Juggling cats: investigating effective verbal feedback in graphic design critiques

Mary-Jane Taylor, Coralie McCormack

    Research output: A Conference proceeding or a Chapter in BookConference contribution

    Abstract

    A university’s mission in today’s economic performancedriven model of higher education is to assure quality learning and teaching contexts which produce the work-ready graduates demanded by employers. In this context strengthening the links between assessment and graduate qualities through authentic assessment activities has become a priority in many institutions. Project-based assessment, which is meaningful and related to reallife applications, is an established practice in art and design schools. The question of interest for design educators in today’s qualityfocused context is how to ensure this authentic assessment practice is effective in meeting the needs of the student, the teacher, the university and the profession. To be effective in the design context authentic assessment must prepare students to give and receive feedback. While most design educators are familiar with the broad parameters defining effective feedback the application of these parameters in particular learning contexts is not as well articulated. This paper reports an action-orientated process in which students, a design lecturer and her colleagues collaborated to develop guidelines, and examples of effective verbal feedback practice, in a design critique context in a final year graphic design subject. Outcomes for the students and the teacher included shared understandings about effective feedback in the designer-client context. As graduates these students will enter their profession with a better understanding of the practice of effective feedback
    Original languageEnglish
    Title of host publicationArt and Design Update: New Policies – New Opportunities : Proceedings of the 2004 Australian Council of University Art and Design Schools Annual Conference
    EditorsStephanie Jones
    Place of PublicationAustralia
    PublisherAustralian Council of University Art Design Schools
    Pages1-16
    Number of pages16
    ISBN (Print)0731530403
    Publication statusPublished - 2004
    EventACUADS 2004 Conference - Canberra, Australia
    Duration: 23 Sep 200425 Sep 2004

    Conference

    ConferenceACUADS 2004 Conference
    CountryAustralia
    CityCanberra
    Period23/09/0425/09/04

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    Cite this

    Taylor, M-J., & McCormack, C. (2004). Juggling cats: investigating effective verbal feedback in graphic design critiques. In S. Jones (Ed.), Art and Design Update: New Policies – New Opportunities : Proceedings of the 2004 Australian Council of University Art and Design Schools Annual Conference (pp. 1-16). Australia: Australian Council of University Art Design Schools.
    Taylor, Mary-Jane ; McCormack, Coralie. / Juggling cats: investigating effective verbal feedback in graphic design critiques. Art and Design Update: New Policies – New Opportunities : Proceedings of the 2004 Australian Council of University Art and Design Schools Annual Conference . editor / Stephanie Jones. Australia : Australian Council of University Art Design Schools, 2004. pp. 1-16
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    title = "Juggling cats: investigating effective verbal feedback in graphic design critiques",
    abstract = "A university’s mission in today’s economic performancedriven model of higher education is to assure quality learning and teaching contexts which produce the work-ready graduates demanded by employers. In this context strengthening the links between assessment and graduate qualities through authentic assessment activities has become a priority in many institutions. Project-based assessment, which is meaningful and related to reallife applications, is an established practice in art and design schools. The question of interest for design educators in today’s qualityfocused context is how to ensure this authentic assessment practice is effective in meeting the needs of the student, the teacher, the university and the profession. To be effective in the design context authentic assessment must prepare students to give and receive feedback. While most design educators are familiar with the broad parameters defining effective feedback the application of these parameters in particular learning contexts is not as well articulated. This paper reports an action-orientated process in which students, a design lecturer and her colleagues collaborated to develop guidelines, and examples of effective verbal feedback practice, in a design critique context in a final year graphic design subject. Outcomes for the students and the teacher included shared understandings about effective feedback in the designer-client context. As graduates these students will enter their profession with a better understanding of the practice of effective feedback",
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    Taylor, M-J & McCormack, C 2004, Juggling cats: investigating effective verbal feedback in graphic design critiques. in S Jones (ed.), Art and Design Update: New Policies – New Opportunities : Proceedings of the 2004 Australian Council of University Art and Design Schools Annual Conference . Australian Council of University Art Design Schools, Australia, pp. 1-16, ACUADS 2004 Conference, Canberra, Australia, 23/09/04.

    Juggling cats: investigating effective verbal feedback in graphic design critiques. / Taylor, Mary-Jane; McCormack, Coralie.

    Art and Design Update: New Policies – New Opportunities : Proceedings of the 2004 Australian Council of University Art and Design Schools Annual Conference . ed. / Stephanie Jones. Australia : Australian Council of University Art Design Schools, 2004. p. 1-16.

    Research output: A Conference proceeding or a Chapter in BookConference contribution

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    Taylor M-J, McCormack C. Juggling cats: investigating effective verbal feedback in graphic design critiques. In Jones S, editor, Art and Design Update: New Policies – New Opportunities : Proceedings of the 2004 Australian Council of University Art and Design Schools Annual Conference . Australia: Australian Council of University Art Design Schools. 2004. p. 1-16