Watch to video below for inspitation.
Today Topic is Critique and Feedback-
As we move forward with our designs, I want to thank you for the amazing jobs you are doing. I love hearing that you are sharing your work with others in your household and that you are listen to the opinions of others. Just like you would with a CLIENT. Nice job!
As you know we are not in class, so my ability to give you feedback is limited as well as the Pandemic has effected us all in different ways. I am trying to be very mindful of this. But since I respect all of your collective intelligences, I think we should push forward.
So lets dive in.
Metacognition – For example, involving extensive giving and receiving of feedback, and recruiting learners as self- and peer-assessors.
This places learners in the position of having to think metacognitively about the nature of the task and the cognitive processes of the discipline. It is vital that learners move from empirical and experiential understanding to pattern recognition and theory making – in this respect, metacognition is key.
To help explain why I have chosen to approach Art Critique through this lens, I need to remind you that pattern making and recognition of patterns (in testing, the way a teacher teaches, in designs and social situations (pandemics)) in my opinion is one of the best assets creative people have. That is you.
You will look at your WING DESIGN and critique it using the Feldman’s Art Criticism Theory, This is for you won benefit. I do not need this in writing. After you have done this, I want you to go back to your work and rework it if needed.
a) Description Description is the first step in the process of critiquing art (Feldman, 1994). During the description process critics make observations about what they see. These observations must be objective with no inferences or expressions of personal opinion, listing only what is seen without using value words such as ‘beautiful’ or ‘ugly’. What is the written description on the label or in the program about the work? What is the title and who is (are) the artist(s)? When and where was the work created? Describe the elements of the work (i.e., line movement, light, space). Describe the technical qualities of the work (i.e., tools, materials, instruments). Describe the subject matter. What is it all about? Are there recognizable images? (Jones, 2008)
b) Analysis Analysis is the second step in art critiquing process (Feldman, 1994). At this point the critics express their thoughts about the message of the artwork. Analysis relies heavily on the critic’s knowledge of the elements of art and principles of design to articulate in knowledgeable style the information seen in a work of art. To describe how the work is organized as a complete composition the critic should ask the following questions: How is the work constructed or planned (i.e., acts, movements, lines)? Identify some of the similarities throughout the work (i.e., repetition of lines, two songs in each act). Identify some of the points of emphasis in the work (i.e., specific scene, figure, movement). If the work has subjects or characters, what are the relationships between or among them?” (Jones, 2008)
c) Interpretation Interpretation is the third step of the critiquing process (Feldman, 1994). The critics express their opinion about what they think the artist is trying to say by describing what it means to them, how it makes them feel or what expressive qualities the piece has. The critic should ask the following questions: What expressive language would you use to describe the qualities (i.e., tragic, ugly, funny)? Does the work remind you of other things you have experienced (i.e., analogy or metaphor)? How does the work relate to other ideas or events in the world and/or in your other studies? (Jones, 2008)
d) Judgment Judgment or theory is the final step in the art critique process (Feldman, 1994). During the judgment the critics state their own opinion about the work of art. The artwork assessed whether the piece is a success or failure by asking the following questions: What qualities of the work make you feel it is a success or failure? What criteria can you list to help others judge this work? How original is the work? Why do you feel this work is original or not original? (Jones, 2008)
