Students also receive frequent critiques on their work, from experts and peers, and they hear and contribute to critiques of other projects. In the process, they deepen their knowledge and critical perspectives generally and gain insight into their own projects.
“A critique can take various forms. I implement critiques in my classes in a variety of ways including pin-up critiques—groups of images pinned to a wall and evaluated together; formal critique presentations—individually presented and reviewed final project artifacts; and peer-review workshop critiques—small-group reviews of in-progress projects performed without my direct involvement. Regardless of structure, assessment lies at the heart of all critiques whether they are used to evaluate generated images or pre-existing artifacts. . . . In order to enhance learning, especially when the primary objective is concerned with encouraging critical thinking skills—rather than with the image itself—students should be asked to critique often to develop necessary observation, reflection, and articulation abilities. . . . Critiques can help students see their own work clearly, understand its strengths and weaknesses, and determine problems they have not perceived on their own.”