ABSTRACT
The group ‘crit’ (critique), as a formal way of giving students feedback on their work, is a ritual that has become so heavily stylized in most educational institutes that oftentimes it can feel like a stagnant and stale process. Alternating between states of anxiety, anticipation, and utter boredom, students await their turn as their work receives positive or negative comments from the instructor. The students and tutors feel obliged to go through the motions in order to fulfil their mutual obligations and roles; the weight of responsibility to activate the session usually falls on the instructor, with a couple of the more vocal and confident students joining in.
This chapter offers alternative methods to conduct these feedback sessions, such as experimenting with power relations and voice and using drama games and theory about status to change the structure and customs of the crit, opening up new possibilities. Through simple directorial tasks and role play, students learn to reflect on their own progress; contribute constructive, honest, and considered feedback to fellow students; gain insight of the social dynamics of the room; and develop a better understanding of each other’s working practice, improving the supportive network of the group. The instructor still leads the crit and is able to have the first or final say, but less pressure is placed on their ‘performance’ as teacher, because all present become responsible for contributing to the session. Examples include anecdotes from rehearsal studios and the stage, especially directors’ methods.
