Critical Writing Strategies to Improve Class Critiques

Abstract

A crucial part of a design student's education involves the class critique. In the traditional design studio, work is displayed, reflected upon and discussed. This method, used across many design schools, lacks the contemplation and thoughtful reflection design students often require. We propose the add-ition of critical and constructive writing to the classroom critique. To engage students in a deeper reflection and to provoke them to ask key questions and foster insightful discussions, writing components were added to design studio projects. This paper discusses methods employed in the traditional studio classroom: post-it note critiques, online digital critiques, project documentation and round-robin writing critiques. While many instructors employ writing at the completion of proj-ects, there are many benefits of incorporating a writingcomponent into class critiques. Writing affords students the ability to pause and reflect. Writing allows for a deeper reflection, encouraging questions of the work's purpose: Does it communicate effectively? Does the concept fulfill the needs of the client? Is this an obvious solution? Writing enables students to consider their position, ideas, ethical philosophy and design concept while employing the use of design vocabulary and principles. The more proficient design students become with their written responses, the more prepared they are in a presentation or classroom dialogue.