The many faces of critique.If there is such a thing as a typical art critique, it probably would be recognized as an event in which student artworks This article is about the software drawing application. For art objects, see work of art.
ArtWorks is an advanced vector drawing package for RISC OS created by Computer Concepts (now Xara) in 1991. It has been developed by MW Software since 1996. from a specific class assignment or time frame are on view while the students who produced the work and the instructor talk about what they see, the intentions and whether or not the work is successful regarding various compositional aspects.
The critique provides an opportunity to extend art production learning exercises into experiences that connect the student with expanded visual and aesthetic awareness, and reinforce that which has just been learned. There are many uses for the critique. If appropriately structured, it can fit particular learning goals and teaching objectives. There are many different ways to structure the critique to accomplish a chosen goal. The student critique has only one set characteristic--the presence of student work.
Building a Descriptive Vocabulary
With the goal of building a descriptive vocabulary in mind, the teacher structures the critique session to relate words to visual works See VisualWorks. or to elicit e·lic·it
tr.v. e·lic·it·ed, e·lic·it·ing, e·lic·its
a. To bring or draw out (something latent); educe.
b. To arrive at (a truth, for example) by logic.
2. words descriptive of specific compositions. Printed word cards (each card having a word such as line, contrast or delicate) are given to the students to place next to the work that best exemplifies the word. The students justify why this is the best choice.
An approach for eliciting descriptive words from the students is to show an art reproduction such as Hokusai's The Great Wave at Kanagawa Kanagawa (känä`gäwä), prefecture (1990 pop. 7,980,421), E central Honshu, Japan. Yokohama is the capital. Other important cities include Kawasaki, Yokosuka, and Kamakura (a religious center). and to ask students to suggest words that describe the relationship between two aspects of the work, in this case, the huge wave and the boat or mountain. These words are written down and then related to the compositions.
In critiques such as these, it is not always necessary to have all student work from the same assignment. Although sessions are structured to a specific goal, they can be as open-ended o·pen-end·ed
1. Not restrained by definite limits, restrictions, or structure.
2. Allowing for or adaptable to change.
3. or flexible as the teacher chooses.
Learning about Professional Roles
Critiques can be structured for learning about the artist, art critic Noun 1. art critic - a critic of paintings
critic - a person who is professionally engaged in the analysis and interpretation of works of art , art historian and aesthetician aes·the·ti·cian or es·the·ti·cian
1. One versed in the theory of beauty and artistic expression.
2. One skilled in giving facials, manicures, pedicures, and other beauty treatments. . The teacher can design a session focusing on a particular inquiry method. For example, the students look at a mask from a particular culture and describe what they see and suggest its meaning or use. Then, the teacher gives some cultural-historical information so the students become more aware of the mask's symbolism Symbolism
In art, a loosely organized movement that flourished in the 1880s and '90s and was closely related to the Symbolist movement in literature. In reaction against both Realism and Impressionism, Symbolist painters stressed art's subjective, symbolic, and decorative and the value of knowing information that the art historian provides. The group talks about the art critic's role and the art historian's interests, and how each can help the viewer's appreciation of an artwork Artwork may refer to:
Practice in Receiving and Using Criticism
The critique can build confidence in the students' talk about their own and others' work as well as give the students practice in receiving constructive criticism. Planning for this type of session involves ways to lower the threatening nature of negative criticism. One of the easiest ways to do this is by critiquing unfinished work An unfinished work is a creative work that has not been completed. Its creator might have chosen never to finish it, or have been prevented by circumstances outside of his or her control (including death). . The group makes suggestions on how it might handle a particular problem or give approaches for achieving a certain visual effect. Each student then decides how to respond to the suggestions. Students might be instructed to offer at least one constructive suggestion on how to make the composition more effective as well as to offer comments about its successful aspects.
Learning to Make Effective Analyses and Interpretations
Try including the process of grouping in the critique. Students can move works into groups depending on particular concepts or ideas that have been provided by the teacher or suggested by the work. Concepts, meanings, technical properties, etc., can then be discussed with regard to the range that has been created by the works that were put in one area. Questions about similarities and differences among the works encourage closer inspection of the visual representation. When the categorization has to do with meaning and mood, the discussion will help bring out what aspects of a work support the interpretations given.
Learning to Make Good Judgments
Through the grouping and ranking of work depending on specified criteria, students can begin to see that a composition is successful or not because of particular standards. Sessions can be designed to make students aware that good judgments are often those that come attached to given reasons and criteria. For example, two reproductions--one representing a subject done realistically, such as Janet Janet: see Clouet, Jean.
JANET - Joint Academic NETwork Fish's work and one representing the subject done more abstractly, such as a painting by Derain De·rain , André 1880-1954.
French artist who was one of the original fauvists but eventually adopted a more conservative style.
Noun 1. Derain - French painter and exponent of fauvism (1880-1954)
Andre Derain --can be chosen as the two bench marks on a continuum Continuum (pl. -tinua or -tinuums) can refer to:
The teacher can present two scenarios for extending the involvement with making judgments. The first scenario defines successful work as meaning the work must look like what it is intended to be. In this case, the students' paintings at the one end of the continuum would be considered the good works. The second scenario defines successful work as capturing the essence of the subject through the simplification of the components. Now, the paintings at the other end of the continuum become the good works. Students could come up with a third bench mark that would suggest that the student paintings ranked in the middle are actually the most successful. The teacher may want to include some information on aesthetic theories and how judgments are often related to the theory the critic has accepted. This goal also includes the more typical critique in which the present lesson's criteria are being used to discuss the work for that lesson.
Structuring a critique does not mean the session is rigid or that the teacher does not allow for student contributions that are not directly related. The learning event must have flexibility. Structuring a critique means the teacher has a set goal, has prepared for the session, has informed the students about the objectives, has helped the session relate to the goal and has encouraged the students to reflect on what occurred during the critique.
RELATED ARTICLE: For starters
1. How could this critique expand on the learning that has already occurred in this lesson? How can it be used to fulfill ful·fill also ful·fil
tr.v. ful·filled, ful·fill·ing, ful·fills also ful·fils
1. To bring into actuality; effect: fulfilled their promises.
2. other learning goals?
2. How should this critique be conducted.
a. What lesson(s) will provide the student work for the session? How will it be displayed.
b. What should I as the teacher say and do? What type of statements and questions will be made? Will they be addressed to individuals, small or large groups? What other materials are needed besided the students work?
c. What do I want to elicit from the students?
d. How can I accomplish a successful closure so the students are aware of what happened during the critique?
Elisabeth S Elisabeth. For persons thus named, use Elizabeth. . Hartung is an Associate Professor of Art at the California State University Enrollment
in Long Beach, California Long Beach is a city located in southern Los Angeles County, California, USA, on the Pacific coast. It borders Orange County on its southeast edge. It is about 20 miles (30 km) south of downtown Los Angeles. .