‘Preliminary crit’ (or desk critique in face-to-face settings) is “a form of intermediate formative assessment that takes place in the studio-based learning environment” say Pradel, Sun, Oro and Nan (2015). Tuccio (n.d.) regard the ‘crit’, meant to assist students as one of the most important aspects of studio-based learning. Critique sessions, of 20 to 30 minutes each, take place at regular intervals throughout a course, as active one-on-one/panel, between student and one or more lecturers/tutors, who provide formative feedback. The student’s work in progress is reviewed and discussed informally. Proposals are made, different viewpoints offered, problems discussed and alternatives deliberated. Reflection on own work is facilitated, where after the student critically assimilates the commentary and make discretionary revisions. The tutor/lecturer “acts as a master demonstrating the appropriate behaviour, values, design strategies, and thought processes” (Pradel, et al. 2015) that professionals exhibit, as well as the language used in the community of practice. ‘Crit’ serves as a means of “bridging students into professional practice”, and is deemed a key benefit of studio-based learning pedagogy.
LeBrasseur (2021: 18) found that “students seek a more immersive and integrated digital experience in their education”. He explored the use of digital tablets with coordinated audio/video application in capturing the dynamic exchange during ‘digital review session’ (DRS) in order “to facilitate memory retention, vocabulary comprehension, clarification of design requirements, and documentation of the next steps to project outcomes” (p. 17). Students submitted submit a digital version of their work prior to the remote critique session. Crits were done by means of a digital tablet and audio-visual application, where after uploaded to ShowMe’s cloud (www.showme.com):
Discussion, critique comments, and responses are recorded and synchronized to the digital drawing’s evolving graphic feedback on the instructor’s tablet. A unique component of this DRS is the synchronicity—similar to a movie—wherein image markup and audio commentary are revealed together. This simulates an actual studio desk critique and has the potential to be revisited at a later time: the recording can be paused, images enlarged, and parts replayed numerous times to clarify ideas and concepts. Furthermore, the DRS method allows students to work from many locations—not just at their studio table—and does not require the frequent printing of drawings. (LeBrasseur, 2021: 20)
LeBrasseur, R. (2021). Digital Review Sessions: Student Perceptions of Digital Tablets in Design Studio Review and Desk Critique. Landscape Journal, 39(2), 17-30.
Pradel, P., Sun, X., Oro, B. & Nan, W. (2015). A preliminary comparison of desk and panel crit settings in the design studio. In the International Conference on Engineering and Product Design Education, 3 & 4 September 2015, Loughborough University, Design School, Loughborough, UK (EPDE2015/246).
Tuccio, C. (n.d.). 3 ways to prepare for a desk critique & get the most out of it. Draftscapes. Electronically accessed from https://draftscapes.com/3-ways-to-prepare-for-a-desk-critique-get-the-most-out-of-it/
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