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.

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Critiques in the Classroom - Florida Art Educators Association

  1. 1. What is happening in this image?
  2. 2. Building Communication Skills during Critiques and Other Conversations about Art Allison Graff Art in Public Places Cultural Council of Greater Jacksonville
  3. 3. Conversations about ART <ul><li>Application of knowledge </li></ul><ul><li>Communication skills </li></ul><ul><ul><li>Speaking, listening, language </li></ul></ul><ul><li>Critical thinking </li></ul><ul><li>Visual literacy </li></ul><ul><li>Persuasive arguments </li></ul><ul><li>Meaning making </li></ul>
  4. 4. Sunshine State Standards <ul><li>Speaking and listening </li></ul><ul><li>Writing </li></ul><ul><li>Reading (visual literacy) </li></ul><ul><li>Observation (non-verbal) </li></ul><ul><li>Application of art language </li></ul>
  5. 5. What is happening in this image?
  6. 6. What happened during our conversation?
  7. 7. Visual Thinking Strategies <ul><li>What do you see? </li></ul><ul><li>What do you see that makes you say that? </li></ul><ul><li>What else is happening? </li></ul>
  8. 8. Role of the Facilitator <ul><li>Point </li></ul><ul><li>Paraphrase </li></ul><ul><li>Link ideas </li></ul>
  9. 9.
  10. 10. The Benefits of VTS Conversations <ul><li>Students reflect, interpret, and evaluate works of art </li></ul><ul><li>Students provide evidence for interpretations </li></ul><ul><li>Develops observation and analytic skills </li></ul><ul><li>Students relate experiences to meaning making </li></ul><ul><li>Students listen to a variety of perspectives </li></ul><ul><li>Students are aware of their own thinking </li></ul>
  11. 11. Student Facilitators <ul><li>Lead conversation </li></ul><ul><li>Listen and paraphrase </li></ul><ul><li>Demonstrate understanding </li></ul><ul><li>Collective understanding of process </li></ul><ul><li>Reflects critical thinking </li></ul><ul><li>Demonstrate communication skills </li></ul><ul><li>Link responses </li></ul>
  12. 12. Coaching <ul><li>What did you learn during this discussion? </li></ul><ul><li>What did you like about this conversation? </li></ul><ul><li>What surprised you about this discussion? </li></ul><ul><li>What will you do differently next time? </li></ul>
  13. 13. Define Critique <ul><li>A detailed evaluation </li></ul><ul><li>A critical discussion </li></ul><ul><li>A critical analysis </li></ul><ul><li>A review </li></ul>
  14. 14. Multiple Layers of Learning <ul><li>Student artist presents work </li></ul><ul><li>Students respond to work as individual </li></ul><ul><li>Student artist argues intentions </li></ul><ul><li>Students responses affected by group </li></ul><ul><li>Student artist applies feedback </li></ul><ul><li>Students respond to change in views </li></ul>
  15. 15. What do we know? <ul><li>Assignment </li></ul><ul><li>Materials </li></ul><ul><li>Background of work </li></ul><ul><li>Language of art </li></ul>
  16. 16. What do we want to know? <ul><li>Why is the critique process important? </li></ul><ul><li>Write your responses on a post-it and add to the wall. </li></ul>
  17. 17. Applying the Language of Art <ul><li>Elements of Art: </li></ul><ul><li>Line, Color, Texture, Shape, Form, Value, Space </li></ul><ul><li>Principles of Art: </li></ul><ul><li>Emphasis, Balance, Harmony, Variety, Movement, Rhythm, Proportion, Unity </li></ul>
  18. 18. Elements/Principles of Art <ul><li>Give each student an element or principle of design card . </li></ul><ul><li>Each student comments on the work being critiqued based on his/her card. </li></ul><ul><li>The group identifies the element/principle based on the student’s comments </li></ul>
  19. 19. Written Responses <ul><li>Pre-critique : </li></ul><ul><li>What is going on in this work? </li></ul><ul><li>During critique: </li></ul><ul><li>Students create questions for critique </li></ul><ul><li>and rubric for responses </li></ul><ul><li>Post-critique: </li></ul><ul><li>What did you learn from the group discussion of the same piece? Changes? </li></ul>
  20. 20. Rubric <ul><li>Excellent: Student makes coherent statements using the language of art without prompts. </li></ul><ul><li>Good: Student occasionally makes statements but needs prompts to apply language of art. </li></ul><ul><li>Fair: Student does not make statements and does not apply language of art when prompted. </li></ul><ul><li>Poor: Student does not participate in discussion and makes no attempt at applying the language of art. </li></ul>
  21. 21. The Great Art Debate <ul><li>Split the class into two groups. </li></ul><ul><li>One group is assigned the role of formalist and the other is assigned the role of art historian or interpreter </li></ul><ul><li>Each group will comment of the work being critiqued from their assigned perspective </li></ul><ul><li>Post-critique: What were the limits of your perspective? </li></ul>
  22. 22. Thank you