The Art Group Crit. How do you make a Firing Squad Less Scary

The relationship between achievement and feedback and the fact that effective feedback improves achievement is well documented (Taylor and McCormack, 2004; Hattie, 2007). This is especially true of written feedback.ÃÂ However in art and design education feedback will take place in an often emotion...

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Autor principal:	Peter Day
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2013
Materias:	Art (Crit) education verbal feedback assessment emotion (fear) Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/d5701c752e1a401aab41b30fce750912
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id	oai:doaj.org-article:d5701c752e1a401aab41b30fce750912
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spelling	oai:doaj.org-article:d5701c752e1a401aab41b30fce7509122021-11-29T14:03:57ZThe Art Group Crit. How do you make a Firing Squad Less Scary10.47408/jldhe.v0i5.1781759-667Xhttps://doaj.org/article/d5701c752e1a401aab41b30fce7509122013-03-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/178https://doaj.org/toc/1759-667X The relationship between achievement and feedback and the fact that effective feedback improves achievement is well documented (Taylor and McCormack, 2004; Hattie, 2007). This is especially true of written feedback.ÃÂ However in art and design education feedback will take place in an often emotionally charged face-to-face meeting where verbal criticism, both negative and positive, takes place in front of an audience. The forum for this feedback in art education is the Group Crit (Crit, Art Crit, or Group Critique) at which students are expected to present and perform. It is the studentsÃ¢â¬â¢ reception and perception of this oral feedback in todayÃ¢â¬â¢s quality-focused context, which is at the heart of this study. This article presents a study into the impact of verbal feedback on achievement in art and design education via a survey taken amongst 60 undergraduate art and design students, at the University of Institution in 2009/10. The survey collected both quantitative and qualitative responses and identified a fundamentally emotional and fear-focused perception of the Group Crit, one opposed to its supportive and bespoke dynamic intentions. A stress factor (Pope, 2005; Anthony, 1991) is created when personalised feedback is perceived as a negative (critical) reflection on the student performance (at the Crit), their self worth and esteem and not the work presented. Criticism, and by implication feedback, is perceived as negative, personal and subjective and fraught with contradiction and loss of Ã¢â¬ËrespectÃ¢â¬â¢ - in opposition to the studentsÃ¢â¬â¢ previous prescriptive and Ã¢â¬ËobjectiveÃ¢â¬â¢ educational experiences. Peter DayAssociation for Learning Development in Higher Education (ALDinHE)articleArt (Crit) educationverbal feedbackassessmentemotion (fear)Theory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 5 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	Art (Crit) education verbal feedback assessment emotion (fear) Theory and practice of education LB5-3640
spellingShingle	Art (Crit) education verbal feedback assessment emotion (fear) Theory and practice of education LB5-3640 Peter Day The Art Group Crit. How do you make a Firing Squad Less Scary
description	The relationship between achievement and feedback and the fact that effective feedback improves achievement is well documented (Taylor and McCormack, 2004; Hattie, 2007). This is especially true of written feedback.ÃÂ However in art and design education feedback will take place in an often emotionally charged face-to-face meeting where verbal criticism, both negative and positive, takes place in front of an audience. The forum for this feedback in art education is the Group Crit (Crit, Art Crit, or Group Critique) at which students are expected to present and perform. It is the studentsÃ¢â¬â¢ reception and perception of this oral feedback in todayÃ¢â¬â¢s quality-focused context, which is at the heart of this study. This article presents a study into the impact of verbal feedback on achievement in art and design education via a survey taken amongst 60 undergraduate art and design students, at the University of Institution in 2009/10. The survey collected both quantitative and qualitative responses and identified a fundamentally emotional and fear-focused perception of the Group Crit, one opposed to its supportive and bespoke dynamic intentions. A stress factor (Pope, 2005; Anthony, 1991) is created when personalised feedback is perceived as a negative (critical) reflection on the student performance (at the Crit), their self worth and esteem and not the work presented. Criticism, and by implication feedback, is perceived as negative, personal and subjective and fraught with contradiction and loss of Ã¢â¬ËrespectÃ¢â¬â¢ - in opposition to the studentsÃ¢â¬â¢ previous prescriptive and Ã¢â¬ËobjectiveÃ¢â¬â¢ educational experiences.
format	article
author	Peter Day
author_facet	Peter Day
author_sort	Peter Day
title	The Art Group Crit. How do you make a Firing Squad Less Scary
title_short	The Art Group Crit. How do you make a Firing Squad Less Scary
title_full	The Art Group Crit. How do you make a Firing Squad Less Scary
title_fullStr	The Art Group Crit. How do you make a Firing Squad Less Scary
title_full_unstemmed	The Art Group Crit. How do you make a Firing Squad Less Scary
title_sort	art group crit. how do you make a firing squad less scary
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2013
url	https://doaj.org/article/d5701c752e1a401aab41b30fce750912
work_keys_str_mv	AT peterday theartgroupcrithowdoyoumakeafiringsquadlessscary AT peterday artgroupcrithowdoyoumakeafiringsquadlessscary
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The Art Group Crit. How do you make a Firing Squad Less Scary

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