine Chapel is an example of a Renaissance artwork in the book “Preble’ Artforms: An Introduction to the Visual Arts” by Preble & Frank, 2005. The chapel is located in the Vatican and is one of the most illustrious artworks in the western world. It is named after Pope Sixtus IV, who commissioned its construction in 1475. The chapel is rectangular shaped is three dimensional and is made out of marble and bronze. Its dimensions are similar to those of the Temple of Solomon as shown in the Old Testament. The piece of artwork is surrounded by wall frescoes with the left wall symbolizing events in the Old Testament and the right wall portraying those in the New Testament. Portraits of God’s followers such as Peter are evident in the chapel and these symbolize God’s given authority. The chapel’s ceiling is divided into nine parts which symbolize the nine stories in the book of Genesis, from creation to Noah’s Drunkenness (Preble & Frank, 2005).

On the altar wall of the chapel, there is a portrait of Jesus known as “The Last Judgment”. The portrait is a good indicator of the fact that Christ is the Judge and has the power to compel sinners to hell, and his followers to heaven. The sun and other planets surround the portrait (Preble & Frank, 2005).

The entrance to the chapel is marked by two frescoes which symbolize the last episodes of the works of Moses and Christ, that is, the revivification of Jesus Christ and the conversation on the body of Moses. The Sistine chapel is thus a symbolic statement of Christianity especially the catholic denomination (Preble & Frank, 2005). The modern Sistine chapel has undergone a lot of cleansing and restoration and the modesty drapes that were used to cover the naked figures have been removed.

The Pieta is a good example of a Renaissance artwork by Michelangelo Buonarroti. The piece of architecture is located in the Vatican and is carved from marble. It is considered to be one of the most attractive works by Michelangelo and was commissioned in honor of Jean de Billheres, who was the French cardinal by then. It symbolizes the body of Christ on the lap of Mary, his mother. The artist’s interpretation of the sculpture is unique compared to other artists.

The sculpture is three dimensional and has a pyramidal shape. It broadens progressively towards the hangings of Mary’s dress and her figures are arranged in a manner that they seem to be out of proportion. Michelangelo by carving the sculpture did not want the Pieta to symbolize death but to reveal the “religious vision of abandonment and a serene face of the Son” (Buonarroti, 1995).

Mary’s youthful looks and the still facial appearance, together with the position of the upper limbs symbolize the fact that she is seeing her son. The fact that the sculpture depicts Mary to be very young also symbolizes her moral uprightness. The small size of Jesus Christ as manifested in the statue illustrates Jesus’ feebleness though in a state of death.

The above two works of art fit into the context of the Renaissance period. This is because the greatest theme of artworks during this historical art period was the supremacy of the church and the emergence of Christianity. The devil by representing the powers of darkness and wickedness was a strong force in renaissance thinking and the church controlled such fears by changing the pagan world of the early renaissance period. Other changes that were seen in the two artworks, which make them, fit in the context of the Renaissance period is the presence of a new system of docks and cellars. This has changed the usual rounded places of worship to pointed ones hence allowing for enlargement of the edges of sacred structures. This has also led to the development of a rectangular region for the most active members of the church and especially the clergy. These characteristics are evident in the above two artworks since the two reveal these paradigmatic changes and exhibit ideas of humanism and naturalism. It is, therefore, clear that the two sculptures were done during the renaissance period.

Boyle, D. (2001). Renaissance Art: A Crash Course . Dubuque: Brown Company Publishers.

Buonarroti, M. (1995). The Pieta in the Pallazzo . Madison: Wisc Editions Publishers

Preble, D., & Frank, P. (2005). Preble’ Art forms: An Introduction to the Visual Arts . Upper Saddle River: Pearson Publishers.

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IvyPanda. (2024, January 26). Renaissance Art Works' Comparison. https://ivypanda.com/essays/renaissance-art-works-comparison/

"Renaissance Art Works' Comparison." IvyPanda , 26 Jan. 2024, ivypanda.com/essays/renaissance-art-works-comparison/.

IvyPanda . (2024) 'Renaissance Art Works' Comparison'. 26 January.

IvyPanda . 2024. "Renaissance Art Works' Comparison." January 26, 2024. https://ivypanda.com/essays/renaissance-art-works-comparison/.

1. IvyPanda . "Renaissance Art Works' Comparison." January 26, 2024. https://ivypanda.com/essays/renaissance-art-works-comparison/.

Bibliography

IvyPanda . "Renaissance Art Works' Comparison." January 26, 2024. https://ivypanda.com/essays/renaissance-art-works-comparison/.

• The "Rottgen Pieta" and "Morgan Madonna" Sculptures
• The Artwork "Pieta" by Michelangelo
• The High Renaissance: The Pietà by Michelangelo
• "Pieta" Painting by Rogier van der Weyden
• The Sistine Chapel Painting by Buonarroti Michelangelo
• Michelangelo’s Artwork
• Michelangelo’s Pietà and Dorothea Lange’s Migrant Mother: Comparison and Contrast
• The First Barbary War
• Michelangelo’s “Sistine Chapel Ceiling” Artwork
• An Analysis of Michelangelo’s Work
• Leonardo da Vinci's vs. Fra Filippo Lippi's Paintings
• Maurits Cornelis Escher's Graphic Works
• "The Blind Man’s Meal" Painting by Pablo Picasso
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Compare Contrast Essay

The two art pieces I chose to compare are Priscilla Johnson, 1966 by Alice Neel and The Seated Women, 1917 by Egon Schiele. These two painting depict two young women who are sitting and convey messages to the person looking at the art piece. Each painting is unique unto itself but they both have many similarities and differences.

The painting by Alice Neel depicts Priscilla Johnson’s a young American from the 1960s. Her green dress her posture and hair all suggest that she is very fashionable and has money. The mood or tone of this painting is one of unease or anxiety. As you look at her face it is very unnerving. She has intense green eyes and her lips are clamped tight together. She has elongated feet and hands and the feet are pointed straight down. The painting suggests that she might be waiting for someone to come into the room. Even the chair she is sitting in is very stiff and the legs seem to just stab right into the carpet. She has talon like fingers and blue pointed shoes. As if this was not enough unease for the painting; there are leaves that seem to be just creeping onto Priscilla like a hand you might see in some horror movie. Alice Neel’s painting of Priscilla Johnson is contemporary oil on canvas painting. This painting was created in my opinion to shows some kind of feeling that Alice Neel might have been having at the time

The second piece of art was done be Egon Schiele in 1917. The painting The Seated Women is very similar to Priscilla Johnson. Both are contemporary art pieces that are of women who are about the same age. Each woman is sitting down and seems to be waiting for someone else. Each painting tells a story about the young women. Both of these paintings use similar colors of green and brown. Like the painting of Priscilla the other girl has a clenched jaw and tight lips. Each woman is wearing eye liner and lipstick. One of the biggest important similarities that I see in both of these paintings is that the artist seemed to leave the painting unfinished. For me that tells me that there is hope and that something in these women’s life might still change. These paintings do have many similarities but they also have many differences.

Unlike the painting of Priscilla the painting of the Seated Women is one of more relaxation. She is sitting with her legs spread apart and seems to be a lot more inviting. She has her head resting on her leg and is holding her leg with both hands. This painting is very sad because she seems to have been in an abusive relationship. She has bruises on her face and along both of her arms. She is wearing black stockings that cover her legs which might suggest that there are more bruises. As you look into her eyes she has a look as if she is angry but thinks that there is no hope for change.

Completley different from Priscilla who is sitting with objects in the room; this other woman is alone and isolated. The clothes that each woman wear also tell us were each of these women might stand socially. Unlike Priscilla the other women is wearing older rags that hang off her body. The one thing that set these two paintings apart for me is the hair. The hair in each of these paintings is very different. Priscilla’s hair is straight down and has been maintained while the other women’s hair is wild and unkempt. The hair in each of these paintings reflects the attitude that each women has.

I chose both of these paintings because they show the extreme difference’s of two different types of women. I like how they conveyed the emotion through the postures of each of these women.

Both of these women are from two different worlds. They have different moods, posture, attitude and class. But they are still very similar in that they are both oil on canvas paintings of women who are sitting and are about the same age. Each of these paintings are very well done and amazing pieces of art.

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Compare Contrast Two Art Pieces Essay. (2018, Feb 16). Retrieved from https://artscolumbia.org/compare-contrast-two-art-pieces-42562/

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