Continuing Studies Critique Resources for Faculty

Continuing Studies students frequently share that they did not receive enough constructive feedback during critique sessions, particularly from fellow students.  Meanwhile, another common feeling is that critique takes up too much class time. Use these resources and tips to help you think through how to structure and guide your critique sessions so they are productive, generative, and supportive.  

Easing into it and Setting the Stage 

• Introduction to Critique discussions: Talk about the how and the why. Set ground rules and expectations along with the students. What are they looking to get out of these discussions and how are you hoping that they will benefit? Why is the critique so important to the art process?

• Introduce vocabulary that students can/are prompted to use during critique throughout your curriculum (in daily presentations, as a handout in-person, or reference doc in Canvas). 

• Scaffold.  Start with a less formal structure (first time = describe, second time = ask questions, etc.)

• Talk about the difference between being challenged and being insulted during critique. Students want critical feedback but don't want to feel judged. Come up with a community agreement with your students so there are guidelines and a common understanding. 

• Try a practice critique on your work on a piece from the museum.

Structure and Approach: A Variety of Modalities

Small groups, partners & large groups

• • • Starting out in smaller groups or pair-and-shares is a great way to ease into a large group format. They take less time as well, so they can be worked regularly into the end of class in order to build towards a final or mid-point critique that lasts a full hour or more. 

Spoken & written 

• • • Try a fully silent critique. Students can write answers to student- or faculty-generated prompts on note cards and leave them for the student to read privately. OR spend time writing and then follow with a discussion so students can respond to their feedback and ask follow-up questions.

Student-led & faculty-led

• • • Having students come up with the questions they have could make their peers more comfortable giving them specific feedback. It also asks the student to think critically about their work and their process and really consider what they need.  

Specific prompts, guidelines provided & dry-read

• • • After getting into the swing of things, an open-ended, dry-read approach can be very positive. But again, this may take time to ease into. Start off by providing specific prompts relating to assignment parameters, learning outcomes, etc. Students can also generate their own prompts and questions. 

Resources We've Found Illuminating and Practical

• How to Critique Art - A video created by a RISD professor with input from RISD students. 

• The Room of Silence - Video created by RISD alumni Eloise Sherrid addressing race and identity from RISD student perspectives.

• Flaxman Critique + Critical Awareness Guide 

• The Critical Response Process - A Website outlining Liz Lerman's approach to feedback/critique

• Using A Variety Of Critique Formats For Successful Learning Outcomes - Nancy Friese. This contains multiple articles and has a lot of content. The list of formats at the top is a great way to get brainstorming!

• Art Critiques - A quick guide from the Kennedy Center

• Tips for Facilitating High School Visual Art Critiques - Created by Blake Smith, UBC Art Education  

• Anti-Racist Writers Workshop (Chapter 7: The Conference as Critique) - By Felicia Rose Chavez