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| 1 | In order to develop a general point of view about the lesson, it is discussed what the work of art is, why the works of art are examined, how a good review and criticism should be, and criticism is made by taking into account the results. | | |
| 2 | An overview of the analysis variants is provided. With examples from the writings of different art historians, the importance of correctly defining the visual elements of the work is emphasized in the process of making sense of a work. | | |
| 3 | The type of formal analysis is explained, examples from the history of art are formally analyzed with the students. | | |
| 4 | The type of stylistic analysis is explained by giving examples from personal and periodical stylistic analyzes of different art historians. Information about biographical analysis is given by examining examples from the history of art. | | |
| 5 | Iconographic and historical analysis types are explained by giving examples, and how to deepen the understanding of the content of the artwork is discussed with the students. | | |
| 6 | Students present their investigations to the class by supporting them with visuals. Their analysis is discussed, the points that can be improved by the contributions of other students in their writing are determined, and brainstorming is done. | | |
| 7 | Students present their investigations to the class by supporting them with visuals. Their analysis is discussed, the points that can be improved by the contributions of other students in their writing are determined, and brainstorming is done. | | |
| 8 | Midterm Exam: The manuscript reviews are submitted. Students present their investigations to the class by supporting them with visuals. The analysis they have made is discussed, and the points that can be improved in their writings with the contributions of other students are determined. | | |
| 9 | Students present their investigations to the class by supporting them with visuals. Their analysis is discussed, the points that can be improved by the contributions of other students in their writing are determined, and brainstorming is done. | | |
| 10 | Students present their investigations to the class by supporting them with visuals. Their analysis is discussed, the points that can be improved by the contributions of other students in their writing are determined, and brainstorming is done. | | |
| 11 | Students present their investigations to the class by supporting them with visuals. Their analysis is discussed, the points that can be improved by the contributions of other students in their writing are determined, and brainstorming is done. | | |
| 12 | Students present their investigations to the class by supporting them with visuals. Their analysis is discussed, the points that can be improved by the contributions of other students in their writing are determined, and brainstorming is done. | | |
| 13 | Students present their investigations to the class by supporting them with visuals. Their analysis is discussed, the points that can be improved by the contributions of other students in their writing are determined, and brainstorming is done. | | |
| 14 | Students present their investigations to the class by supporting them with visuals. Their analysis is discussed, the points that can be improved by the contributions of other students in their writing are determined, and brainstorming is done. | | |
| 15 | Final | | |