Open AccessRethinking the Crit
Author(s) -
Patrick Flynn,
Miriam Dunn,
Mark Price,
Maureen K. O’Connor
Publication year - 2019
Publication title -
eaae annual conference proceedings
Language(s) - English
Resource type - Journals
eISSN - 2736-6200
pISSN - 2736-6197
DOI - 10.51588/eaaeacp.13
Subject(s) - presentation (obstetrics) , the arts , ethnic group , reproduction , power (physics) , work (physics) , adversarial system , psychology , sociology , political science , pedagogy , public relations , medicine , engineering , law , mechanical engineering , ecology , physics , quantum mechanics , biology , radiology
Assessment in architecture and creative arts schools has traditionally adopted a ‘one size fits all’ approach by using the ‘crit’, where students pin up their work, make a presentation and receive verbal feedback in front of peers and academic staff. In addition to increasing stress and inhibiting learning, which may impact more depending on gender and ethnicity, the adversarial structure of the ‘crit’ reinforces power imbalances and thereby ultimately contributes to the reproduction of dominant cultural paradigms. Our collaboration on an alternative to the traditional model was supported by the Teaching & Learning National Seminar Series fund which helped us organise an international symposium to debate the ‘crit’ in 2016. We have recently been awarded further funding which has allowed us to pilot alternative feedback methods.