This document provides guidance on how to conduct a critique of creative works. It explains that a critique involves examining and evaluating creative works through discussion in order to help people understand and improve their own work and the work of others. It then outlines different elements that can be discussed in a critique, such as craftsmanship, the creator's ideas, comparisons to other works, emotional responses, questions, inspiration, formal principles, connections, and suggestions for structuring a critique. The overall purpose of a critique is to fully experience and understand creative works through an honest and constructive analysis and discussion.

1. CRITICAL THINKING FOR
UNDERSTANDING ART
Modeling the Critique Process

2. WHAT IS A CRITIQUE?
A critique is the process of discussion by which we examine and
evaluate creative works.
A critique can be done alone, with a few people, or in a large
group.
Critiques might be about your work, your classmates’ work, or a
famous piece that is made by someone you do not know.

3. WHAT DO WE CRITIQUE?
Critiques can be applied to any creative endeavor:
● Visual Arts: Drawing, Painting, Sculpture, Photography,
Performance Art, Installations, Digital Art, Film, Fashion & Costume
Design, etc.
● Performing Arts: Dance, Musical Compositions, Vocal
Performances, Instrumental Performances, Acting, Playwriting,
Directing, Stage Design, Sound Design, etc!
● Writing
● Cuisine
Can you think of more areas to critique?

4. WHY DO WE CRITIQUE?
● To understand creative works
● To improve our own work and inspire new work
● To help others understand and improve their work
● To fully experience a creative work
A critique is not meant to be negative.
A good critique is honest and constructive.

5. CRAFTSMANSHIP
This was made with skill because…
I can identify _____ skills used to create
this piece…

6. CRAFTSMANSHIP EXAMPLES
This was made with skill because…
I can identify _____ skills used to create this
piece…
https://www.youtube.com/watch?v=BKezUd_xw20
Carrie Mae Weems, Self Portrait, photograph, 2002

7. CREATOR’S IDEAS
The ideas in this piece are interesting
because…
I think this was made with _____ purpose
because …
I imagine the thought process/intent of the
creator was _____ because …

8. CREATOR’S IDEAS EXAMPLES
The ideas in this piece are interesting because…
I think this was made with _____ purpose because …
I imagine the thought process/intent of the creator was
_____ because …
I’m Nobody! Who are you? (260)
Emily Dickinson, 1830 - 1886
I’m Nobody! Who are you?
Are you – Nobody – too?
Then there’s a pair of us!
Don’t tell! they’d advertise – you know!
How dreary – to be – Somebody!
How public – like a Frog –
To tell one’s name – the livelong June –
To an admiring Bog!
Dorothea Tanning, On Time Off Time, 1948

9. COMPARISON
This differs from _______ because…
This is similar to ________ because…

10. COMPARISON EXAMPLES
This differs from _______ because…
This is similar to ________ because…
https://www.youtube.com/watch?v=4JjLuh4Ns7shttps://www.youtube.com/watch?v=iRlUwaNwY4
c

11. EMOTIONAL RESPONSE
This makes me feel ______ because…
I imagine this piece might make others feel
__________ because…

12. EMOTIONAL RESPONSE EXAMPLES
This makes me feel ______ because…
I imagine this piece might make others feel __________ because…
https://www.youtube.com/watch?v=tIdIqbv7SPoLouise Bourgeois, Maman (Mother), 1999

13. QUESTIONS
I don’t understand this because…
I wonder what the creator was thinking here
because…

14. QUESTION EXAMPLES
I don’t understand this because…
I wonder what the creator was thinking here
because…
Marc Chagall, Paris Through the Window, 1913
Jenny Holzer,Truisms, Times Square, NY, LED display,
1970’s

15. INSPIRATION
This piece inspires me to _______
because…
I have an idea to create ______ because…

16. INSPIRATION EXAMPLES
This piece inspires me to _______ because…
I have an idea to create ______ because…
https://www.youtube.com/watch?v=dNJdJIwCF_Y

17. FORMAL PRINCIPLES
I can describe this with words from class like
…
This relates to our class/lesson because…

18. FORMAL PRINCIPLES EXAMPLES
I can describe this with words from class like
…
This relates to our class/lesson because…
Raphael, School of Athens, Fresco, Apostolic Palace, Vatican City, 1509-1511
https://www.youtube.com/watch?v=8Up6esqYMGU

19. CONNECTIONS
This reminds me of_____ because…
This is related to ______ because…

20. CONNECTIONS EXAMPLES
This reminds me of_____ because…
This is related to ______ because…
Stuart Mortimer, Squid Series #2,
pink ivory, ebony wood, 2002Arthur Dove, 1941, wax emulsion on canvas, 1941

21. SUGGESTIONS TO STRUCTURE A
CRITIQUE
● Class discussion
● Pair discussion
● Self-evaluation
● Written responses
o used to structure an essay
o short statements on post-its
o checklist with comments