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Lesson Plans


critique lesson Re: MS students who don't keep up

[ Thread ][ Subject ][ Author ][ Date ]
Artedsusan
Sun, 7 Mar 1999 11:34:52 EST


Hi! Here is a critique that works well. I have only used it with high school
and don't know where I got the original idea from--it could have been from
this list a couple of years ago! It's written up in detail because I was
observed by an administrator when I conducted the critique. Susan Briggs.

Two Cents Critique materials: student art work (in-progress)
Susan Briggs
high school pennies--at least two per student

Anticipatory Set
Teacher will ask class who has heard of the saying “your two cents worth”. If
someone answers the teacher will ask that student to explain it to the rest of
the class. If no one responds, the teacher will explain that it is a saying
about giving your opinion on a certain topic or idea. The teacher will then
explain the ‘two cents’ critique process and place a penny next to a painting
and say one positive thing about that work or one thing that might be done or
changed to make this a more successful painting.

In progress critique is meant to assist the artist by giving positive feedback
about work already done on the painting, and by giving constructive ideas to
complete the work. This is especially helpful in watercolor as once the
painting is finished there is often little one can do to change it if
suggestions are made at that time.

For this critique each student will be given two pennies and more will be
available for those who would like to speak more than twice during the
critique.

Objective
Students will participate by contributing to the critique of at least two
other student’s work, and will gain input from classmates regarding their own
painting.

Purpose
This will allow the students to look at the paintings aesthetically and
critically in order to explore what they do and do not like about the works.
They will take this one step further by giving helpful suggestions as to what
might be done to improve and/or finish that painting.

Input and Modeling
The teacher will start the process by placing a penny next to a painting and
talking about it. Then the teacher will lead the class through the process
by encouraging students to speak and help them to say what they want about the
paintings.

One penny must be used to choose a painting the student favors and state
specifically why the student likes that painting. The other penny must be
used to choose something that may be done to improve a painting.

Check for Understanding
It will be clear whether students understand the process once it begins. If
students aren’t following the critique directions the teacher will recap them
and ask which parts still need clarification.

Guided Practice
Students will continue the critique until all of the pennies are used and
there are no more comments about the paintings. If a students seems
reluctant to talk, the teacher may ask leading questions so that everyone will
participate in the critique.

Closure
After the critique is finished ask students if they thought this ‘in process’
critique was helpful and if they preferred it over a critique at the end of a
lesson. They are then to continue working on their painting incorporating the
suggestions that they want to from their classmates.

In a message dated 3/6/99 11:16:33 PM, kprs writes:

<<If you do weekly critique sessions, the kids that are behind will be
'pushed' along by their peers who during the critique sessions make it
painfully clear that they are behind. If MS critiquing seems far
fetched, you can always develop a checklist that you give each student,
and they fill them out as compared to talking out loud. I do both,
(granted, at the HS level), but have found that over the year, kids keep
up because they know that it will be obvious to everyone in the class
that they haven't been using their time wisely (which is one of the
checklist categories).

San D>>