1 session; 15 minutes per session

1.SWBAT critique artworks using art terms and concepts using the four major areas of art criticism: Describe, Analyze, Interpret, and Evaluate.
(see first resource website)

1.tag board or similar heavier cardstock
2.hole punch
3.yarn or ribbon
4.scissors
5.optional - any costume accessories as desired, such as: hats, gloves, boa, glasses, art smocks, etc.

Need these materials? Visit Blick!

Teacher preparation - or student
1. trace 2 circle shapes (2 - 5"in diameter)
2. cut out circles
3. hole punch
4. write "Art Critique" on one side of each circle.
5. on the back of one circle write steps 1 and 3 of the critique process.
6. on the other circle write steps 2 and 4.
7. cut yarn or ribbon long enough to go around head - about an arm's length.
8. optional: prepare box or container of artist "gear."

Teacher incorporates with lesson:
1. Choose artwork to be critiqued.
2. Hand out graphic organizer with the four critique headings in each box - this may be completed by the students individually or in groups.
3. Guide students in writing under each category as needed.

Upon completion of above worksheet:
1.Determine students to lead the Art Critique.

Students Leading the Critique:
1."Dress up" as artist with medals around neck.
2.The "volunteers" ask questions of the class using the helpful words on the back of their medals alternating: Describe, Analyze, Interpret, and Evaluate the artwork.
3.The remainder of the class refer back to their completed worksheet and raise their hands to relate their observations of the artwork.
4.You may also wish to have additional "volunteers" hold up the artwork being critiqued.

Teacher will observe student involvement and responses using art terms and review student graphic organizers.

1.http://artsedge.kennedy-center.org/educators/how-to/tipsheets/student-critique.aspx (this resource breaks down the 4 critique categories)
2.http://www.goshen.edu/art/ed/critique1.html
3.http://www.goshen.edu/art/ed/critiqueform.html
4.http://artsedge.kennedy-center.org/educators/how-to/tipsheets/art-crit-made-easy.aspx

I love student run/guided critiques. The children really like to be in charge and with the suggestions on the back of the medals, they can stay focused.

Being able to "dress" as an art critic helps them come out of their shells and be bold! This can be part of the beginning of each project using a master example and/or at the end of each project.

It is a wonderful formative assessment and is especially helpful before a summative assessment. This really gets the kids thinking and talking about ART and using art terms!

[K-4] Students know the differences between materials, techniques, and processes

[K-4] Students describe how different materials, techniques, and processes cause different responses

[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas

[9-12 Advanced] Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium

[K-4] Students know the differences among visual characteristics and purposes of art in order to convey ideas

[K-4] Students describe how different expressive features and organizational principles cause different responses

[5-8] Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work

[5-8] Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas

[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions

[9-12 Proficient] Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art

[K-4] Students explore and understand prospective content for works of art

[9-12 Advanced] Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others

[9-12 Advanced] Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others

[9-12 Proficient] Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture

[K-4] Students know that the visual arts have both a history and specific relationships to various cultures

[K-4] Students identify specific works of art as belonging to particular cultures, times, and places

[K-4] Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art

[5-8] Students know and compare the characteristics of artworks in various eras and cultures

[5-8] Students describe and place a variety of art objects in historical and cultural contexts

[5-8] Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art

[9-12 Advanced] Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning

[9-12 Advanced] Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists

[9-12 Proficient] Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art

[9-12 Proficient] Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places

[9-12 Proficient] Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making

[K-4] Students understand there are various purposes for creating works of visual art

[K-4] Students describe how people's experiences influence the development of specific artworks

[K-4] Students understand there are different responses to specific artworks

[5-8] Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry

[5-8] Students compare multiple purposes for creating works of art

[5-8] Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures

[9-12 Proficient] Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts

[9-12 Proficient] Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works

[9-12 Proficient] Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art

[9-12 Advanced] Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions

Ansel Adams, Andrew Wyeth

Abstract Art, Western Art

Balance, Variety

Acrylic, Wood