Theme: Art as Critique

If artists are not just makers of artifacts but also makers of culture, what broader social issues do they address?What does artistry mean in light of expanded practice, pervasive technology, and diminishing boundaries between art and public design? What are the values that guide their practice? In which way can art be understood as a critical practice? This session encourages artists to reflect on the role of their work as it contributes to culture, society, and education.

Schedule:

8:00 am: Registration and Breakfast 

9:00 am - 10:00 am: Opening Plenary Session, Opening Remarks, and Keynote Address

9:00 am: Opening Remarks Judith M. Burton, Richard Jochum

9:20 am: Luis Camnitzer, Keynote

10:00 am - 11:00 am: Short Presentations and Breakout Groups

Barbara Putz-Plecko, "Provocative" Communities

Gregory Sholette, Artisitic Critique, Pedagogy and Judgement After the Social Turn

Michelle Fornabai, Making 5 Critical Mistakes in Critiquing My (Own) Work

Saul Ostrow, Self-Criticality and Self-Reflectivity

Maureen Connor, Tough Love: Uses/Misuses

11:30 am - 11:45 am: Coffee Break 

11:45 am - 1:00 pm: Short Presentations with Q&A in Parallel Sessions

Group A: 

Ellen K. Levy, Art as Proof of Concept: Beyond Semantics

James Moyer, What Can Philosophy Do for Critique?

Joseph Basile, The Critique as Research Strategy

Joyce Yu-Jean Lee, FIREWALL: International Internet Critique 

Group B: 

Judith Leeman, Pragmatics of Studio Critique

Susan Waters-Eller, Critique and the Brain-Giving Students the Tools for Self-Assessment

Pooneh Maghazehe, Art and Design Education: What's Your Issue?

Dimitry Tetin, Reflection and Prayer: Memory of Sojourner Truth

1:00 pm - 2:00 pm: Break for Lunch

Theme: Critique as Collaboration

How does critique fit into a student-centered learning environment? How is critique being incorporated into art making that has become hybrid and relies on collaboration? What is the role of the teacher in a critique? Critique has a rich history in the education of artists, writers, musicians, architects and designers. What can we learn from how critiques are conducted in other disciplines? This session will situate critique as a form of community and relationship building. Contributions should respond to the role of critique as a means of collaboration. A student panel will encourage the participants to rethink pedagogy in light of hybrid practices and of a learning landscape that emphasizes shared expertise and team effort.

Schedule:
 
2:00 pm - 2:45 pm: Pecha Kucha with Short Presentation of Student Work

Baseera Khan, A Prisoner of Love

Liselot van der Heijden, Critique Process & Student Outcomes

Rachel McCain, ”Draw it Out": The Intersections of English + Art Education

Loukia Tsafoulia, Dynamic Mapping: Performance, Body, Space & the Machine

Severino Alfonso, Beauty & the Beast 

2:45 pm - 3:45 pm: Reports from the Field in Parallel Sessions

Group A:

Sohee Koo & Laura Scherling, Studio Critiques: Tactile and Digital Inquiries

Curtis Mitchell, Intent and Purpose

Hanny Ahern, Artist Educator

Christoph Kaltenbrunner, 1/2 of Two Teaching Philosophies

 Group B:

Amanda Newman-Godfrey & Lynn Palewicz Critique in Three Frames: Studio and Art Education Collide

Jessica Jagtiani & Students, Art Critique - Torture or Nurture?

Dorothea Lasky, The Poem as the Shared Imagination

Ruth Mateus-Berr, 1/2 of Two Teaching Philosophies 

3:45 pm - 4:00 pm: Coffee Break

4:00 pm - 5:00 pm: Panel Discussion, Critique 2.0

What makes a successful critique? Experiences and strategies.

Panelists: Erol Gündüz, Liselot van der Heijden, Eric Mason, Sean McCarthy, Eunji Lee, Zahra Nazari, Patricia Phillips, & Lucio Pozzi

Moderator: Ashley Mask

5:00 pm - 6:00 pm: Reception

Theme: Critique as Pedagogy

This session will be dedicated to the guiding principles of studio and classroom instruction. What are some of the teaching philosophies that art-educators utilize? How are they put into practice? How can critiques honor both process and outcome? And how do they connect to the curriculum at large?

9:00 am - 9:30 am: Keynote Presentation: 

Steven Henry Madoff, An Ethics of the Interrogative and the Pedagogical Pursuit 

9:30 am - 11:15 am: Short Presentations and Breakout Groups

Janet Miller, Critique: Toward Expansive Conceptions of Curriculum and Pedagogy

Dan Serig, An Exercise in Metacognition

Mary Hafeli, Contradictions, Constraints, and Teaching for Independent Judgment

Adelheid Mers, The Braid-Critique as Creative Technique

John Peacock, Seminars, Studio Critiques, and Community Building: A Hybrid, Student-Centered Liberal Arts Course for International Art Students

Sreshta Rit Premnath, Critique as Unlearning 

11:15 am - 11:30 am: Coffee Break 

11:30 am -12:30 pm: Short Presentations Oncluding Workshops in Parallel Sessions

Group A:

Lise Kjaer, Studio Critique: Intersections Between the Spoken and the Written Word

Rhonda Schaller, Study: A Look at Studio Critique Stress and Mindfulness

Beatriz Albuquerque, Critical Techniques: Theater Exercises for the Classroom

Group B:

Cristina Cammarano, Exteriority, Possibility, and Utopia as Steps Against the Trivialization of Critique

Joshua Korenblat, Design Thinking as a Framework for Pedagogy

Tal Beery, Choreographies of Classroom Engagement 

Group C:

Jessica Wexler, Critique as Craft: Design Education, Process and Critique in the Context of Rapidly Evolving Technology

Eduardo B. Duarte, On Covering: Critique as Form of Interpretation and Appropriation in Pedagogy for Art & Architecture Education

Tara Geer, Alternatives to Critique: What Serves Art-Making 

12:30 pm - 1:00 pm: Closing Plenary Session, Student Observations, Send-off