Sketchnotes: Talking About Student Art: Interpreting & Judging

Talking about Student Art. Chapter 3 Interpreting Student Art

Talking about Student Art. Chapter 4: Judging Student Art

Outside sources:

"Critical thinking teaches students to raise vital questions and problems, formulate them clearly and precisely; gather and assess relevant information, use abstract ideas to interpret it effectively and come to well-reasoned conclusions and solutions, testing them against relevant criteria and standards; think openmindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and communicate effectively with others in figuring out solutions to complex problems."

~ Teaching For Art Criticism: Incorporating Feldman’s Critical Analysis Learning Model In Students’ Studio Practice: https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwiAxIW6ia7wAhUyHzQIHUNaAXEQFjAAegQIAhAD&url=https%3A%2F%2Ffiles.eric.ed.gov%2Ffulltext%2FEJ1086252.pdf&usg=AOvVaw1VYJ72N8KayA_0ZhqwDVSp

"What qualities of the work make you feel it is a success or failure? Compare it with similar works that you think are good or bad. What criteria can you list to help others judge this work? How original is the work? Why do you feel this work is original or not original?"

~ https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/articles-and-how-tos/articles/educators/teaching-students-to-critique/