Abstract
Traditionally, art critique has taken on a top-down form, led by a knowledgeable instructor, and remains a crucial component of pedagogical practices in higher education art classrooms in the US. However, not all critiques prove beneficial, as art students may encounter vague feedback that swings between loose or harsh. If instructors shift the term “judging” to “sharing,” the entire dynamic could change. Critique might evolve into a series of moments where everyone stands on equal ground, exchanging diverse and constructive perspectives without judgments. This workshop presentation endeavors to introduce three new concepts of art critique rooted in the principles of sharing and storytelling. The beginning of the workshop presentation will outline the resources utilized in these critique approaches. Following that, I will delve into the mechanics of how I facilitate the critiques and will lead the three activities for the participants. Finally, I will explain the potential applications in future art pedagogy. By establishing connections between art creation, psychology, and visual studies, this workshop presentation explores the collaborations between fine art field and other disciplines to reinterpret art language within higher art education.
Presenters
Rachel Yan GuStudent, PhD, University of Illinois Urbana Champaign, Illinois, United States
Details
Presentation Type
Theme
KEYWORDS
ART CRITIQUE, VISUAL STUDIES, HIGHER ART EDUCATION, AFFECT THEORY
