Built within each of my unit plans are in-process, and final critiques accompanied by assessments. For students below a certain age formative and summative assessments are administered from me instead. At every age however, critiques can and should be conducted. Throughout action research I've compiled information on class environments, and how each class that walks through my door varies in student dynamic; one critique style doesn't fit for another. Gathering knowledge pertaining to my students aids planning for critiques as well as written assessments to check for student understanding.
At the elementary level students are excited to share and have dialogue about their completed or in-process work. Facilitating critiques is an easier task, whereas assessments at this level is tricky due to reading comprehension and general nervousness of not "doing the right thing." Creating a safe environment in my classroom is at the utmost importance, as well as reiterating that in art to grow we must discuss our work.
At the high school level students are at the opposite side of the spectrum. They detest critiques due to being nervous of not looking or sounding "cool" in front of their peers, and they don't want to judge or be judged. Assessments are easier since they can fill out a questionnaire as in many other classes and be done with it. Throughout action research I've compiled data and concrete observations on critique techniques for this age group as well as knowing what is really important at this age. Students must feel comfortable, they need to know the expectations, understand that constructive feedback is opposite of judgement, and that there can and should be an element of enjoyment when participating in the critique process.
At the elementary level students are excited to share and have dialogue about their completed or in-process work. Facilitating critiques is an easier task, whereas assessments at this level is tricky due to reading comprehension and general nervousness of not "doing the right thing." Creating a safe environment in my classroom is at the utmost importance, as well as reiterating that in art to grow we must discuss our work.
At the high school level students are at the opposite side of the spectrum. They detest critiques due to being nervous of not looking or sounding "cool" in front of their peers, and they don't want to judge or be judged. Assessments are easier since they can fill out a questionnaire as in many other classes and be done with it. Throughout action research I've compiled data and concrete observations on critique techniques for this age group as well as knowing what is really important at this age. Students must feel comfortable, they need to know the expectations, understand that constructive feedback is opposite of judgement, and that there can and should be an element of enjoyment when participating in the critique process.
