Pennsylvania

Pennsylvania

STANDARDS FOR THE ARTS

9.3 Critical Response

What is a critical position?

Definitions

Contextual Criticism	Discussion and evaluation with consideration of factors surrounding the origin and heritage to works in the arts and humanities.
Formal Criticism	Discussion and evaluation of the elements and principles essential to works in the arts and humanities.
Intuitive Criticism	Discussion and evaluation of one's subjective insight to works in the arts and humanities.

Note: These positions will be referenced as C, F, I on our sample questions page.

Critique in the arts best occurs through dialogue between the artist and the critic or the community of critics. The process of critique through questioning allows for understanding, clarification, and growth on the part of the artist and the audience (students). The questions, called prompts, are developed to elicit a short response. Through the use of specific prompts, teachers are able to extend, as well assess, student knowledge and skill.

A demonstration of the critical process and prompts found at this site have been referenced to the Pennsylvania Standards for the Arts, 9.3 Critical Response.

Critical position is cross curricular and applicable to all disciplines. Using and demonstrating a critical position in the arts enhances cognitive skills through higher order thinking - analysis, synthesis, and evaluation.
The multiple intelligences, learning styles and specific needs of all students are addressed by their participation in arts curriculum.

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On this segment of our Arts site, you will find resources to help you, the classroom teacher or parent/guardian, address the needs of Pennsylvania children in the area of Critical Response.

FOR FURTHER INFORMATION CLICK ON THE AREA OF YOUR CHOICE!

CRITICAL PROCESS DEMO - see an example of the process for elementary and/or secondary students.
PROMPTS BY DISCIPLINE - sample questions/prompt statements to stimulate student response in the arts. The viewer will see the interdisciplinary application of well-constructed prompts. By adding or deleting specific data, the statements are useful in multiple areas.
SUGGESTED VOCABULARY FOR CRITICAL RESPONSE - a list of vocabulary considered necessary for an adequate dialogue in/and understanding of critical process.
CUES - a resource for question or prompt building using Bloom's Taxonomy of Thinking Skills to assist teachers when constructing prompts for student response.