SMART-SOFT Critique
Using class critique to foster the culture of learning in studio art classes
Marvin Bartel © 2008 "Leave No MIND Behind" author bio

Healthy critiques can more than double the amount of art learning because it nurtures the art studio culture for actually learning to think and express feelings as artists. It makes every result into a launching pad for the next great work.

In addition to facilitating art learning, the healthy critique culture helps students develop basic empathy and relationship intelligence. They become better people who understand how to make the world a better place. Once the studio has a culture of cooperative helpfulness and friendly competition, more students become part of the teaching/learning network. A creative studio culture has always been one of my highest art teaching goals. The art room becomes a learning machines where the teacher's role is not to dominate learning, but to remove excessive annoyances and lubricate and facilitate learning.

Critiques are an important topic because bad critiques are worse than none. Bad critiques produce bad vibes. They discourage and kill creativity. They teach destructive behavior and drive away good students.

CRITIQUE GUIDELINES
As the art teacher, this is what works for me to help foster a creative studio art classroom culture.

  1. I have them draw a name of one or two other students. Ask them to study the student's artwork and write first (see smart-soft open questions to try--below). They will be more confident for the discussion if they have had time to study and reflect. I start the discussion as soon as most of them are half finished writing. Quiet students are often very insightful if I give them time to prepare.
  2. Do not allow negative comments. If it happens, nip it in the bud. I say, "Oops, no dissing. Please restate as an open question. Make it neutral or positive." I call it SMART-SOFT critique.
  3. I require all participants to have one or more works in the fray. Those who have nothing to be critiqued have to keep working.
  4. No suggestions are allowed. Instead, students have learn how to phrase open questions that will help bring alternative solutions into consideration. We want open questions that stimulate thinking and problem solving.
  5. During the discussion ask the artist to wait until after others have talked before the artist "explains" the true intentions of the work. The artist needs to learn how others are reading the work.

I like to begin the discussion on a positive appreciative note that acknowledges all the work represented. This is not a time to be negative about anything. Using this time to rant or threaten probably discourages the growth of a creative studio culture. If somebody is out of line, I try to use humor to remind them that we all have our bad days, but now it not the time or the place. The critique is the time to be nice in spite of ourselves. Empathy is more natural for some than others. Fostering empathy and creativity is a worthy educational goal for the sake of our student's future survival and success. Art class offers chances for both.

Examples of SMART-SOFT Open QUESTIONS:

What do you see?
Why do you notice it?

What else do you see?
Why?

What is the most original or creative thing you see?
How would you guess it happened or how would you explain that?

What do you think it means?
Why do you think so?

How does it make you feel?
Why does it do that?

What open question does the work suggest to you? (state it in positive or neutral terms - no negatives)

What do you wonder about? (state it in positive or neutral terms - no negatives)

Yes, the art teacher is the teacher, but the creative studio art teacher is confident enough to decide to facilitate learning how to think by NOT making suggestions, but by phrasing open questions that focus thinking and allow each student to learn to be their own decider in art. The creative teacher coaches students to experiment and find out for themselves what works. Learning to experiment and learning to think by learning to self-critique and peer critique is the essence of an artist's job. Without questioning skills, it would be hard to be a creative artist. Of course art also comes from the subconscious intuitive. We just do it without thinking, but we can increase our learning from it using SMART-SOFT critique.

If you like this page, try clicking on Art Education HOME Page by Marvin Bartel
The previous 2002 version of this critique page is still posted as: Successful Art Class Critique at http://www.goshen.edu/art/ed/critique1.html
 
Percy Principles of Art and Composition

You are invited to link this page from your web site. 
Teachers may make copies of the Artwork Critique Form for Art Students for educational and/or non profit use. 
Teachers are also invited make copies of Notes for Artwork Critique Form for their Art Students. You must keep the copied by permission line attribution line with the form when you copy it. 

Sources: About 1976 or 1977, I attended a Critique Dynamics workshop at Saint Mary's College, Notre Dame, IN., with Douglas Stewart of Sycamore, Illinois. He presented the importance of being both positive and informative in art student critiques. All negative and corrective comments were highly discouraged.

In 2005, Terry Barrett, who has written extensively on art critique in art education, was our Visiting Artist at Goshen College.  He often prompted students by asking: "What do you see?" He responded with an affirmative comment such as: "I am so glad you saw that. I had not noticed that." This reassured other students to contribute. He fostered positive and creative learning.

I learned from experience to prohibit students from participating in student critiques if they do not have their own work included. Only very mature and curious students do well if they do not have their own work included. Otherwise, they are more apt to be bored or negative.

ALL RIGHTS RESERVED © Marvin Bartel, Ed.D. 2008
You may not publish or place this page on your web site unless you get permission.  Your questions, suggestions, and comments are appreciated. If you are an art teacher, you may copy and print the questions for your

updated: 11-12-08