Marvin, I always know that I can count on you for generously giving us thoughtful responses. Additionally, I knew that everyone would be helpful and insightful about this. THANK YOU all!
I do conduct critiques in various ways in the school art studio, so maybe I did not articulate what I was hoping for --- which I guess is why I am still struggling with it.
As a school we are working to intentionally build a community of critique and reflection. This particular scenario is that during this "gallery" all of our student (650 middle schoolers) will be looking all over the school at displayed work examples that show it from start to finish (process, revision, product, etc). They will look at examples from math, language arts, science, social studies as well as band, choir, drama, wellness, and visual art from all 3 grade levels. So works may or may not have visual components (ie: illustration/art work around a personal poem or it may just be the process and editing before arriving at the final poem).
I was trying to formulate "generic" critique questions that could be used with any work --even when looking at how a student worked through a mathematical process. There will also be content specific questions.
I pulled these from Marvin's post and are similar to what has been revolving in my brain (changed artist to student).... so do you think these would work? Are there others that would elicit responses from every kind of work?
-What do you think were the intentions of the student?
-Were the intentions obvious or obscure?
-What questions would you ask of the student?
Many thanks for the responses and the help with this~
creatively, Linda in Oregon