Creative Critique

Methods

for Peer- and Self-Assessment in the Art

Room

Campbell County High

School

MAAE, MFABrian

Harmon -

Why Critique?Why Critique?• Part of Discipline Based Art

Education

• Allows students to better understand art

• Gives students ideas for improvement

• Promotes self-assessment

• Provides formative assessment

• Practices using content-specific vocabulary

• Meets state and national standards

Standards

Common Core Common Core

ELA: Speaking/Listening 11-12.1. ELA: Speaking/Listening 11-12.1. Initiate Initiate and participate effectively in a range of and participate effectively in a range of collaborative discussions (one-on-one, in groups, collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly others’ ideas and expressing their own clearly and persuasively.and persuasively.

WHST 11-12.1. WHST 11-12.1. Write arguments focused on Write arguments focused on discipline-specific contentdiscipline-specific content..

Standards

English Language Arts Standards » College and English Language Arts Standards » College and Career Readiness Anchor Standards for ReadingCareer Readiness Anchor Standards for Reading

2. Determine central ideas or themes of a text and analyze 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and their development; summarize the key supporting details and ideas. ideas.

6. Assess how point of view or purpose shapes the content 6. Assess how point of view or purpose shapes the content and style of a text.and style of a text.

7. Integrate and evaluate content presented in diverse 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as formats and media, including visually and quantitatively, as well as in words.well as in words.

Standards

KY Program of Studies: High School Skills and KY Program of Studies: High School Skills and Concepts – Visual ArtsConcepts – Visual Arts

Students willStudents will

use knowledge of the elements and principles of art and use knowledge of the elements and principles of art and art terminology to describe and critique their own work art terminology to describe and critique their own work creations and the creations of others (e.g., how thecreations and the creations of others (e.g., how the

identify and apply criteria for evaluating visual arts identify and apply criteria for evaluating visual arts (e.g., skill of artist, originality, emotional impact, (e.g., skill of artist, originality, emotional impact, variety, interest, technical quality)variety, interest, technical quality)

Standards

NAEA National Visual Art Standards NAEA National Visual Art Standards

Content Standard 2: Using knowledge of Content Standard 2: Using knowledge of structures and functions: (b) students evaluate structures and functions: (b) students evaluate the effectiveness of artworks in terms of the effectiveness of artworks in terms of organizational structures and functionsorganizational structures and functions

Content Standard 5: Reflecting upon and Content Standard 5: Reflecting upon and assessing the characteristics and merits of their assessing the characteristics and merits of their work and the work of otherswork and the work of others

Three Critique Games

TokenToken

Musical ChairsMusical Chairs

Scavenger HuntScavenger Hunt

Token Critique

Best for:Best for:

group formative assessment group formative assessment peer review peer review personal reflection personal reflection self-assessment self-assessment

Token Critique

MaterialsMaterials

completed artworkscompleted artworks

colored “tokens” colored “tokens”

assessment criteria assessment criteria

Token Critique

Procedure Procedure

arrange art on cleared desks arrange art on cleared desks have students generate categories for have students generate categories for analysis analysis assign each category a color and give each assign each category a color and give each student a token in each color student a token in each color gallery walkgallery walk after viewing all works, students place after viewing all works, students place tokens on the desks of deserving pieces tokens on the desks of deserving pieces

Token Critique

return, count, reflect return, count, reflect

one category at at time, bring one category at at time, bring works with large numbers of works with large numbers of tokens forward tokens forward

class discussion/reflection class discussion/reflection

written response/self-assessment written response/self-assessment

Token Critique

Things to watch out forThings to watch out for

the unthoughtful giver the unthoughtful giver the followerthe follower the bff awarderthe bff awarder the pity/jerk awarderthe pity/jerk awarder the self-server the self-server

Musical Chairs Critique

Best for:Best for:

peer review peer review personal reflection personal reflection individual formative individual formative assessment assessment self-assessment self-assessment

Musical Chairs Critique

MaterialsMaterials

completed artworks completed artworks critique sheets (optional)critique sheets (optional) assessment criteria assessment criteria music music

Musical Chairs Critique

Procedure Procedure

arrange art on cleared desksarrange art on cleared desks decide on categories to be critiqued decide on categories to be critiqued distribute crit sheets or paperdistribute crit sheets or paper student-focused or artwork-focused?student-focused or artwork-focused? play music, students circulate room play music, students circulate room viewing artwork of classmatesviewing artwork of classmates

Musical Chairs Critique

– stop music, students plop down at stop music, students plop down at the nearest seat and fill out crit sheet the nearest seat and fill out crit sheet

– after a number of rounds, have after a number of rounds, have students return to their desks students return to their desks

– reading and reflection reading and reflection – discussion and/or written response discussion and/or written response – self-assessment self-assessment

Musical Chairs Critique

• Things to watch out forThings to watch out for

– the repeater the repeater – the bff reviewer the bff reviewer – the brutally honest the brutally honest – the prance in one placer the prance in one placer

Scavenger Hunt Critique

• Best for:Best for:

– individual formative individual formative assessment assessment

– peer review peer review – personal reflectionpersonal reflection

Scavenger Hunt Critique

• MaterialsMaterials

– completed artworks completed artworks – crit guides crit guides

Scavenger Hunt Critique

• Procedure Procedure

– arrange art on cleared desks or hang on walls arrange art on cleared desks or hang on walls – number each artwork number each artwork – distribute crit sheetsdistribute crit sheets– students circulate room looking for examples students circulate room looking for examples

of each item on crit sheetof each item on crit sheet– students fill out crit sheet, complete with students fill out crit sheet, complete with

artwork numberartwork number– use completed sheets to facilitate discussion use completed sheets to facilitate discussion

Scavenger Hunt Crit Guide

ElementDefinition (in your own

words)Artwork #

How does the artist use this element

line

shape

form

color

value

texture

space