Critique Routine

Names: Jessica Petrocelly Subject Area(s): Art

Lesson Topic: critique Grade Level(s): Beginning 7th and 8th

Standards
Literacy Standard(s):
WHST 6-8.9: Draw evidence from informational texts to support analysis, reflection and
research.

Content Area Standard(s):

th
7 grade
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and
Skills Unique to the Visual Arts

Students perceive and respond to works of art, objects in nature, events, and the environment.
They also use the vocabulary of the visual arts to express their observations.

Develop Perceptual Skills and Visual Arts Vocabulary

 1.1 Describe the environment and selected works of art, using the elements of art and the
principles of design.

Analyze Art Elements and Principles of Design

 1.4 Analyze and describe how the elements of art and the principles of design contribute
to the expressive qualities of their own works of art.

4.0 AESTHETIC VALUING

Responding to, Analyzing, and Making Judgments About Works in the Visual Arts

Students analyze, assess, and derive meaning from works of art, including their own, according
to the elements of art, the principles of design, and aesthetic qualities.

Derive Meaning

 4.2 Analyze the form (how a work of art looks) and content (what a work of art
communicates) of works of art.

8th grade

1.0 ARTISTIC PERCEPTION

Processing, Analyzing, and Responding to Sensory Information Through the Language and
Skills Unique to the Visual Arts

Students perceive and respond to works of art, objects in nature, events, and the environment.
They also use the vocabulary of the visual arts to express their observations.
 Develop Perceptual Skills and Visual Arts Vocabulary

 1.1 Use artistic terms when describing the intent and content of works of art.

4.0 AESTHETIC VALUING

Responding to, Analyzing, and Making Judgments About Works in the Visual Arts

Students analyze, assess, and derive meaning from works of art, including their own, according
to the elements of art, the principles of design, and aesthetic qualities.

Derive Meaning

 4.3 Construct an interpretation of a work of art based on the form and content of the
work.

English Language Development (ELD) Standard(s):

7th
part 1: Interacting in meaningful ways
B. Interpretive
5. listening actively to spoken English in a range of social and academic contexts

8th
part 1: Interacting in meaningful ways
B. Interpretive
5. listening actively to spoken English in a range of social and academic contexts

Bridging

Listening actively

Demonstrate active listening in oral presentation activities by asking and answering detailed
questions, with minimal prompting and support.

Lesson Objectives & Supports

Content objectives:
 Students will be able to identify what an artist did well in a work and what needs
improvement by using the “rules of art”
 SWBAT identify what an artist did well in a work and what needs improvement by
evaluating if the elements of art execute principles of art appropriately

Literacy objectives:
 Students will be able to talk about art in an appropriate way
 SWBAT give constructive feedback to peers about their work

Academic vocabulary:
 Tier II (General)
 Constructive criticism- the process of offering valid and well-reasoned opinions about the
work of others including positives and negatives.

Tier III (Domain specific)

 Critique (noun)- when peers review or examine each other’s work critically
 Elements of art- visual components of art

Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed

Academic Instruction in English):
 Name and provide a brief (1 sentence) description of each literacy and SDAIE
strategy used in the lesson.
 Be sure to include a reference (author, date) for each strategy.

Assessment: How will you know if students met your objectives?

 Making sure students are listening to feedback
 Making sure students are participating in giving feedback

Instruction: What you’ll teach, and how

Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does
 Teacher passes out projects in
order of table and students know
to collect their own
 Teacher instructs students to use
painters tape rolled up on the
back of each work to stick on the
 Grab the project that is theirs and
walls around the class. (They will
follow directions to tape it up
know that they will do this every
anywhere on the classroom walls
3 min critique day from now on.)
 Students may walk around class to
 Teacher reminds students of how
look at each other’s work until
many minutes they have, to hang
everyone’s is up
up work

 Give every student 2 sticky notes

each
 have students write their name on  students follow directions to put
the sticky notes.
name on sticky notes, and stick
 explain: each student will choose onto the works
2 projects to place their sticky
5 min  students write 2 comments about
note by. If there are already 2
each work they chose.
sticky notes next to it then they
 Go back to their seat when
must choose another. (The
finished
students will know these
procedures for future critique
days)
 For each project that they put
their name by, they will write
down on a half piece of paper one
 thing they like about the artwork,
and one thing they think needs
more work. (Students will know
these procedures for future
critiques)
 update them how much time they
have to choose 2 works to stick
their note next to and write a
comment about.
Lesson Body
Time Teacher Does Student Does
 Class will gather and look at each
work individually  Students will listen to feedback
35min  teacher will call on the names and think about how they can
that are next to each work to improve
share the 2 comments they wrote.
Lesson Closure
Time Teacher Does Student Does
 Students will take down their
 Teacher will collect all projects
2 min projects and place in a pile in the
and prepare for next period.
front of the class.

Instructional Materials, Equipment & Multimedia

 Painters tape
 Projects
 Piece of paper
 Pencil
 Timer: spend one minute on each work

Differentiation:

English learners:
o ask class to repeat words with me
o show examples of vocabulary words
o use sentence starters (write on board)
o use half sheet to write notes you want to say about certain piece.

Striving readers:
o share new vocabulary words
o use sentence starters

Students with special needs:

o use sentence starters
o volunteer basis
o help hang up work/ pick spot

Advanced students:
o suggest more complex designs with techniques
o give optional more detail oriented things to look for
“Cogenerative Dialogues ("cogens") are conversations in which people come together to discuss
a social field where they have hadand will continue to havea shared experience. The goal of
these cogens is to jointly construct a plan of action for improving the social field and future
experiences in it.”

Emdin, C. (2008). The three C’s for urban science education: using students’ thorough
engagement in popular culture as a model. Phi Delta Kappan, 89(10), 772-779

“A common misconception in the realm of education is that classroom management is a set of

rules used to address discipline problems.”

Rawlings, R., Bolton, P., and Notar, C. (2017). Routines are the foundation of classroom
management. Education, 137(4), 398-412