The Effects of Critique and Feedback on the Quality of Artwork

Date of Award

Spring 5-17-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Courtney LaLonde


art, feedback, education


This study explored the effects of feedback and critique on the quality of artwork in students grades 9-12 at a rural, midwestern school. Twenty-four graphic design students in mixed grades 9-12 were surveyed and observed in regards to feedback and critique given on each project. Only students obtained signed informed consent forms from their parent/guardian participated in this study. Students were given a survey in regards to their views and experience on feedback in school. Students were then given feedback both at mid-stage and close to the end of each project. The three methods of feedback used were written feedback, questioning, and shorts comments/discussion Students were observed to see how they respond to the critique and how it is applied to their artwork. The feedback was given in both verbal and written formats. Results showed that the most effective of the three methods used in the study was the questioning feedback. This method allowed for the most student engagement. This method was also applied closest to the middle of the project. Mid-project feedback deemed most effective. Comments/discussion also increased students scores. The written feedback was the only method that yielded negative results. This method was too vague for students and the timing of the feedback was too late for students to effectively apply.

Abstract only: No full text available.