Reflection #3: Art Criticism Methods

I think it is very important to teach kids to analyze and criticize the things they do and what they observe. Successful criticism isn’t just pointing out the good and bad in a piece of art it is more finding a deeper meaning to what is being observed. The book stated this fact very well; “Any inquiry strategy will work so long as the student is motivated to persist long enough to get beneath the surface.”(1)  

Here are some criticism questions and exercises you could use when assessing and having the students critique art:

• Say in class you are focusing on learning about certain shapes or perhaps about lines. You may ask the students to observe pieces and ask them to identify some of the similarities throughout the work. Ask them what it reminds them of and if there is a certain experience they can relate to the piece (metaphor and analogy). (2)
• I think that if the kids are unaware of the individual who made the piece they are less likely to be biased towards what they say and do. Kids will be more likely to say things about their friend’s artwork thus leaving certain students out. As the teacher you want everyone to be included and express their opinion and thought process. You could ask some questions like; How are the elements of art (color, shape, line, texture, space, form, value) and the principles of design (balance, contrast, emphasis, movement/rhythm, unity, variety) used in this artwork? What do you notice about the artist’s choice of materials? What grabs your attention in the work? Refer to your first impression. Do you see any relationship to the things you listed during the description stage? Ask questions that are more directed towards the artist’s creativity and uniqueness.(3)
• Another is to display each art piece for the students to see clearly. Give a time limit to how long the pieces will be displayed. After the time is up take and hide the pieces so they cannot see them. Ask the kids to explain with detail what they saw and describe the piece using descriptive words. To make it simpler you could have children trade pieces so they are observing and describing one piece.
• By grades five and six students are comfortable and aware that critiquing is a positive experience. Ask the students what they feel they could improve on. A single person is chosen by the student to give a suggestion for improvement. The artist should consider the criticism and either agree or disagree with the observation. They should explain why they agree/disagree. This helps the kids analyze and take constructive criticism. It is important for the teacher to explain before hand and give examples of what the students’ should/should not say to make it an appropriate and productive activity.(4)

Sources:

1. ( “Emphasis Art”, Frank Wochiak and Robert D. Clements)

2. ( " Teaching Students to Critique", Joyce Payne, ARTSEDGE, 2007)

3. ( " How to Critique and Write about Art", clackhi.nclack.k12.or.us)

4. ( "The Elementary Critique: Talking about Children's Art", Farlex, Thefreelibrary.com)