Unit Plan 16 (Grade 6 Art): Critique with Criteria
Grade 6 art critique unit where students evaluate artwork using clear criteria, give constructive peer feedback, and reflect to improve their own work.
Focus: Evaluate artwork using established criteria and provide constructive, evidence-based feedback to peers and self.
Grade Level: 6
Subject Area: Art (Visual Arts • Critique & Communication • Reflection)
Total Unit Duration: 5 sessions (one week), 50–60 minutes per session
I. Introduction
In this unit, students learn how to use clear criteria to look closely at artwork, talk about strengths, and suggest improvements respectfully. They practice using a simple checklist or rubric to evaluate composition, craftsmanship, and clarity of ideas in their own and others’ work. Through structured critique activities, students build confidence in sharing constructive feedback, listening to peers, and using art vocabulary to describe what they see.
Essential Questions
- What does it mean to evaluate artwork using clear criteria instead of “I just like it”?
- How can I give helpful, respectful feedback that helps a classmate improve their work?
- Why is it important to use art vocabulary when we talk about artwork?
- How can critique help me see my own strengths and next steps as an artist?
- In what ways does using checklists and rubrics make critique feel more fair and focused?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Explain what criteria are and why they are used to evaluate artwork (VA:Re9.6a).
- Use a simple checklist or rubric to evaluate artwork for clarity of composition, craftsmanship, and communication of idea (VA:Re9.6a).
- Provide constructive feedback to peers using sentence stems and art vocabulary (VA:Re9.6a).
- Listen to peer feedback and identify one or two next steps to improve their own artwork (VA:Re9.6a).
- Reflect on how using criteria and critique changes the way they see and create art (VA:Re9.6a).
Standards Alignment — 6th Grade (NCAS-Aligned)
- VA:Re9.6a — Evaluate artwork using simple criteria and provide constructive feedback.
- Example: Students use a checklist to critique clarity and composition.
Success Criteria — Student Language
- I can explain what criteria are and why we use them in art class.
- I can use a checklist or rubric to look carefully at artwork and decide what is working well.
- I can give kind, specific feedback that includes at least one suggestion for improvement.
- I can listen to feedback about my own artwork and choose one change I could make.
- I can use art words when I talk about composition, craftsmanship, and ideas.