Abstract

The traditional critiquing method of posting up thumbnails on a wall, gathering around a table to look at rough compositions and having a group review is experiencing a revolution. This paper addresses the need to rethink this standard way of critique by addressing technological and social issues associated with the new generation of student. To successful connect with students educators must embrace the idea of a shift in the traditional pedagogical methods. As a member of a new generation of educators, the importance of acknowledging and using technology within the classroom to facilitate the learning experience is crucial. In my ongoing research, I intend to find alternate ways to reach out to this group to create critical thinkers and analyzers. It is our goal as educators to prepare our students to articulately present their ideas to their clients. I propose these alternative critique ideas as merely a bridge to engage and acclimatize students in the act of critical analysis. Keeping critiques methodology varied while utilizing technology, engages this new “plugged in” student. These new methods align with the needs and expectations of the new millennium student whose characteristics include: the need of constant feedback, seeking out approval and information received at a fast paced. With this new generation of student, the class does not end when we walk out of the physical door of the classroom. As an educator, I realize the need for constant and alternative feedback. I am currently experimenting with several teaching methods to discover which method(s) reaches out to students based off of their abilities and needs. The research is broken down into two approaches: within the classroom and outside the classroom through virtual methods (website, blogs, etc.). I will address in this paper a case study of the different techniques applied during this investigation.