About the Artist
Venezuelan painter Pedro Sandoval was born in 1966. His artistic career started at the age of six when he won a “Young Master of the World” award from Osaka, Japan. Trained at the Cristobal Rojas School, he continued with instruction from master artists including Jesús Soto, Oswaldo Vigas, and Carlos Cruz-Diez.
His artistic style has incorporated both realism and abstraction. He is most closely associated with abstract neo-expressionism. Neo-expressionists portray recognizable objects in a rough, brutish manner, using vivid colors and highly textural brushwork frequently in a large-scale format. In the early 2000s, Sandoval moved to Madrid. His work can be found at the Guggenheim Museum, the White House, the Vatican Museums, and the Caracas Museum of Contemporary Art.
To use critical analysis to describe the characteristics of the painting Dia de Domingo (Sunday Day) by Pedro Sandoval.
I Can Statement
I can use critical analysis to describe the characteristics of the painting Dia de Domingo (Sunday Day) by Pedro Sandoval.
Critical analysis, critique, still life, realistic, abstract
- Define and discuss critical analysis.
- Introduce or review the vocabulary.
- Discuss still-life painting. A still life is a painting featuring an arrangement of inanimate, everyday objects, whether natural objects (flowers, food, wine, etc.) or manufactured items (books, bottles, crockery, etc.).
- Inform the students that the artist was born in Venezuela.
- Elicit information about Venezuela from the class (location, climate, capital, language).
- Discuss and explain the concepts of realistic and abstract art.
- Is the painting more realistic or more abstract?
- Ask the class to explain why an artist would paint a still life.
- Why do you suppose the artist chose these particular objects?
- Have the group describe the colors (bright, dull, warm, or cool).
- Do the colors affect your mood in any way (cheerful, calm, or not at all)?
- Describe the mood the still life evokes in you (none, cheery, sad).
- What kind of mood do you suppose the artist was in when he created this still life?
- Discuss the artwork in terms of lines (straight, curvy, or diagonal).
- Have the students describe the shapes (ovals, rectangles, cylinders).
- Draw out ideas for a still life arrangement that would reflect the personality of the class.
Elicit critiques (I liked or disliked the still life because …); record the responses.
Make a list of items you would use in a still life that tells something about your family.
Florida Visual Arts Standards Grades K-5
- Vocabulary: VA.1.C.3.1 / VA.2.C.3.1 / VA.3.C.3.1 / VA.4.C.3.1 / VA.1.S.1.4/ VA.2.S.1.4 / VA.3.S.1.4 / VA.4.S.1.4 / VA.5.S.1.4
- Interpret and Reflect: VA.K.C.1 .2 / VA.1.C.1.2 / VA.2.C.1.2 / VA.3.C.1.2 / VA.4.C.1.2 / VA.5.C.1.2
- Artist’s intent: VA.5.C.3.2
- Critique art: VA.3.C.3.3 / VA.4.C.3.3 / VA.5.C.3.3
- Identify shapes: MAFS.K.G.1.2 / MAFS.4.G.1.2 / MAFS.5.G.2.4
Florida Visual Arts Standards Grades 6-8
- Vocabulary: VA.68.C.3.1
- Interpret and Reflect: VA.68.C.1.2
- Artist’s intent: VA.68.S.1.5
- Describe art from selected cultures: VA.68.H.1.1
- Critique art: VA.68.C.3.3
Florida Visual Arts Standards Grades 9-12
- Interpret and Reflect: VA.912.C.1
- Vocabulary: VA.912.C.3.1
- Describe art from selected cultures: VA.912.H.1
- Critique art: VA.912.C.3