Critiques in the Elementary Classroom Gabrielle Daniell Elementary

Critiques in the Elementary Classroom Gabrielle Daniell Elementary Art Teacher Flower Hill Elementary

My Process • Analyze the critiques in my own classroom • Research new ideas for critiques in the elementary classroom • Try them out in my own art class • Report and discuss with you! (While creating templates and giving them to you) #sharethelove #weareallinthistogether

Primary vs. Secondary Critiques • • Primary Keep it simple (but still allow for higher level thinking) Keep it fun (or you will lose interest very quickly) Be careful of hurt feelings Keep it positive Secondary • Can get into deeper conversations • Less sensitive to criticism • More understanding of the entire critique process

The 4 C’s Critique • Craftsmanship – Neatness • Creativity – Originality • Composition – Use of Art Elements and Principles of Design • Content – How well did you follow directions?

The 4 C’s Critique The 4 C’s Critique Craftsmanship How neat is the artwork? Creativity How interesting is the artwork? Content How well did the student follow directions? Composition How well did the student use the EOA and the POD?

Lets try it!

Criteria for Symmetrical Design Prints • Must be neat (Craftsmanship) • Must be creative and interesting (Creativity) • Must follow all steps and directions of teacher (Content) • Must create radial balance (Composition) • Must use three or more colors (Composition)

Directions for Creating a Symmetrical Print: • Create a design that focuses on one or more CORNERS • Print design in upper left corner of paper • Rotate design correctly as to leave the corner design in the middle • Repeat in all four corers of paper • Outline design with black tracer marker • Add color (All squares must repeat the same colors!)

The Letter Critique • Have the students choose a random name “out of a hat”. Make sure they do not tell anyone who they have. Display all the artwork so they can walk around looking at every one (including the name they picked). Then they write an anonymous letter to the artist critiquing their artwork. After, they turn in the letters to the teacher, and she reads them out loud while sharing the artwork.

The Sentence Starter Critique • One thing I like about this artwork is__________. • One thing I would change about this artwork is______. • This artwork reminds me of_________. • I wonder what the artist was thinking when he made_______. • My favorite part of this artwork is______. • If this was my artwork I would______.

The “Art Sandwich” Critique • Put students in pairs • Give each student am “Art Sandwich” worksheet • Have them exchange artworks and write about them using the art sandwich template. • Share

The “Art Sandwich” Critique

The “Frame. House, Money” Critique • Frame: Which piece would you put in a museum? • House: Which piece would you hang in your house? • Money: Which piece would you sell? Frame Money House

Anticipated issues from the experts (you):

What issues did I come across? 1. Some kids artwork had NO squares 2. For “difficult” classes, getting them to walk around “freely” without playing can be challenging. 3. Getting them to use art vocabulary and higher level thinking when discussing the artworks. 4. Some kids are very low on writing and had a hard time with the writing pieces of the critiques.

How do we solve these issues?

Questions?

Critiques you'd like to share