Back, Back, Back Again: Feedback
The feedback process can be fraught and anxiety inducing. When art created is “the result of a sensitive individual’s experience of and response to his or her life expressed through a particular medium” (Roberts, 2005, p. 40), then any negative feedback can be perceived as an attack on the person themselves. Especially for students who already have a mindset that they cannot do art, it may further push them away if they feel attacked on their final product. However, “students need to be active participants - take risks, explore, create” (McArdle, 2002) and the feedback process a part of that. This is where continuous and constructive feedback from the teacher, self, and peers is necessary for a positive, worthwhile, valuable, meaningful, and developmental arts experience. As suggested by the Arts curriculum (OME, 2009), “reflection and feedback, both ongoing and summative, are essential parts of the creative process, allowing students to evaluate their own achievement and to grow in their creative endeavours.” (p. 13).
In the midst of art making the teacher’s feedback on the effort and technique used is helpful in pushing students to try different techniques and getting them out of their comfort zone. “Teachers should encourage students to use their imagination and their problem-solving and critical-thinking skills in planning, producing, and assessing works of art. They should also help students understand that even the most accomplished artists continue to put a great deal of time and effort into their work. “ (p. 10)
The self assessment is good for metacognitive development, and students are in the mindset to pursue bigger and greater things. A growth mindset, and knowledge that there will be more opportunities to make art eases the pressure and fear with assessing one’s own work. Areas of improvement, and building on one’s strengths is a source of empowerment that one is in control of their learning and development. Also, setting a plan for future works and setting expectations for next time makes art dynamic and adds excitement for more art.
The peer feedback is critical for inspiration, class development of art skills. Students are able to see what their peers are creating, and their way of seeing, which relates to the Arts curriculum of cultural perspectives and experiences being part of the learning in arts. The fear may be of comparisons and talent, but with clear and specific ways of peer feedback, it can be an outlet for discussion of rich, personal art making. I appreciate the slow progression of only positive to the structure of two stars and one wish. It is helpful to get an outside perspective and maybe appreciate something that you didn’t notice before. A little confidence boost and validates that everyone is an artist.
McArdle, F. (2002). “Visual Arts” in The Arts, Young Children and Learning
Ontario Ministry of Education (2009). Curriculum Guidelines: The Arts. www.edu.gov.on.ca/eng/curriculum/elementary/arts18b09curr.pdf
Roberts, T. (2005). Teaching real art making. Art Education, 58(2)
