Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Date of Award

Summer 2014

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

School of Art, Design and Art History

Abstract

The Virginia Standards of Learning and National Visual Arts standards require that art criticism and student peer critique are present in the secondary art curriculum. The standards set minimum requirements and serve as a starting point for comprehensive art education. Additional guidance for art teachers is necessary to ensure that peer critiques become a crucial component of their secondary art curriculum. Art teachers rely on their own experiences with critique for instruction. However, traditional models of art criticism do not seem to utilize the varied strengths of students. Contemporary student peer critique strategies are needed for teachers in secondary art education. Through a review of literature, this study explored the role of art criticism and student peer critiques in secondary art education. The goal of the research was to find the best practices for creating strategies for student peer critique. Findings suggest that art criticism and student peer critiques play a fundamental role in educating visually literate students. Strategies were created for each level of secondary art (Art I, Art II, Art III, Art IV) that align with state and national standards, in addition to a list of student peer critique strategies that can be implemented into any existing curriculum. Recommendations include the need for teachers to plan for and incorporate effective peer critique strategies into their existing curricula.

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