Reflection 4 :
The ‘crit’ experience Is very different now than it was when I studied my textile degree at art school. Although there were many things than needed changing and were perceived as negative, possibly toxic, from what I experienced I still think there is room to reintroduce a regular student group crit scenario with peer-to-peer feedback that focuses more on community building, knowledge sharing and supportive suggestions.
‘The Crit is a key site for the creation of value’ (Orr and Shreeve, 2017).
Within the weekly tutorials I run with students I have two sessions a term where I see them in mini groups rather than 1-1, however, I personally feel that in a crit dynamic the tutor needs to take a step back vocally to reduce the power imbalance that inherently still exists in the tutorial setting. Barriers I face when carrying out group feedback sessions are that the student relies on and only engages with the tutor feedback due to them thinking the tutor opinion is the more important one, this hinders their development.
As with all the skills and knowledge being delivered to the students the crit should also follow a scaffolding approach, how are students meant to understand how to undertake a crit if they haven’t learnt and developed the language and experience of critical thinking, presentation and feedback skills. Therefore, the dynamic of the crit should differ from 1st-3rd year.
Critique is described as ‘one of the most valuable (…) also one of the most difficult (…) Critique is a collaborative activity that takes quite a bit of time to learn – both in terms of how to give feedback, and how to accept feedback.’ (Goldstein, 2023).
In workshop 3 I worked on some ideas around the scenario of a midterm peer crit that could help facilitate a new approach that I would like to try and take forward. Some ideas were the creation of a ‘ground rules’ document that students need to adhere to and sign at the start of every academic year, the idea of taking more agency over their feedback by coming with a clear question/challenge/piece of work that they want feedback on, partnering up to take notes for a peer on their feedback, no formal tutor feedback and allowing time for reflection and celebration making the experience positive rather than something to fear.
Overall, the main pillars for the crit to me are in creating a positive understanding of the crit process and why it takes place along with reducing the power dynamic between the student and tutor.
References:
Goldstein, Mitch, How to Crit, (2023).
Orr, Susan & Shreeve, Alison (2017), Art and design pedagogy in higher education: Knowledge, values and ambiguity in the creative curriculum (London: Taylor and Francis).