Klibcke’s Weblog

I feel like critiques can be used a variety of different ways and for different age groups, but I think that since I am faced with the dreadful word of critique almost daily that my research was based more on an adult level.  I first thought to myself that I have been taking art classes throughout my entire educational career and still have not been taught how to critique, what a critique is, or the most effective ways to approach it in each scenario. Is this normal? Probably not. So the first topic that I researched was the different types of critiques there were. So I stumbled onto an article called, “Methods of Criticism and Response to Criticism”, written by Wayne Attoe. Even though the article is critiquing architecture I thought, “A critique, is a critique, is a critique”. In the article the author brings to my attention that the first critique happens with your self when producing art. It first happens when on one shoulder the angel goes, “HEY! I’ve got a great idea!”. Then the devil taps your other shoulder and says, “No you don’t”. I then got to thinking that critiques happen all of the time, especially with your self. These are the most important critiques out of all of them. If you don’t approve of your idea to get the ball rolling then nothing will come of that very first idea.

            The author then talks more about the role of the critic. Who is this critic? EVERYONE is this critic! Even when carrying a piece of artwork home on the train, everyone wants to stop and make comments. EVERYONE wants to tell me how they have taken an art class or have picked up a crayon before. Even just seeing this piece of art they think that they are entitled to right then and there critique what I have been spending the past week on. In the article that I read, the author explains several more different types of critics and critiques, one of them is an interpretive criticism. This is one that is personal, and the critic acts as an interpreter for the artist. Within this interpretive criticism the critic can then either try to change the audiences’ mind and sway their opinion of the piece or provide a completely new perspective on the piece. In another article that I read dealing with criticism by Donald Brook (“Art Criticism: Private Experiences and Public Objects”), he would say that this is experience driven. That based on the critic’s experiences relates to how highly they will think of this piece. If they have seen this concept before, or can relate it to a work of art that they saw in a gallery last week, or even an experience that they had with their Uncle Fred at a family reunion picnic. This is how they try to sway one’s belief based on a personal experience that they have encountered.

            Another type of critique that Wayne Attoe mentions in his article is descriptive critique. This kind of critique doesn’t try to sway the audiences’ point of view, but it merely just describes what is in front of them. This descriptive critique can then be broken down into three separate types of critiques. These are: depictive, biographical, and contextual. This is when the critic can describe what they see. What is the piece made out of? What other artists’ work is this piece similar to? And In this environment what is it saying?

             I feel like a critic could dance around all day about what they are seeing, or what they think they are seeing, however in a classroom this becomes monotonous and flat out boring. There should be some kind of objective for the critiques. The critique should also be about if they were able to complete their original objective and what that objective was. In the classroom, or even on the street, the critique shouldn’t be the end of the piece. The critique should be the beginning, or even on a continuum while making the piece. I feel like I have plenty more to say, but I would like to know what your thoughts are on what a critique should involve in an adult classroom setting???

I think that it is extremely difficult to grade art in the classroom. Schools want to make sure that art is just as “important” as subjects such as math and English, so they make sure that their grading scales are the same. Art is subjective unlike math and English and there are no wrong answers in the art classroom. Who is to say what bad art is, and if one of their students is making bad art??

            Assessment should be different for each student when it comes to making art. There are many different ways to approach art making, so why should we limit students? Student A might have a hard time approaching the problem two-dimensionally so why not let him work three-dimensionally. And of course after you let Student A work three-dimensionally there will always be a student who wants to make a diorama, or mobile, or even put on a performance piece. If that is how they enjoy tackling the problem and it is the most effective way for them, then why should we set limits?? Teaching is showing students different ways to tackles problems and they figure out how to piece the puzzle together. With that being said, it is extremely important for the teacher to show their students that there are different solutions to problems and that there are no right and wrong ways to solve that problem. Every student learns differently and has different interests so it is important to cater to those interests instead of having a set example that each student should follow.

            Since each student should be assessed differently it is important to keep that assessment on a continuum. Each class session you should see how each student is progressing and if that progression is going towards their goal. Also due to different assessments for the students there will more than likely be different goals for the students. These goals can be for each class session, project or even semester. Keeping track of all of these goals, progression marks and assessment tools can be difficult, so keeping notes is important. I think one of the best ways in doing this is having each student keep a portfolio. This way the student and teacher are on the same page about what is expected and what is to come out of each project.

             The continuous assessment should also apply to the teacher. It is just as important to assess the teacher as it is the students. What is working for that particular class?? Is it easier for them to participate in an activity or listen to a book on Monet? This assessment should be like a constant look-out for what is working and why. Trying to achieve a personal assessment can be difficult, so in order to keep up with your own assessment I think that a tool that can be used is a checklist. Make a checklist of what you are trying to achieve that hour, day, semester, etc. and what worked and what didn’t.