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Critiques in the Classroom - Florida Art Educators Association
 

Critiques in the Classroom - Florida Art Educators Association

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This presentation was designed for art educators at a state-wide conference in 2007. Discussion focused on how to engage students of all ages in talking about art.

This presentation was designed for art educators at a state-wide conference in 2007. Discussion focused on how to engage students of all ages in talking about art.

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    Critiques in the Classroom - Florida Art Educators Association Critiques in the Classroom - Florida Art Educators Association Presentation Transcript

    • What is happening in this image?
    • Building Communication Skills during Critiques and Other Conversations about Art Allison Graff Art in Public Places Cultural Council of Greater Jacksonville
    • Conversations about ART
      • Application of knowledge
      • Communication skills
        • Speaking, listening, language
      • Critical thinking
      • Visual literacy
      • Persuasive arguments
      • Meaning making
    • Sunshine State Standards
      • Speaking and listening
      • Writing
      • Reading (visual literacy)
      • Observation (non-verbal)
      • Application of art language
    • What is happening in this image?
    • What happened during our conversation?
    • Visual Thinking Strategies
      • What do you see?
      • What do you see that makes you say that?
      • What else is happening?
    • Role of the Facilitator
      • Point
      • Paraphrase
      • Link ideas
    • www.vue.org
    • The Benefits of VTS Conversations
      • Students reflect, interpret, and evaluate works of art
      • Students provide evidence for interpretations
      • Develops observation and analytic skills
      • Students relate experiences to meaning making
      • Students listen to a variety of perspectives
      • Students are aware of their own thinking
    • Student Facilitators
      • Lead conversation
      • Listen and paraphrase
      • Demonstrate understanding
      • Collective understanding of process
      • Reflects critical thinking
      • Demonstrate communication skills
      • Link responses
    • Coaching
      • What did you learn during this discussion?
      • What did you like about this conversation?
      • What surprised you about this discussion?
      • What will you do differently next time?
    • Define Critique
      • A detailed evaluation
      • A critical discussion
      • A critical analysis
      • A review
    • Multiple Layers of Learning
      • Student artist presents work
      • Students respond to work as individual
      • Student artist argues intentions
      • Students responses affected by group
      • Student artist applies feedback
      • Students respond to change in views
    • What do we know?
      • Assignment
      • Materials
      • Background of work
      • Language of art
    • What do we want to know?
      • Why is the critique process important?
      • Write your responses on a post-it and add to the wall.
    • Applying the Language of Art
      • Elements of Art:
      • Line, Color, Texture, Shape, Form, Value, Space
      • Principles of Art:
      • Emphasis, Balance, Harmony, Variety, Movement, Rhythm, Proportion, Unity
    • Elements/Principles of Art
      • Give each student an element or principle of design card .
      • Each student comments on the work being critiqued based on his/her card.
      • The group identifies the element/principle based on the student’s comments
    • Written Responses
      • Pre-critique :
      • What is going on in this work?
      • During critique:
      • Students create questions for critique
      • and rubric for responses
      • Post-critique:
      • What did you learn from the group discussion of the same piece? Changes?
    • Rubric
      • Excellent: Student makes coherent statements using the language of art without prompts.
      • Good: Student occasionally makes statements but needs prompts to apply language of art.
      • Fair: Student does not make statements and does not apply language of art when prompted.
      • Poor: Student does not participate in discussion and makes no attempt at applying the language of art.
    • The Great Art Debate
      • Split the class into two groups.
      • One group is assigned the role of formalist and the other is assigned the role of art historian or interpreter
      • Each group will comment of the work being critiqued from their assigned perspective
      • Post-critique: What were the limits of your perspective?
    • Thank you