Molly Bang wrote briefly about being critiqued by some art god in the How Pictures Work preface, speaking directly the running Words & Images conversation about critique sessions. Some, perhaps many, class members find critique either brutal, long, or otherwise dreadful. Others don't comment; maybe a favorable opinion by default. Then, of course, there's the "man up" point of view. I lean towards the latter, because, as I wrote on Markorama, design isn't entirely subjective and benefits from, if not depends on, understanding how others (a broad "others" if possible or necessary) perceive the work and what the visual experience is like. And if you can back up and defend your work, if you believe in it, the conversation becomes that much more interesting, dynamic, rich, and useful. Utility is key. I guess tact as well. To be honest, I can't think of too many other classes with crit sessions as good as Words & Images. I enjoy mostly that students get involved in the conversation, which counters the idea of crit I learned as an undergrad.
"I wrote up what seemed to be going on, then sent it to Rudolf Arnheim, the dean of psychology of art in the United States, whose books I found most helpful. Almost immediately I received a courtly letter back saying he liked the book and had some suggestions if I didn't mind his scribbling on the sides of the pages. Mind? I asked him to please scribble, scribble away. He returned the manuscript with comments on almost every page, each on insightful or illuminating, and I incorporated every one."
© 2000 Molly Bang. How Pictures Work, page 7.
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I see you bubbling all over the place -- you're yeasty, and I think it's grand!
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3 comments:
I like your remarks about critiques. In general I like to talk first when my piece comes up and try to beat the instructor to the punch rather than sitting there in silence for a minute while nobody says anything.
The "man up" point of view. Nice. This class has been very good with crit. My class last semester was dreadful. You could hear crickets chirping. Even when the instructor would pointedly request someone crit, the response usually was 'I like it.' Oh, great, you like it.
Gee, thanks.
Even if you end up not agreeing with someone else's perspective, it's useful for me to be given the chance to determine if I want to address the contradictory perspective when I revise.
I agree. I see crits as an opportunity to sit back and let someone else look at your work and provide valuable feedback. Sometimes it helps you improve. Sometimes it justifies your instincts. Both are good. This, too, is the first time I've enjoyed critiques in class. I'd rather hear a constructive criticism than nothing...
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