REFLECTING ON: Crits and Inclusive Learning at UAL An Arts SU discussion paper by Calum Sherwood
This discussion paper by Calum Sherwood includes the voices of students and the academic opinions of the art school ‘crit’. Students sharing horror stories of traumatic experiences, fear, and dread of the crit. Noted by the authors: Blair writes, “with the exception of architecture, there has, within design disciplines, been minimal research into the role and function of the crit in student learning.” There is a assumption that the studio crit, is what we ‘should’ do, how it’s always been and therefore it is part of assessment practise. I see there is a fear factor involved in the studio crit as it stands, As I observe it is extremely stressful for students with language challenges. We ask students to present for 10 minutes, invariable this is scripted and read out, as students are too nervous to speak off script, this gives no sense of emotional context to the work. As noted in this paper, the format of all class members sardined for hours in one room, has remained the format for years. I would agree that the format, as it stands of group scrutiny of one person standing to present their work, feels unrealistic for any ‘real world’ challenge students might encounter. Again, notes by the author in this study, ‘Brown says that there is a perception that the crit is in some way ‘character forming’ and this is why the format remains as a pillar of art pedagogy’ “surviving this ordeal [the crit] is seen as a rite of passage, something to aspire to, even though no systematic evidence demonstrates that this atmosphere is necessary for the training of professionals.”. There are many articles written on the fear and loathing of the ‘crit’, The overall message, is that the format is ‘outdated’ and does not fit within a compassionate and relational pedagogic approach. Surely any activity that cause fear should be reviewed. There is also concern for the marginalised student, who finds the crit a very excluding experience.
I believe group assessment and peer learning is important, it can be of great value, but surely there could be a more inclusive format where group formative feedback could be exchanged in a clearer way. I experience students are tired, in a fear state, not engaged in the others learning, this therefore counterproductive activity. It is noted within this report that there need to be a reform of best practise within UAL to align what is relevant to the student experience. I am aware that open formative assessments like studio crits are not the best way to support some students. Most especially our neurodiverse learners, who find it impossible to stay focused at best, experience great discomfort at worst. This feels very uncomfortable to enforce, and to be honest I don’t enjoy the large format crit as a tutor, it’s a long day or two, in a stuffy room, with many uncomfortable participants. I question if the students are getting the best feedback from me at the end of the day, by which point I am exhausted. I see this reflected in the amount of written feedback I can muster before lunch, as opposed to after, this I view as not ‘fair’ pedagogic practise. Within my masters courses, we have moved towards a relaxed studio presentation ‘crit’; we want people to arrive on time, stay present, respecting the person presenting. With verbal feedback, we are always encouraging while honest. If a student has not produced enough work, the honest feedback does reflect this, and this is unavoidable upsetting, students may feel exposed. There is a line between emphasising the importance of consistent achievement, and cheer leading procrastination. The crit does serve as a deadline to show work progress or completed work, I support the crit, but would like to re-format, harmonise with Inclusive mindset. Perhaps in smaller groups, as discussed in the paper, there is space for a more inclusive learning possibility, with a choice of modes, and negotiated guidelines for students who simple find the ‘crit’ a dreaded experience.
Reference:
Sherwood, C. (Date Not known) ‘Crits and Inclusive Learning at UAL An Arts SU discussion paper’ UAL, (Accessed 20th January 2024)
Calum Sherwood is the Senior Policy and Research Officer at Arts SU, having worked in education policy since 2012. – Arts SU Policy Team Arts SU is an independent charity who work to represent and support students at the University of the Arts London.