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Peer Critique in the Secondary Art Classroom: Strategies for Best Practices Krista Nicole Castrodale James Madison University

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Peer Critique in the Secondary Art Classroom: Strategies for Best Practices Krista Nicole Castrodale James Madison University James Madison University JMU Scholarly Commons Masters Theses The Graduate School Summer 2014 Peer critique in the secondary art classroom: Strategies for best practices Krista Nicole Castrodale James Madison University Follow this and additional works at: https://commons.lib.jmu.edu/master201019 Part of the Art and Design Commons Recommended Citation Castrodale, Krista Nicole, "Peer critique in the secondary art classroom: Strategies for best practices" (2014). Masters Theses. 172. https://commons.lib.jmu.edu/master201019/172 This Thesis is brought to you for free and open access by the The Graduate School at JMU Scholarly Commons. It has been accepted for inclusion in Masters Theses by an authorized administrator of JMU Scholarly Commons. For more information, please contact [email protected]. Peer Critique in the Secondary Art Classroom: Strategies for Best Practices Krista Castrodale A thesis submitted to the Graduate Faculty of JAMES MADISON UNIVERSITY In Partial Fulfillment of the Requirements for the degree of Master of Arts In Art Education August 2014 Dedication This thesis project is dedicated to Granny for believing in me. I will forever strive to emulate your positivity. ii Acknowledgements I would like to thank the following individuals for their contribution to the completion of this thesis: Dr. Karin Tollefson-Hall, for her inspiring display of absolute excellence in teaching and mentorship; Dr. Katherine Schwartz for her support and encouragement throughout my art education experiences at James Madison; Dr. Mary Beth Cancienne for her reassurance in beginning the thesis experience; Dr. William Wightman for inspiring me to deeply consider the role of criticism in my teaching; Hannah Sions and Laura Thompson for their constant kinship; Adam Freeman for his unfailing consolation; Melissa Cobb for her reinforcement and thoughtfulness; Ben Frey for his clever insight and inspiration; my friends and family for their love, and most importantly my parents, Neil and Susie Castrodale, to whom I owe any success because of their remarkable parenting. Thank you for always unconditionally supporting the pursuit of my passions. I am deeply thankful for all of you. Thank you. iii Table of Contents Dedication .......................................................................................................................... ii Acknowledgements .......................................................................................................... iii Table of Contents ..............................................................................................................iv Abstract ............................................................................................................................ vii I. Chapter 1: Introduction .................................................................................................. 1 Background of the Study................................................................................. 1 Statement of the Problem ................................................................................ 3 Statement of Need ........................................................................................... 3 Research Questions ......................................................................................... 4 Assumptions..................................................................................................... 4 Limitations ....................................................................................................... 5 Definition of Terms ......................................................................................... 5 Procedural Overview ....................................................................................... 6 II. Chapter 2: Review of the Literature ............................................................................. 7 Art Criticism .................................................................................................... 7 Definition of art criticism................................................................................ 7 Purpose of art criticism ................................................................................... 9 Models of art criticism .................................................................................. 11 Student Peer Critique .................................................................................... 28 Definition of student peer critique ................................................................ 28 Outcomes of student peer critique ................................................................ 30 Differences in Art Criticism and Student Peer Critique ............................. 33 iv Improving Student Peer Critique ........................................................................ 34 Need for structure .................................................................................... 34 Need for goals.......................................................................................... 35 The role of teachers and students ........................................................... 37 Importance of interpretation ................................................................... 43 Introducing students to the work of professional critics ....................... 47 Strategies for student peer critiques ....................................................... 49 Dialogical critique ................................................................................... 56 III. Chapter 3: Methodology ............................................................................................ 61 Design ...................................................................................................... 61 Sample...................................................................................................... 61 Instrumentation ........................................................................................ 61 Procedure ................................................................................................. 63 IV. Chapter 4: Results and Conclusions ......................................................................... 64 Research Question ................................................................................164 Results ...................................................................................................... 64 Conclusions ............................................................................................. 68 Research Question 2................................................................................ 69 Results ...................................................................................................... 69 Conclusions ............................................................................................. 74 V. Chapter 5: Summary, Implications, and Recommendations ..................................100 Summary ................................................................................................100 Implications for field .............................................................................104 v Recommendations for further study .....................................................104 Appendix A: Template for Student Peer Critique Strategies ......................................105 Appendix B: Additional Student Peer Critique Strategies ..........................................106 Appendix C: List of State and National Standards ......................................................108 References.......................................................................................................................113 vi Abstract The Virginia Standards of Learning and National Visual Arts standards require that art criticism and student peer critique are present in the secondary art curriculum. The standards set minimum requirements and serve as a starting point for comprehensive art education. Additional guidance for art teachers is necessary to ensure that peer critiques become a crucial component of their secondary art curriculum. Art teachers rely on their own experiences with critique for instruction. However, traditional models of art criticism do not seem to utilize the varied strengths of students. Contemporary student peer critique strategies are needed for teachers in secondary art education. Through a review of literature, this study explored the role of art criticism and student peer critiques in secondary art education. The goal of the research was to find the best practices for creating strategies for student peer critique. Findings suggest that art criticism and student peer critiques play a fundamental role in educating visually literate students. Strategies were created for each level of secondary art (Art I, Art II, Art III, Art IV) that align with state and national standards, in addition to a list of student peer critique strategies that can be implemented into any existing curriculum. Recommendations include the need for teachers to plan for and incorporate effective peer critique strategies into their existing curricula. vi i Chapter I Introduction Background of the Study According to the goals of the Virginia Standards of Learning for Visual students should strive to: “1) interpret, reflect on, and evaluate the characteristics, purposes, and merits of personal work and the work of others and 2) identify, analyze, and apply criteria for making visual aesthetic judgments of personal work and the work of others.”
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