Examining the Value of Three Critique Methods in an Introductory Apparel Design Studio
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The first national meeting of textile and clothing professors took place in Madison, Wisconsin in June 1959. With a mission to advance excellence in education, scholarship and innovation, and their global applications, the International Textile and Apparel Association (ITAA) is a professional and educational association of scholars, educators, and students in the textile, apparel, and merchandising disciplines in higher education.
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Abstract
In the discipline of design and product development, the most common presentation genre is the critique, and the most central aspect of this genre is the feedback (Dannels & Martin, 2008). Critiques allow students to assimilate information efficiently and be engaged in the critical analysis (Owens, 2007). Even though design education scholarship emphasizes the importance of the critique, few studies have examined student feelings about critique methods. Students entering the apparel industry are required to have strong oral, written, and visual communication skills, therefore must design courses build these skills. Based on Bandura's (1977) social learning theory (SLT), human behavior is explained as a continuous reciprocal interaction between cognitive, behavioral, and environmental influences. Therefore, this study examines the effects of three different critique methods: (a) one-to-one critique with an instructor, (b) one-to-one with a peer, and (c) larger class group, in a 100-level design studio.