Remote Peer Critique

Using Google Meet & Google Docs For Peer Critique

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.