While attending art school, I spent a lot of class time attending peer classroom critiques. Do these sessions actually help students become better artists? And, now I’m working as an artist, I’m wondering, How do I get fair feedback on my work?
Ottawa, Ontario
Let’s pop the question: Is it possible to arrive at a working definition of what constitutes an inspired and technically competent piece of art during classroom peer critiques at art school? Do we have a measuring stick that instructors and peers alike could apply to provide constructive feedback?
Ok. We all know the most likely answer. For much of contemporary art, I’d say the consensus leans towards a resounding ‘no.’
Yet, working towards a BFA, I participated in hours upon hours of peer “crits.” These evaluations are used across Canada and generally accepted as pedagogically sound[1]. Yet, as an older student with decades of office-based performance reviews behind me, I was confused about the open-ended nature of these professor-guided peer evaluations.
While participating in critiquing well over 600 student assignments, I didn’t hear much, if anything, that wasn’t within the whitewashed boundaries of being benign, politically correct, and mostly flattering.
I have no intention to doubt my fellow students for their participation in critiques. The art works presented, many of them proof of concepts delivered under extreme time pressure, are often discussed with considerable sophistication. Either at university or prior to arrival, students seem to have embraced concepts such as the objectification of the female body[2] and the “male gaze”[3] and the “white cube.”[4] Many seem to have internalized valuable vocabulary. Students talk about an object’s materiality; they speak only on behalf of their own experience of the work; they find a piece “compelling”; they “read” the piece one way or another; or conclude the piece “references” or “hints” at other ideas, or maybe even other works of art. Some professors provided extremely helpful feedback on my work. I’m deeply thankful for those class critiques of my work.
However, it should be possible to define basic criteria for what makes, at least technically, a solid piece of work. Students could be educated about those criteria and how to discuss them. Also, students could be told that personal angst in itself doesn’t an art work make. Students can be told how to discern the fine line between fine art and propaganda or moralism. Finally, recognized critics of modern art[6] seem to agree that fine art should try to be intentionally in conversation with other artists and movements.
As a cub reporter in daily news, I learned the value of caring editors. Bosses who saw potential and actually took the time to tell me a piece of writing didn’t meet basic standards of good journalism: solid writing, fact checking, CP style, a compelling interview and so on and so forth. I can only think of one way to become a better writer. Someone has to care enough to tell you at least a few times that your piece is no good — at all. Rewrite it. Rewrite it again. And, if deadline allows, again and again.
Art students and professional artists deserve the same bold, if not (at times) painful but caring feedback. Don’t necessarily crush my ego, but give me feedback that makes me try again. And again. To create something more ready for an audience.
[1] West, Debi, 4 Reasons Critiques Need to Be Part of Your Curriculum. Retrieved from https://theartofeducation.edu/2018/01/08/creative-class-critiques/
[2] de Beauvoir, Simone, 1961, The Second Sex, New York: Grune and Stratton
[3] Berger, John. 1972, Ways of Seeing, BBC
[4] O’Doherty, Brian. 1976, Inside the White Cube: The Ideology of Gallery Space, Artforum.
4. Kirsch, Corinna. 2014, The “Painting Is Dead” Versus “Painting Is Back List, 2014. Retrieved from
http://artfcity.com/2014/02/04/the-painting-is-dead-versus-painting-is-back-list/
[5] Rosenthal, Mark. 2003, Understanding Installation Art from Duchamp to Holzer. New York: 2003
[6] Clement Greenberg,Cement. 1945-1949, The Collected Essays and Criticism, Vol 2. John O’ Brian, ed. Chicago: The University of Chicago Press.


