So, this diary is because of something that someone said replying to a comment I made earlier today: “one person’s critique is another person’s nasty insult.” I generally disagree with this comment, though many people do perceive anyone daring to question their words or deeds as a deadly personal insult. But that’s not the kind of environment we want to encourage here (I think).
As someone who used to teach art, I once developed a brief handout I gave to students describing the process of critiquing other people’s work (and hearing their critique of your own) without being a jerk.
This is it.
Yes, I realize we are not in art class here, but I think many of the ideas and sentiments in this handout do apply to the kind of writing and commentary we do here and the kinds of outcome and community we want to create, nurture, and experience here at DKos.
Introduction
The process of critique is always the same: Observation and Analysis (thinking about what you think, feel, and want to say), followed by Comment. Without careful observation and informed analysis, critique is nothing but abstract, unfocused commentary.
The purpose of critique is to collectively evaluate and understand a given work. The goal of critique is to improve our own future work by gaining a deeper understanding of others’ work and our own reaction to and understanding of it.
The value of critique derives from the trust you have in the skills and opinions of those critiquing your work.
We all put a lot of our feelings and self-image into our work. It can be hard to listen to critique. That’s why we do critique in a supportive group environment.
And remember, these are not really hard and fast rules... they’re more like guidelines.
Rule #1. Critique is Not a Competition
You do not win or lose during critique. It is not a zero sum game. You get no points for denigrating another student’s work. Your work does not become better if you find fault with another’s work.
Try to avoid negative value terms.
What is a negative value term? Well the easy ones are “I hate this!,” and “That sucks!”
Terms like, “It’s stupid,” “I don’t like it,” or “That sucks,” have no place in critique. They are meaningless if you are trying to find ways to help others improve their work and grow — and to improve your own work and growth (and if we’re not doing that, we might as well all go home).
Even if you think a given work is very bad, try to find something to say that is constructive and, hopefully, insightful about the work. No one ever said critique was easy.
You don’t have to go out of your way to sugar-coat what you say, just try to phrase your critique in terms that are technically useful and constructive.
Remember, you’re not here to point out things that are “wrong” in any given work.
“I feel like he spoke way too fast, and he seemed nervous,” is a perfectly valid critique. As is, “I’m not sure the composition worked for me. It felt a bit disjointed.”
Don’t look for ways the other student failed to do what you would have done. Don’t compare their work to your own. Evaluate their work on its own terms.
Look for comments that will help the other students (and you!) improve future work.
It’s worth the extra effort to find useful and constructive ways to evaluate each other’s work, if only because the pointing finger will come around to each of us eventually and we would all like to enjoy the same consideration we give to others.
It’s worth the extra effort to find useful and constructive ways to evaluate each other’s work, because thinking, really thinking about their work helps you think about and understand your own.
Which brings us to:
Rule #2. Critique is Not About Compliments
“I liked it,” “It’s beautiful,” and “That’s great,” have, by themselves, no place in critique.
Note that it is perfectly valid to say, “I think this is effective because...” or, “I like this piece because...” when giving a critique.
However, while you may have really admired another person’s work and want to say something nice, simply saying, “Wow, I loved it!” gives the other student little useful feedback.
Of course, complimenting someone’s work is a fine thing. Everyone needs a little ego boost now and then. But compliments are not, in and of themselves, critique. (Feel free to compliment each other effusively after class.)
Rule #3. Sometimes Critique is Hard Work
The aphorism, “If you have nothing nice to say, don’t say anything at all,” also has no place in critique.
If you have genuine issues with a piece — or even if you don’t — speak up. Find something useful and constructive to say.
If you really think a piece simply doesn’t work and you can’t think of any way it might be improved, say so.
Try something like: “This piece just isn’t working for me, but I can’t really figure out why.” Maybe the rest of the class can help you figure out why.
It’s better to take a stab at it than let it pass. We won’t jump down your throat if you can’t find the perfect way to say something. Say it as best you can and we’ll work it through with you.
If you think a piece really cannot be improved (aside from the fact that you’re probably wrong) do your best to come up with something useful to say.
Sometimes that’s not easy.
No one said it would be.
On the other hand, don’t invent something to say simply because you think you have to.
Rule #4. We’re All Grown-ups Here
Don’t be afraid to say something just because you’re afraid of the possibility of confrontation or that you may hurt someone’s feelings.
We’re all here to explore. Sometimes we just need to dive right in.
We didn’t come here to have an argument.
It’s OK to take a pass, but don’t do it simply because you want to avoid confrontation or because you feel it isn’t nice to comment on another’s work.
If you habitually have nothing to say, we WILL come back to you. No easy outs.
Rule # 5. Don’t Be Afraid to Comment
If something doesn’t come out the way you meant it to, that’s OK. You can always re-state or clarify. Don’t feel afraid to comment because you don’t quite know how to express what you think or feel. We’ll all work with you to help you out.
Note also that, when responding to a critique of your work, you should pre-suppose that if something seems badly stated, it’s probably not intended as a negative value judgement. Ask for clarification. Assume the best, first.
Rule #6. Keep Your Critique in Personal Terms
Use terms or phrases such as:
“I think...”
“What I saw was...”
“For me, this works (or doesn’t) because...”
“I feel that...”
“The first thing I noticed was...”
“The (_____) stood out for me because...”
“I think the (_____) works well (or doesn’t) in contrast with (_____)...”
“I feel like the (_____) supports (or doesn’t) the (_____)...”
Remember that you are expressing your personal opinions, impressions, feelings, and thoughts. You are not “The Judge.”
You are not telling the other student how it “should” have been done. If you find yourself doing just that, stop and reevaluate your comments. It’s OK to take a moment to gather your thoughts.
Rule #7. Don’t Take it Personally
The critiques from your fellow students are there to help you grow. Do not allow yourself to become
emotionally invested, upset, or confrontational.
Just because someone has expressed a strong negative opinion about your work is not an excuse to take an axe to theirs.
Always remember that different does not mean better (or worse). Just because someone says they might have taken a different tack does not mean your choice (or their choice) was invalid or wrong.
Conclusion:
Critique is one of the most important (and difficult) skills a student will ever learn. The skills of observation, analysis and comment not only allow you to develop and express useful opinions about other people’s work, they also give you invaluable tools for evaluating and improving your own work.
The value of competent and trusted critique cannot be overstated.
When You Are Critiquing
Remember, critique consists of honest impressions and opinions. Such impressions or opinions are not right or wrong. If you notice something about a work that you feel the other student missed, overlooked, or might have done differently, and you point it out in a constructive way, you are being helpful. If you think something is too much this way, too little that way, say so: Maybe the student meant it to be that way. Maybe not. Bring it up for discussion.
When Your Work is Critiqued
Always remember that critique is meant to be helpful, not hurtful. Don’t take it personally. If something someone says does hurt your feelings, try not to respond aggressively. Explain your choices as best you can. Don’t “defend” your work, just explain clearly what you were trying to achieve without resorting to emotional comments, hurtful retorts or value judgments of your own.
Remember that critique is a learning process for everyone in the room, not just the student whose work is on the spot, or the person making the comment.
We all have an interest in doing better work. Hearing constructive commentary helps us all grow.
And, finally…
Rule # 8: Have Fun!
Critique should be fun, not some grim process of divining eternal truths in the minutiae of each others’ works.
So...
Laugh. Enjoy. Smile.
Remember, there is no “right answer.”
Nothing is “wrong.”
Nobody’s work is perfect.
We all need help and advice.
Be nice. Be helpful. Be gracious. Be kind.
Don’t take it too seriously.
This isn’t rocket science.
Did I mention the “Be nice and have fun” part?
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Thanks for moving this to Community Spotlight (my first time over here!). I appreciate all your observations, analysis, and commentary.