Abstract
Peer critiques play a major role in the design learning process. However, due to vague boundaries and definitions of them, it is hard and yet significant to model peer critiques in the context of design education. This article aims to gain a greater understanding about dynamics, motivations and contents of peer critiques. As a result, a framework to categorize peer critiques in design education context is presented. Also, a new type of peer critiques is suggested as compassionate critiques, which are defined as statements that occur between hierarchically equiv-alent, emotionally matched individuals and contain a general appreciation and sensitivity without determinate judgements about the idea, project or process.
Original language | English |
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Pages (from-to) | 277-296 |
Number of pages | 20 |
Journal | Art, Design and Communication in Higher Education |
Volume | 22 |
Issue number | 2 |
DOIs | |
Publication status | Published - 2023 |
Bibliographical note
Publisher Copyright:© 2023 Intellect Ltd Article. English language.
Keywords
- critique-dyad
- design crit
- design pedagogy
- design studio
- industrial design education
- peer feedback
- peer learning
- peer review