Art Criticism in the K-12 environment
A lot of teacher candidates realize that when they do observations in the schools, they don't see a lot of critiques or discussion of student art. Experience in college studio art courses help students understand the value of a critique, but the transfer of that artistic experience doesn't always work with non-college students. Here are multiple techniques that make critiques more suited for the K-12 environment.
Token Response
The class art works are placed on tables, and students travel around looking at the different works. They return to their table and pick up a bag with various objects. Each of these objects is going to represent an "award" or token of their esteem for an individual artwork. Students have to decide what the token represents and why they should award it to a particular artwork.
The groups go around and place the tokens in front of or on the artwork they wish to award it to. When students are finished, the teacher will ask each group to discuss what their token represents and why they gave it to a particular artwork.
You can buy "token response" post it note kits at several art supply companies, but you can make your own easily!
The groups go around and place the tokens in front of or on the artwork they wish to award it to. When students are finished, the teacher will ask each group to discuss what their token represents and why they gave it to a particular artwork.
You can buy "token response" post it note kits at several art supply companies, but you can make your own easily!
Art Criticism Cards
Artworks are pinned up for examination - students are each given several cards. On each card is a question that students can prepare an answer for in regards to one of the artworks. By giving students several cards, they have a choice over which question they wish to address, and also will have an opportunity to think about the question and form a response in advance of being called on. The questions approach criticism from a variety of entry point approaches: senses, formalistic inquiry, emotional response, predictions, interpretations, etc.
Silent post-it note critique
This type of feedback is helpful for students who feel awkward about speaking out publicly, but have important thoughts to share. Notes are anonymous, so honesty is encouraged.
Artworks are put on display. Each student is given a small stack of post-it notes. They are to write notes with comments that are appreciative, constructive or helpful, and place them on or around the artwork.
Some Sample Prompts
Artworks are put on display. Each student is given a small stack of post-it notes. They are to write notes with comments that are appreciative, constructive or helpful, and place them on or around the artwork.
Some Sample Prompts
- Choose a work and describe how your eye traveled over the work.
- Choose a work and write two things that the artist did well.
- Find a work and write one suggestion on what the artist could do to improve the work.
- Choose a work and write down the name of a song that this work brings to mind.
- Choose a work that would make a great basis for a protest poster. Suggest a slogan.
- Find a work that resonates with a contemporary issue and provide your support.
- Find a work that brings a memory to mind. Share that memory with the artist.
- Choose a work that you would like to hang in your own home. Write down where you would put this in your home.
Rubric development
Students often wonder how their grades are determined. Getting them involved in sorting and discussing criteria help them to understand what teachers are looking for when scoring projects.
Having students presort a stack of work into 4 piles (how they determine what the piles represent is up to them). Ask them to explain how they decided what it was that indicated why the works in each stack were put there. These are the criteria. Examples might be: "these had good shading" or "the proportions on this one look right". Writing these criteria down on a blank rubric template and then asking students to describe what a great example of that criteria contains, and how the performance would make a piece move to another stack helps them to see how we determine a grade. Participation in this activity cuts WAY down on their challenging grades.
Two Stars and a Wish
A lot of students have valuable insight and good feedback, but for many, giving constructive criticism can be difficult. For this exercise, each student is given two laminated papers with a star and one with a genie lamp (for a wish), and a dry-erase marker. On the star slips with the dry-erase pen , students can write a compliment for an individual work, and on the wish slip, they write a constructive comment, something they wish the artist would have (or may still opt to) do. A template to make star and wish slips (laminate with clear contact paper) is here.
Process Critique
In this discussion, students will take one of their works and describe their complete creative process. A good example of this is asking students to walk us through their ideas, where their struggles were, what they had to do to overcome any problems, and how they might change things if they were to do the project over again.
Usually, these types of process descriptions inspire other students to work, and often they can be held at the beginning of class with time to work afterwards. Keeping it to two or three students at a time makes this a valuable addition. Modeling the behavior with one of your own pieces is a great way to get this process going.
Ping Pong Art Critique
Download questions for this art critique game - write them on ping pong balls and ask students to choose one when doing your crit.
I found this on Pinterest. Here's a link to more ideas for discussing art.
Art Criticism Cootie Catcher
You know I love a cootie catcher!
Right click on this pic
(or Ctrl click)
and choose "Save image as..."
You know I love a cootie catcher!
Right click on this pic
(or Ctrl click)
and choose "Save image as..."
More Critique Ideas
critique.jpg |
Art Criticism Materials
This is a handout with a lot of different ideas for getting students to talk about work in a critical fashion.
These activities are great for getting students to meet each other and have fun at the beginning of a term.
Ice-Breaker, Community building exercises
Oliver Herring developed this idea of a TASK party to get people interacting with each other and the environment. TASKs are open to interpretation and allow participants to play and be creative. Visit the website for information like sample tasks, etc. |
|
TASK party from Fall 2019
TASK party from Fall 2016
|
|
|
|
TASK party from Fall 2015
The Marshmallow Challenge
We did this as a way to get to know each other and start our semester-long discussion over creativity.
You can visit the website to find links for a great video and instructions.
This is the PowerPoint I made for this exercise. I also found 18 minutes worth of music to play, so it was fun and lively.
We did this as a way to get to know each other and start our semester-long discussion over creativity.
You can visit the website to find links for a great video and instructions.
This is the PowerPoint I made for this exercise. I also found 18 minutes worth of music to play, so it was fun and lively.