Abstract
In traditional art education, critique has often been a hierarchical process where knowledgeable instructors provide judgments on students’ works. However, the effectiveness of critiques can vary, as feedback is often influenced by the subjective attitudes of reviewers, sometimes leading to vague or overly harsh comments. By reframing critique as “consideration, sharing, and storytelling,” the hierarchical relationship between instructors and students can be flattened, creating an environment where all participants share perspectives as equals. In my presentation, I introduce three new concepts of art critique, developed from my experiences conducting critique sessions with various student groups in my ceramics classes. I begin by providing a research context for critique, and then describe how I designed these three new critique concepts and the activities I conducted with different student groups. Following this, I redefine the role of critique in the fine arts and discuss the implications of these new approaches for future use. At the end, I lead a critique workshop to my audiences and demonstrate how they can use these methods in their art classes. My goal is to spark a conversation about how critique as a method can better serve art students, and how different art practices can be integrated into critique methods. This presentation bridges connections between art education and psychology, suggesting a future where art critique is not just a routine exercise but a transformative experience that promotes social justice and cultural diversity.
Presenters
Rachel Yan GuStudent, PhD, University of Illinois Urbana Champaign, Illinois, United States
Details
Presentation Type
Theme
KEYWORDS
Art Critique, Higher Art Education, Studio Art, Affect Theory
