A critique is an “examination of an idea, phenomenon, or artifact. Within design, use of the term also includes that evaluation of an idea as well as the act itself” (Hokanson, 2012, p. 74 cited in McDonald and Michela, 2019). Critiques are a primary method by which instructors evaluate students’ work and design ability, both formatively and summatively (Cennamo,et al., 2011 cited in McDonald and Michela, 2019). However, this evaluative function is just one aspect of their significance. Through critiques, instructors communicate design knowledge (Adams et al., 2016 cited in McDonald and Michela, 2019), model how practicing designers think and act (Budge, 2016 cited in McDonald and Michela, 2019), and provide a framework for novice designers to develop their professional identity (Percy, 2004 cited in McDonald and Michela, 2019).
Rather than using the term ‘critique’, I prefer to use the word ‘review,’ which I see as a more communal way to evaluate work. There’s often not enough time or space for this to happen. Students work on long- term projects that may involve tutorials, but they rarely have the opportunity to view the full body of work they have completed.
In my practice, I use the word ‘review’ to create a safe space to allow students to present their work and receive feedback. I ensure I offer positive reflections as well as suggestions for areas of improvement. Additionally, I encourage students to view and discuss each other’s work, providing enough space in these ‘reviews’ for students to feedback to their peers. This makes the process more conversational and less didactic.
I believe it is essential for students to be able to see what others have been working on and to talk about their outcomes — if they feel comfortable doing so. Within larger cohorts, this approach allows everyone to be heard, as group tutorials are often smaller. For those who don’t feel confident to speak in that space, I will still highlight areas of success and offer productive feedback that encourages their involvement.
Finally, within these reviews, I want students to feel they have something to take away that empowers them and improves their outlook on the project. While it might not be a review of the final outcome, it often provides an opportunity to showcase and understand the research and design development that has gone into the project, and to see the work everyone has created.
References:
Macdonald, J.K and Michaela, E. (2019) The design critique and the moral goods of studio pedagogy.