Critique and Process: Signature Pedagogies in the Graphic Design Classroom

Autor/in	Motley, Phillip
Titel	Critique and Process: Signature Pedagogies in the Graphic Design Classroom
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 16 (2017) 3, S.229-240 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/1474022216652765
Schlagwörter	Graphic Arts; Teaching Methods; Criticism; Reflection; Feedback (Response); Formative Evaluation; Summative Evaluation; Fine Arts + Suchen Sie Ihr Suchwort? Grafik; Grafisches Gestaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Kritik; Bildende Kunst
Abstract	Like many disciplines in design and the visual fine arts, critique is a signature pedagogy in the graphic design classroom. It serves as both a formative and summative assessment while also giving students the opportunity to practice the habits of graphic design. Critiques help students become keen observers of relevant disciplinary criteria; reflective about what they've been taught, what they've observed, and how they've applied both; articulate in giving meaningful feedback to peers; and capable of using a specific tool to assess the successes and failures of their own design work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01