Unit Plan 8 (Grade 5 Art): Peer Critique & Revision
Grade 5 art critique-and-revision unit where students use clear criteria (craftsmanship, composition, message clarity) to give/receive feedback and revise artwork for stronger detail, clarity, and technical quality.
Focus: Revise artwork using peer and teacher feedback to improve clarity, detail, and technical quality, while learning to evaluate artwork using clear criteria such as craftsmanship, composition, and clarity of message. Students practice structured peer critique and use feedback to make meaningful changes to their own work.
Grade Level: 5
Subject Area: Art (Visual Arts • Creating • Responding)
Total Unit Duration: 1–3 weeks, 50–60 minutes per session
I. Introduction
Students learn that artists rarely stop at a first draft—revision is a normal and powerful part of the art-making process. They build simple, shared criteria for strong artwork (craftsmanship, composition, clear idea) and practice giving and receiving kind, specific, and helpful feedback. Using a recent project or teacher-provided piece, students participate in a structured peer critique, then use feedback to revise their work for improved clarity, detail, and technical quality.
Essential Questions
- Why do artists revise their work instead of stopping after the first version?
- How can I use criteria to evaluate artwork in a fair and helpful way?
- What does helpful feedback sound like, and how is it different from hurtful or vague comments?
- How can I use peer and teacher feedback to make my artwork clearer, stronger, and more polished?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Help create or use a simple criteria checklist (craftsmanship, composition, clarity of message) to evaluate artwork.
- Participate in a peer critique, offering feedback that is kind, specific, and tied to criteria.
- Identify at least one area for revision in their own artwork based on peer/teacher feedback.
- Revise a work-in-progress or recent project to improve clarity, detail, and technical quality.
- Reflect on how feedback and revision changed their artwork and their thinking as an artist.
Standards Alignment — 5th Grade (NCAS-Aligned)
- VA:Cr3.5a — Revise artwork using teacher and peer feedback to improve clarity, detail, and technical quality.
- Example: Students refine shading to create stronger depth.
- VA:Re9.5a — Evaluate artwork using criteria such as craftsmanship, composition, and clarity of message.
- Example: Students use a checklist to assess peer work.
Success Criteria — Student Language
- I can use a checklist or criteria to look closely at artwork, not just say “I like it” or “I don’t like it.”
- I can give feedback that is kind, specific, and helpful, connected to our criteria.
- I can identify at least one change that will make my artwork clearer or stronger.
- I can show a before and after difference in my work that improves detail, craftsmanship, or composition.
- I can explain how feedback helped me revise my artwork.