Writing for Art History

The purpose of writing for 100 and 200-level art history classes is to develop the skill set needed to engage in substantive visual analysis. Writing at this level demonstrates how you are thinking about and interpreting the visual material you’re observing and how these interpretations allow you to enter into conversations with other scholars who have written about this work or others like it. 

• Good Writing in Art History

  Good writing in this discipline means articulating your visual observations carefully and with the goal of taking your reader with you as you explore the object / space in question. These observations become the basis for informed critical thinking about the work, particularly in the context of thinking about art as a reaction or response to various social, political, cultural, or religious circumstances.

  Before you begin writing, consider that there are multiple types of papers you might be asked to write. Does the prompt or assignment ask for a paper that is:

  • a visual or formal analysis, asking you to describe how the individual elements of a work of art are arranged and how you see them functioning together within the composition?
  • comparing art works, styles, or movements?
  • identifying and analyzing patterns of change and/or continuity? 
  • an exploratory thought piece? 
  • an exhibition review? 
  • a primary source analysis? 

  Or, might it be a combination of any of these? If you’re not sure which type you’re meant to write, ask your professor. The conversation will certainly yield helpful information. 

• Enter the Conversation

  Art history writing gives you the opportunity to add new ideas or hypotheses to existing conversations. For example, Do your visual interpretations of a work of art align with established readings or add something new? If they add something new, how does your interpretation of the material add nuance to what has already been said? 

• Structure of an Art History Paper

  Your introduction should include your thesis statement and a map of where your paper is going. 

  Tip: A good introduction is rarely written first, because you often don’t know where you’re going until you’ve written the first draft. If you get to the end of the paper and your final paragraph clearly states your position or ideas, move that to the top and reframe it as described above. 

   

  The 5-paragraph essay concept can serve as a framework for your first papers in art history, helping you remember to include evidence and observations from the readings, trying to make each paragraph build to the next. Remember that you’re not limited to 5 paragraphs or three main points, and likely will need more than that to make an argument at this level. 

  Each paragraph will have a topic sentence and provide evidence grounded in the source. Remember to introduce each quotation and follow it with your own analysis, connecting it to your argument. 

  The conclusion should aim to answer the question “why does this matter?” Ask yourself if your interpretation encourages the reader to re-evaluate how they see the object. 

• Can I Use I?

  It’s typically okay to use the first person in short, informal response papers. However, for longer papers, ask your professor about their preference; some think it’s fine to use “I,” others never want to see it.

• Citation style

  Citation style in art history is often Chicago Manual of Style, though some professors prefer MLA. When in doubt, ask the professor.