Title of Learning Segment: In-Process Critique Grade: 11th/12th

Prior Knowledge include relevant content knowledge, media use, and skill development):
Give feedback, receive feedback, and apply criticism to better the work

Central Focus: Students will reflect and revise their work based on criteria given by
teacher and peers.

Learning Segment Overview One lesson (20 minutes)

Lesson 1 (Day 3) Students present their project (sketches) that is in progress and have the rest
of the class tell them what they can refine or add to strengthen their work.

Lesson 1 of 1
Standard, Objective, & Assessment use similar language
Standard Learning Objective Assessment

NVAS: Anchor I can refine my artwork

Standard #5: Develop
and refine artistic
techniques and work
for presentation Formative: TW observe, support,
and ask periodic questions during
SCVAS: Anchor I can reflect, revise, and the Learning Segment. E.g. 2-3
Standard #3: I can refine my work considering possible questions listed.
improve and complete relevant criteria and my artistic
artistic work using voice. Questions to ask students during
elements and critique:
principles. 1) What do you think is going
well in your piece?

I can develop, apply, and 2) What is your goal for this

SC English Lang. Arts: adjust reciprocal piece?
Standard #1: Interact communication skills and
with others to explore techniques with other students 3) How are you going to
ideas and concepts, and adults. achieve that goal?
communicate
meaning, and
develop
logical interpretations
through collaborative
conversations; build
upon the ideas of
others to clearly
express one’s own
views while
respecting diverse
perspectives.

Academic Language
 1. Language Function—one LF essential for students to develop & practice. Use
Standard and Objective action verbs, e.g. analyze, compare/contrast, interpret.
Develop, reflect, revise, refine, apply, and adjust

2. Vocabulary–no more than 5 terms w/definitions. Use age-appropriate language and cite
source.
Critique: A critical evaluation or analysis, especially one dealing with works of art or
literature. (https://www.thefreedictionary.com/critique)

3. Discourse OR Syntax: How will you develop students’ academic discourse and/or
syntax?
Refine | Alter their sketches for the project | sketches
Identify | Discuss what elements are effective/non-effective in a work of art | elements
Analyze | Critique in process works | process works

4. Practice: Briefly describe how you will provide opportunities for students to practice using the
language function. Include reflective questions to indicate how students will demonstrate their
use of the language function
I will allow the critique to be held mostly by the students. I will guide their thinking with questions
such as: What is a strong element of this piece? What will make this piece stronger? Is there a
specific characteristic that might be holding the work back? What would you do to this piece if it
were yours?

Key Materials Include appropriate technology that you will use in each activity as well as a
complete list of the materials you will use (manipulatives, worksheets, word lists, game
directions, art supplies, book titles, PowerPoint etc.).

Sketches for the new project

Instructional Strategies and Learning Tasks (Procedures & Timelines)

 Instructional Strategies and Learning Tasks should match Objectives & Standards. This is
the heart of the plan.
 Include enough detail so that anyone who is well-educated could follow your plan.
 Include Introduction, reflective questions, & enough activities to adequately address your
objectives. They must be developmentally appropriate for grade level.
 Be very specific in this section, particularly with transitions.
Day 1:
o Students will bring in sketches that they developed for the new Surrealism
Skateboard project
o They will place the sketches on their desk for display
o We will take a quick gallery walk of the sketches
o I will start by asking a student what their goal is for the project and how their
sketches reflect that
o The student will answer questions and hear feedback from other students
o The rest of the class will be discussing what they think is effective about the design
and giving suggestions to the artist
o Once the class has given all the information and questions needed, we will move on
to the next set of sketches and repeat the process until everyone has gotten
feedback
o As closure for our discussion, I will thank the students for being honest with their
opinions and being respectful of one another’s work
o The students will then begin refining their sketches and possibly starting their project
(with instruction given by host teacher)
Accommodations Universal Design for Learning used in this art lesson.
 Representation: 3.3 Guide information processing, visualization, and manipulation; I will be
asking guiding questions to get students thinking about the visual information they’re
receiving
 Engagement: 8.4 Increase mastery-oriented feedback; let the students know what they are
doing well (strengths in their design)
 Expression: 6.2 Support planning and strategy development; helping students develop a
solid plan for their new project

Resources Books, articles, websites cited correctly using APA

None
Artifacts Images, handouts, PowerPoints, etc.
Sketches done by students
Reflection What went well? Not so well? Next time I will do this differently…

The students really enjoyed getting suggestions for improving their designs. They were
really engaged in the discussion and everyone wanted to get to their sketch. The class
was running behind on the previous project, so the work for this new project was pushed
back as well. Initially, I wanted to do the in-process critique in the middle of their studio
days, but instead we did a discussion on their homework sketches before they began on
their actual project. In the end, doing the critique before beginning their final sketches
may have worked out for the best because it gave them more time to advance their
ideas.