This lesson was designed to challenge students from the small group critiques they have been accustomed to and introduce presenting in front of a whole class, while also utilizing deeper thinking and vocabulary. Built on a combination of lower-stakes sandwich critiques and the more critical Feldman model, the lesson engages both Colorado Visual Arts Standards, Invent and Discover to Create, and Envision and Critique to Reflect. The students were asked to present recent projects to their peers, using critical and descriptive language to communicate their visions.

During artist presentations, students worked in groups to fill out note catchers, utilizing the specific lesson vocabulary of Look, Analyze, Interpret, and finally Positive Takeaway. Students were encouraged to ask thoughtful questions to understand each artist's work and inform their writing. At the end of each artist's presentation, note catchers were given to the artist, and based on peer feedback, they completed a final personal reflection that can help scaffold their future ideation and art-making process. This critique model evolved as a result of speaking with my mentor teacher to use targeted language to maximize both student engagement and thinking. It also made use of a variety of university coursework, specifically around instructional strategies and disciplinary literacy.
Throughout the lesson, students were able to identify, describe, and interpret various aspects of visual art and use critical analysis to have meaningful discussions and create written feedback that builds on their higher-level thinking and communication.