We know that critique is an important element of the art class experience, We learn how to Describe, Analyze, Interpret, and Judge. But how can we do that online? Do we bring up one image at a time, have students un-mute, and comment? How boring for the 23 of my other students!

With a little help from my tech guru at school, we figured out this option that seemed to work well today using Google Meet & Google Docs. Students are all signed in with their district ID's so information we share stays in the Meet.

I do all my assignments in Google Docs and I create a "dummy" document for each assignment with directions and a sample image they delete and insert their own. I attach this to the assignment in Google Classroom and when they open it, it creates a copy for each student.

When images were submitted and checked, I presented the basics of critiquing. I focused on us providing 2 items on the artwork we were looking at. (Sketches for our next project: HERE is the project.) Students were to comment on:

1. One positive thing or best thing they observed.
2. One suggestion to make the work even more awesome.

We wanted feedback to be both positive and specific. "Good Job," would be unacceptable. What part of it is a good job? "Good Colors" would also be unacceptable. I asked them to be specific like...

• The colors were bold and harmonized well
• The pencil strokes are neat and even
• You blended the shadows really well
• The composition really shows depth with your use of perspective.

In suggestions for improvement, again, I wanted students to be specific and offer kind advice. "It needs a background" would be unacceptable. "More colors" would be unacceptable. I asked them to be more specific like this, modeling my expectations:

• I think a geometric pattern would look great in the background.
• Consider using just 3 colors to strengthen the harmony.
• I think the shadows need to show more contrast for visual drama.
• If you add a tree to the right, it might be more balanced.

The artist can ignore the advice, but at least they have another opinion to reflect on which may help them push their work even further.

I then shared my screen with them and showed them something similar to the images above. I would need them to open their documents, and share... BUT BE CAREFUL to only give commenting permission, not editing permission. I shared my document with a colleague so they would see what the process looked like. I showed them the document would pop up in the "Shared with me" tab in Google Docs. (Also a notification would come to their email.)

I told them I would read all the comments, and if comments were unkind, or inappropriate, their own grade would be reduced, and comments might even be shared with parents. So I reiterated the need to be positive and kind.

I unshared my screen and had students get a scrap of paper. They needed to write down the name of their partner, and their per's school email address to comment on their work. I called out pairs based on my attendance form after Checking all had submitted their sketches on our assignment google doc.

When they understood all the directions, I had all students put their email addresses in the Google Meet Chat window. Peers would find their partner, and write down their email address and share commenting rights to that partner. I would pop into documents to see the commenting progress, offer my own comments, and field questions during the live meeting. 

We are NOT allowed to record Google Meetings, so as soon as we close out, all the chat addresses disappear. This process worked really well. Though I always offer advice as students work, peer critiques are really helpful and important.

For more resources that may be helpful during distance learning, please visit Firehouse Publications, and my free lessons on YouTube.

I am no more a professional videographer than I am a baseball player, but to someone who has never before seen baseball, I can show them what I know as a small stepping stone (I did play little league as a kid). The pandemic has forced me to push myself in technology, and has had some added benefits for my students. 

About 7 years ago I began to make simple video tutorials for my students, and 2 years ago, I began to learn how to use a greenscreen we had in my school. When the pandemic hit, what little I knew was a good stepping stone for what I do now. Again, I DO NOT claim to be a professional, for me, it is a tool. Just as I do not polish my hammer, I am not real concerned that my videos be refined for public broadcast, they are a means to deliver information to my students and subscribers with very few bells and whistles.

This video shows you my studio set up. below is a list of my supplies and links to where they can be found.

Microphone for iPhone with 12 ft cord. This is very important for good sound quality and fairly inexpensive. Bluetooth mics are available too, but they cost more and the reviews are sometimes poor.
 
Greenscreen: I use clips and removable hooks to hold it up.
 
Gooseneck Clip: Works for a variety of phones.
 
Tripod:  Mine is a bit different, but the ball head is great for use, and even for personal photography, this is a really good tripod. You can go cheaper or use what's on hand though.
 
My touch lamps were from Ikea.
 
I have a heavy duty apron I love, it's sort of my "video uniform." 
 
Shotcut Download: https://shotcut.org/download/ Be sure to download the FREE version. They have a paid version too, but the free one is VERY good.

This video below is a BASIC tutorial on how I use the Shotcut program to edit my greenscreen videos. There are many more tutorials on YouTube, but this includes the main stuff I use in most every video. I keep it simple. Many of my videos are just my hands demonstrating some technique with flashcards. Those I upload directly with my phone, but when I need to use a greenscreen this is how I do it.

I think the biggest mistake people make is to have poor audio. Even if the video image is low resolution, if the audio is clear, this VIDEO shows why. You may be tempted to add music tracks to videos to appear more "hip" to your students, but I find that music in my previous videos was a distraction. For instructional videos, keep is simple and clear. The purpose is singular, to clearly pass on information.

I hope this was helpful. If so, consider subscribing to my YouTube channel for more.

HERE is the Google Document. 

Remember to go to "FILE" and select "Make A Copy" so it is saved in your own Google Drive. DO NOT request access. You can make your own copy by following these directions. Please keep the attribution.