IN-PERSON Prague Research & Teaching Conference

Abstract

Course outcomes and critiques in art and design academies are key pedagogical events that promote learning. They are especially significant in today’s evolving teaching environment, shaped by the changing nature of students, innovative methods, and advanced learning platforms. However, the structure of final critique presentations has remained largely unchanged. The traditional format, used for decades, places students before a panel of reviewers in a passive learning environment. This hierarchical setup limits open dialogue, causing students to lose interest, struggle with concentration, and disengage, resulting in an apathetic presence during critiques. In recent years, I have developed methodologies to foster active student participation. Students are divided into groups and tasked with analysing and addressing learning-related issues based on the syllabus by examining their peers’ works. Each group identifies thematic connections, highlights strengths, and proposes critiques, encouraging deeper engagement with the material and classmates’ perspectives . Through presentations and textual analysis, students independently lead discussions and evaluate their classmates’ projects. In my paper, I will present the principles and tools of this method, supported by visual examples from various final presentations. I will show how responsibility for discussion and lesson management shifts to the students, who critically interpret projects and establish meaningful connections between them. This creates a broad, horizontal discourse that engages all participants. The revised critique format highlights students’ ability to present, evaluate, and lead these events with maturity and responsibility. They gain additional tools to enhance their learning, fostering deeper engagement and providing a fresh impetus for their educational development.