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Lesson Plans

Re: Teaching Art (Yicks)

[ Thread ][ Subject ][ Author ][ Date ]
Wed, 6 Mar 1996 18:36:39 -0500

Hi Lisa,
Thanks for asking. Yes, I do value studio critique in my Middle School
classroom! But I certainly learned early that the way we did it in my college
classes was not appropriate for kids! I've used lots of methods to encourage
kids to talk about their own, each others and professional works of art, but
my current favorite is a method I "borrowed" from the language arts area.
It's called PQP and can be used while work is in progress or when the artist
feels he/she is finised. We hang the work where all can see it and begin by
makeing Praise statements about the work. I encourage the students to be as
specific as possible and to use the vocabulary we've been working with. I
never accept an anser such as "It's good" or "I just like it " without a
series of probing quesrtions to help the speaker frame a more specific
response. The Q is for questions -- these can be questions about anything --
technique, content, future plans, "Why did you......" or "Why didn't
you....", etc. The artist responds to each question, if he or she cares to.
The final P is for proposals. We talk about how to frame a propsal and I
encourage them to preface their comments with "Iif this were mine, I
would...." The artist is always free to accept or not accept any proposals,
including mine. At the beginning of the project, the students and I have
established criteria for quality and the proposals may also deal with how to
improve the quality according to the criteria we have established.The
students are encouraged to use PQP on their own anytime they feel they have
finishe their work. They do use it, but I think they like it best and really
take the proposals to heart when the whole group is looking at their work. It
is amazing how the quality of everyone's work goes up after these sessions.
My students also write written evaluations and keep journals in many classes.
Hope this is helpful feel free to ask more specific questions! I'd welcome
other techniques for helping students look at their work critically. I have
found that by establishing the criteria for quality with the group, I've
almost (but not quite) eliminated the "I'm done because I like it that way "

Marcia Thompson
6-8 Art
West Salem, WI