Process and Judgment: A Quantitative Analysis of Feedback in the Design Critique
In the discipline of design, the most common presentation genre is the “critique” (sometimes called a “review” or “jury”). Feedback is an integral part of the critique as it is in most classrooms since scholars of educational literature understand “adaptation and learning require knowledge of progress” (King & Young, 2002). However, with this complex and multifaceted instructional topic, many issues still need further research. The feedback literature illustrates the need for additional feedback research within the oral communication genre, and suggests like written and English as a second language (ESL) feedback research, it should begin by analyzing and identifying the types of oral feedback used in a classroom; the intent being, to eventually aid future deductive oral feedback studies. Prior to this study, Dannels & Norris (2006) identified nine types of feedback in a genre analysis of design (interpretation, free association, comparison, brainstorming, process oriented, direct recommendation, investigation, identity invoking, and judgment) and this comparison study is based on those nine types. Potentially, this data could suggest reasons for differences in design departments and academic level, conflicting educational goals, communicative functions, and novice/expert roles. The purpose of this paper is to offer an initial quantitative exploration of the genre of feedback in four design studios in order to better understand the types of feedback within the critique and their relation to academic level and critiquer role.
Keywords: Design, Feedback, Critique, Communication Across the Curriculum
Graduate Student, Communication Rhetoric and Digital Media PhD Program, North Carolina State University