beyond our power to alter, and therefore to be accepted and made the best of. It is a waste of time to criticize the inevitable.

Chapman describes the inductive approach as a gathering of facts and taking an inventory of visual qualities in a work. After thoroughly taking in the visual elements, the relationships among these visual elements must be compiled into a summary ofthe impressions that “captures the essence of what we have seen” (p. 80). Chapman also warns against premature judgment and emotional reactions. Only after one has described each part of the work, analyzed the relationship among parts, interpreted these relationships, and summarized the recurrent ideas, can one move onto the judgment by citing the information gathered before the judgment stage.

develop constructive approachesto critique (formative, peer-to-peer, self-reflective, summative) that are supportive in intent and that offer alternative points of view.” (AI.18). By Art II: Intermediate, students will “use constructive critical approaches to critique (formative, peer-to-peer, self-reflective, summative).

1) interpret, reflect on, and evaluate the characteristics, purposes, and merits of personal work and the work of others and 2) identify, analyze, and apply criteria for making visual aesthetic judgments of personal work and the work of others.”

Peer critique in the secondary art classroom:Strategies for best practices

I give some display guidelines for them to follow so the presentation looks good and work can be seen easily by all participants. Students who are not finished might use the time to keep working to finish. It is sometimes found that students without work on display are not as interested and they are more apt to offer negative comments. 

Successful Art Class Critique