Discipline-BasedArt EducationCritique Model

DescriptionAnalysis

InterpretationJudgment

TechnicalAesthetic

11/24/98 6:32 PMSubject: how to conduct face-to-face write-off critiquesTo: JEATALK@LISTSERV.KENT.EDUShould you ever be in the position of having to conduct one of our face-to-face write-off

critiques, the following information should come in handy. Judy and Sharon will be including thisinformation in their instructions to moderator/judges used in computer and photography carry-in contests.

The process comes from art teachers and their Discipline Based Art Education critique guide-lines. Try it out in your classroom the next time you have to judge a photo or layout or whatever.Enjoy.

Rob Melton, MJEHOW TO RUN THE FACE-TO-FACE WRITE-OFF CRITIQUE by Rob MeltonCongratulations! You are the moderator for one of the computer design or photography

contests, and probably a judge, too. If you have been a moderator in another contest area, thenyou already know some of the basic requirements for the job, but there are some things that aredifferent, too.

One of the most important responsibilities is conducting the critique session with students.It is an opportunity for student artists to discuss their work with other student artists and learnhow other like-minded students approach their work. The most important point to remember isthat the crituqe session is not when the judging takes place; that is, you want to avoid comparingtwo entries with each other or ranking the entries while the students are present.

The critique session is a chance for young artists to learn how to critique their own work andthe work of other artists with you as their guide. As you begin the critique, stress the importanceof constructive criticism. With the first several entries, guide them through the four-step Disci-pline-Based Art Education critique method. (Point out that judgment is withhelp until the veryend—and point out how difficult it is to suspend judgment as you work through the first severalentries.) Here is the discussion guide format:

(See next page)And that, ladies and gentlemen, is all there is to it. It’s an opportunity for you and the stu-

dents to collaborate and learn how to critique Art. Notice how much thinking goes into it beforeyou ever evaluate it?

There you go. That’s it. Good luck!

Discipline-Based Art EducationCritique Model

1. DescriptionDESCRIBE IT quite literally—”It consists of black and white lines, a photo and text” or “Red

type is placed over a black background with a reverse subhead. Headline type is Futura Extraboldwith body type in 11 point Garamond....” You get the idea.

2. AnalysisANALYZE IT, in other words, explore how it is organized—”The ad uses symmetircal or formal

layout. It directs the reader’s eye first to the photo, then to the display type, and finally to thecoupon at the bottom....”

3. InterpretationINTERPRET IT, or discuss its meanings. A work may have complex or subtle meanings, and it

may be interpreted in more than one way—”The tradition of Neoclassical principles of logic,order, and discipline as represented by the columns is in stark contrast to the overwhelminglyemotional tones of the rest of the image....” Or it can be simple: “The puppy and the girljustaposed in this way clearly conveys the idea of puppy love.”

4. JudgmentA. TechnicalB. Aesthetic

JUDGE IT first on Technical Merit, then on aesthetic merit. Technical execution is a fairlyobjective assessment of the skill level and technique of the artist. Aesthetic judgment is your ownemotional response to the work—whether you like it or not, no-questions-asked.