|Author:||Ng, Yuk-kwan Ricky|
|Title:||What happens in art and design critique sessions? : a study of student's participation in and perception of the usefulness of art and design critique sessions|
|Subject:||Hong Kong Polytechnic University -- Dissertations|
Art -- Study and teaching
Design -- Study and teaching
|Department:||School of Professional Education and Executive Development|
|Pages:||x, 125 leaves ; 30 cm.|
|Abstract:||Critique has been widely claimed as an effective teaching and learning strategy to enhance students' learning in art and design education. It is also a common belief among teachers that the use of critique in art and design education will promote the development of students' subject knowledge together with a range of transferable skills such as analyzing, interpreting and communicating. However, not much research has been done on what really happens in a critique session. While there is an assumption that a meaningful critique relies on the implementation and facilitation of the teacher, little evidence has been collected to explore this. Even if a teacher believes in the usefulness of critique, if a critique session is conducted inappropriately its effectiveness may be limited or even detrimental. There is a need to explore the teacher's role further. Furthermore, most of the previous studies have focused on the views of teachers and the student's perception of critiques has not been given very much attention. This study aimed to explore what happens in the art and design critique session, particularly the major activities undertaken by the teacher, student presenter and peers during the critique. This study looked further into the possible roles of the teacher, student presenters and peers during the critique session and the students' perceptions of the usefulness of critique as a learning activity. 35 Art and Design top-up degree students from the Hong Kong Institute of Vocational Education (HKIVE) and 3 teachers in the programme participated in this study. The research design was a case study with mixed qualitative-quantitative methodology. Data were collected by the use of video recording during the critique sessions and a student questionnaire survey after the critique sessions. Discourse analysis was used for to analyse the videos captured in the critique sessions while quantitative statistical analysis and content analysis were used to analyse the data collected from the questionnaire. The findings suggest that meaningful and genuine critique was related strongly to the teacher's facilitation style. The findings also indicated that the actual amount of peer interaction, critique and feedback was comparatively small, and that the insufficiency of time and attention span affected the student's participation in the critique session. The implications of this study for teachers are that changes in the facilitation style and critique format may be needed in order to maximize students' attention and to enable more interactive opportunities between student presenters and their peers. Further research may usefully examine the relationship between cultural background and learning processes and outcomes in art and design critique, for example by making a comparison between Mainland Chinese and Hong Kong Chinese learners.|
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