The Role of Critique in the Development of Student-Artists’ Metacognitive Practices

Halverson, Erica Rosenfeld; Saplan, Kailea; Stoiber, Andrew; Rabkin, Nick

doi:10.4324/9781351114035-11

Cited by 1 publication

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“…These scaffolds are often integrated into a design process that foregrounds the practice of critique. Critique is the primary feedback mechanism in artmaking that affords engagement in a design process and affords risk-taking on the part of youth artists (Halverson et al, 2020). Several studies demonstrate that critique is an effective method of assessment and practice that improves the artistic representation through authentic art practice (J. H. Davis, 2010;Vossoughi, 2017) and results in a richer understanding of artistic process and creative representation .…”

Section: Creating Representationsmentioning

confidence: 99%

What We Learn About Learning From Out-of-School Time Arts Education

Halverson,

Saplan,

Mejias

et al. 2023

Review of Research in Education

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This review focuses on a subset of literature on the arts and arts education that explores how learning is conceptualized and enacted in the context of out-of-school time (OST) arts education environments that primarily engage Black, Indigenous, and young People of Color in the United States. The review is grounded in principles of critical qualitative inquiry and sets forth four propositions, which represent key practices from OST arts education with a focus on equity and diversity in education: creating representations, exploring identity and narrative, practicing creativity, and collaborating as an outcome. The discussion offers an alternative from deficit perspectives on youth and toward asset-focused, culturally sustaining perspectives that value the artistic strengths young people bring to a learning environment.

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Section: Creating Representationsmentioning

confidence: 99%