Unit Plan 16 (Grade 5 Art): Structured Critique Session

Focus: Evaluate artwork using established criteria such as craftsmanship, composition, and clarity of message, and practice giving and receiving respectful, helpful feedback.

Grade Level: 5

Subject Area: Art (Visual Arts • Responding)

Total Unit Duration: 1–3 weeks, 50–60 minutes per session

I. Introduction

Students learn that critiquing art is not about judging people, but about using clear criteria to help artworks improve. They revisit recent class projects (such as message artworks or cultural art pieces) and practice looking closely at craftsmanship, composition, and clarity of message. Through teacher modeling and student-led critique, they use structured language to describe strengths, ask questions, and suggest next steps. By the end of the unit, students feel more confident both talking about art and using feedback to make plans for revision.

Essential Questions

• What does it mean to evaluate artwork using criteria like craftsmanship, composition, and clarity of message?
• How can we give respectful, specific feedback that helps artists improve their work?
• How does using a critique checklist or rubric change the way we look at and talk about art?
• How can feedback from a critique help me plan revisions and grow as an artist?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Name and describe key criteria for evaluating artwork (craftsmanship, composition, clarity of message).
2. Use a critique checklist to evaluate their own and peers’ artworks, citing specific visual evidence.
3. Give TAG-style feedback (Tell, Ask, Give) that is respectful, specific, and related to the criteria.
4. Explain at least one way feedback from critique can help them revise or improve an artwork.
5. Reflect on their role as both artist and viewer, describing how critique deepens understanding of art.

Standards Alignment — 5th Grade (NCAS-Aligned)

• 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 describe what craftsmanship, composition, and clarity of message mean in artwork.
• I can use a critique checklist to evaluate artwork and point to specific details as evidence.
• I can give feedback that tells a strength, asks a question, and gives a suggestion.
• I can explain at least one way I might revise or improve my own artwork after a critique.
• I can participate in critiques in a respectful and helpful way.