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Lesson Plans


Re: artsednet-digest V1 #316

[ Thread ][ Subject ][ Author ][ Date ]
Julie A Richard (jrichard)
Sat, 28 Sep 1996 14:47:34 -0700 (MST)


In reply to the discussion about crits I must say that my experiences have
been mixed, but not so mixed as the "crits" I have received in other
classes such as art ed. and gen. education courses. When a lesson that I
have written is torn down, verbally or on a note at the end of the lesson
is this not the same process of rejection and scrutiny of one's art that
is being so negatively looked upon in this discussion? It is not just crits
of studio work that we impose on students. As teachers, any level, we have
great power to either facilitate growth or impose our views on students. I
am currently enrolled in a new genre class at the U of A, this has been ,
for me, the most empowering art education experience as far as having a
role model in which to look at for a comfortable critiquing method. Joyan
Saunders conducts the critiques in her class with respect and insightful
constructive inquiry . A critique is handled in this manner: a students
work is performed or presented, there is processing time where everyone
has a private moment to contemplate the work on more than just the surface
first impression level, discussion is then opened up to the students,
everyone but the artist whos work is being looked at may make comments on
their interpretation, no one feels like their answer is wrong because the
artist's intent is not known, the artist as well can listen gaining
further insight into how the work was actually received, did the message
come out
or the desired emotional effect happen? if not what did the audience see?
The instructor becomes part of this discussion, supporting some ideas
contemplating others and taking a different view than some, students will
reply to each others statements as well as to those made by the teacher,
the next step is to have the artist talk about their work, the intention,
icons, symbolism etc..Then it ends with students and instructor making
suggestions or making statements as to the effect the work may now have
knowing the artists intent. As an artist this is much more helpful in
realizing the levels of communication our work is being interpreted on.
This method takes the total responsibility for the crit off of the teacher
and places it where i think it should be- with artist, viewer, and
facilitator. If I come away with nothing else from this class it will be
this method of critiquing which I feel empowers students.
Is this not the bottom line? To empower students to reach beyond their
limits, to set goals and work toward them? Not to demolish their self
respect and esteem by imposing our view of right and wrong on their
abilities and ideas?

---------------------- Julie A Richard
jrichard
http://u.arizona.edu/~jrichard