ABSTRACT
One value of critique may be that it encourages the development of metacognitive habits of mind. In this chapter, we explore how metacognition and critique are described in two prominent art and design educational frameworks. Using an analysis of interviews from instructors from five art and design institutions, we describe the role of critique practices in developing student metacognition as an important and valued outcome of art and design education. The chapter discusses the types, strategies, and nature of how critique is used in classroom instruction as well as important contextual factors that support an effective use of critique, and moments that suggest metacognitive processes in classroom settings.
