The third workshop of the TTP unit focused on assessment and the crit within art and design education. Prior to the discussions held in this workshop, I viewed the principles of the crit as separate from my experience of teaching. This stems from my preconceived notion of what a crit involves; I previously considered crits as quite rigid, only taking place in a studio space and in a group setting. Crits are an established method within an art and design education and I only had an understanding of them as a hierarchical construct where students are formally presenting their work in front of a group of their peers and tutors (Blair, 2007, p. 11.).
However, through discussion with peers within the PgCert and through supplementary reading, I have developed an understanding of the principles of crits as, fundamentally, “opportunities for discussion and peer feedback on a student’s work” (Ellis et al, 2024). Whilst I am conscious that the scope of my role does not include summative, formal assessments, I provide support and methods to support formative progress, particularly with written elements of briefs. My teaching practice is a supportive role to students; for example, I provide 1-1 tutorials to help with research skills and effectively critically analysing research, as well as working with bigger groups to teach information skills.
If crits can be understood as a “space to develop critical thinking” (Ellis et al, 2024), this is something that I am fostering in my interactions with students. The introduction to an internal staff UAL document promoting inclusive and developmental crits was incredibly useful for illustrating the different principles of crits that can be fostered and adopted within my own teaching practice (Ellis et al, 2024). The work of Blythman and others was also incredibly important in envisioning how principles of crits can be applied to my teaching practice based on the experience of students, tutors and practitioners (2007).
For example, these are some of the principles which I am keen to integrate further (Blythman, 2007):
- Providing a space to clarify ideas and test ideas in a supportive environment; my sessions can be a supportive space for students to work through ideas, particularly in terms of connecting research and contextualising in their own work.
- Develop critical awareness through evaluation and reflection; critical thinking and analysis is a core tenet of information skills and methods of teaching in a library role. I plan to prioritise the tutorials as a space for students to evaluate their research and practice critical awareness.
- Receive feedback from a tutor; reframing and rethinking my role has been really important as I previously have not seen myself in the process of assessment for students. I can provide different feedback to students compared to their tutors or unit leaders; by providing feedback and advice based on my expertise of researching, writing and using library resources, I can start to situate myself in the formative assessment process.
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Blair, B. (2007) ‘Perception / Interpretation / Impact’ in Networks. Issue 1. Pp. 10 – 13. Available at: http://arts.brighton.ac.uk/__data/assets/pdf_file/0015/66012/B-Blair-article-Pages-10-13-from-Networks01.pdf (Accessed: 1st March 2025)
Blythman, M., Orr, S. and Blair, B. (2007) Critiquing the crit. Project report. Higher Education Academy. Available at: https://ualresearchonline.arts.ac.uk/id/eprint/7385/ (Accessed: 1st March 2025)
Ellis, M., Sherwood, C. and Tran, D. (2024) Supporting inclusive and developmental crits: as guidance for staff at UAL. Available at: https://www.arts.ac.uk/__data/assets/pdf_file/0019/451180/Crits-Guidance-Sep-2024.pdf (Accessed: 1st March 2025)
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