Unit Plan 16 (Grade 3 Art): Structured Critique Practice
Grade 3 art unit where students evaluate artwork using neatness, composition, and clarity through guided critique, checklists, and TAG feedback.
Focus: Evaluate artwork using simple criteria like neatness, composition, and clarity through guided critique.
Grade Level: 3
Subject Area: Art (Visual Arts • Responding)
Total Unit Duration: 1–3 weeks, 50–60 minutes per session
I. Introduction
In this unit, students practice being art critics in a supportive and structured way. They learn that a critique is not about being “mean,” but about using clear criteria—such as neatness, composition, and clarity of idea—to notice strengths and suggest improvements. Using checklists, sentence frames, and teacher-modeled examples, students evaluate sample artworks and then classmates’ pieces. By the end of the unit, they understand how to give kind, specific, and helpful feedback, and how critique can help everyone grow as artists.
Essential Questions
- What does it mean to critique artwork in a kind and helpful way?
- How can simple criteria like neatness, composition, and clarity help us talk about art?
- How can I use checklists and sentence frames to give specific feedback?
- In what ways can critique help me improve my own artwork and see art more carefully?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Describe what an art critique is and name at least three simple criteria (neatness, composition, clarity).
- Use a critique checklist to evaluate teacher examples or sample artworks.
- Give verbal or written feedback to classmates using sentence frames that are kind, specific, and connected to criteria.
- Point to evidence in the artwork (where they see neatness, composition, clarity) when explaining their opinions.
- Reflect on feedback they receive and identify one way they might improve or build on their work in the future.
Standards Alignment — 3rd Grade (NCAS-Aligned)
- VA:Re9.3a — Evaluate artwork using simple criteria such as neatness, composition, and clarity.
- Example: Students use a checklist to assess peer artwork.
Success Criteria — Student Language
- I can explain what a critique is and why we do it.
- I can use words like neatness, composition, and clarity when I talk about artwork.
- I can use a checklist to notice strengths and possible improvements in a piece of art.
- I can give feedback that is kind, specific, and about the art, not the person.
- I can tell one thing I might change or improve in my own art based on feedback.