ABSTRACT
This chapter focuses on the “Rethinking the Crit: a new pedagogy in architectural education” paper, that forms the genesis of this research project, from a Fine Art subject perspective. First, I outline an inclusive model of the group crit I have developed that responds to both educational and teaching experiences I have had over the last ten years on Fine Art courses. Second, I explore issues I have encountered with this group crit model I have developed, and propose instead “crit models” as a means of being responsive and flexible to ever-changing student cohorts.
