CRITIQUES

CRITIQUES:

A middle school teacher writes: "I have tried different approaches to critiques in the classroom, but there are always students who want to take it to a negative place, make fun of others, or just be disruptive in general. Any ideas on how to create a critique lesson/environment that this age group can better handle?"

8th grade self-portrait

Chris Screws: "Small group critiques. This takes longer, but the positives outweigh the negatives you describe. The discussion is more personal and less threatening. Often times, the negative comments are a defense mechanism that is more likely to occur in the large group setting. Even if the comments crop up in the small groups, they are easier to squash without a large audience. These critiques can happen the day you begin a new project."

Sharon Christman: "When preparing for critiques (for elementary school) I wrote one of the elements or design principles on each popsicle stick and each student drew one. Their comments had to focus on the stick they drew. Did the artwork include what was on the stick and if YES then how? Only positive comments could be given. I WAS THE ONLY one permitted to make negative or rather constructive criticism. If something negative or laughing was involved those students got marks off on their grade. After all it is part of the state curriculum and if they can not do it correctly then it is reflected in their grade."

Anna Nichols: "I will do most of the talking the first few times we do a critique. I will explain to the kids that they are only allowed to find positive things in others’ artwork and that the reason we do critiques is to learn from each other, not to find the “best” or the “worst” techniques. (They are usually their own worst critics) I ask the kids to point out a specific piece that is meeting certain criteria, such as the painting that exemplifies a color gradation, or a painting where the student is taking the time to be very neat. "

S.B., middle school, Baldwin Cty. said..."I make it a classroom rule to say only nice things about others' work, and how art reflects that student. An insult is just like insulting that PERSON. If they choose to break the rules, you can issue the warning, then detention."

Jill Ritchey: "On critiques I like for them to have specific questions and guidelines and write/reflect first and keep the work anonymous as possible, they have to describe the work without knowing whose it is. If they say something negative points will be taken off, it has to be constructive. I would frame the class first by setting up the etiquette of how to look and talk about someone's art and explaining what a critique is and that it does not mean "to criticize" as many of my students think! I don't do as many oral critiques of students work in Art I, many more oral critiques in the higher level classes where they are more serious. I like the written critiques for Art I to support their higher level thinking and try to frame it with minimal opportunities to slam someone's work. For example, choose an artwork that speaks or stands out to you and describe what elements and principals were used effectively...then I will ask them to read some of the positive comments they wrote. I would go there and say if they criticize someone's work in a negative way without providing constructive comments to improve the work points will be taken off. If they critique in a constructive way they should say what they feel would improve the person's work using principals and elements of design (needs more shading or unity, etc). I would provide a word bank for students of what words would be appropriate to use to describe the student's work and what words to avoid using like general words "bad, good, ugly, pretty, etc" I would also discuss about behavior and expectations during the critique and consequences if they do not display appropriate behavior, like points off their assignment and a possible discipline referral, or some incentives/rewards for critiques that are done really well. I would provide examples of a well done critique and how not to do it and discuss first to lay down the groundwork. I also provide a guideline for critiques to break the process down, which higher level classes also receive."