The group dynamics in art school

In a group of art school students, a complex group dynamic is in place, creating a network of interrelations that can have diverse effects on each student. This dynamic operates on several levels and can be both positive and negative. In addition, there is the presence of a tutor and therefore a hierarchy, which can be perceived in very different ways by each individual. Providing feedback in this context can be challenging due to dynamics that may hinder the establishment of trust, which is essential for giving and receiving feedback.

The positive role of feedbacks

However, it is crucial that students are given the opportunity to give and receive feedback. Design is inherently a collaborative process, and each person’s ability to participate in group dynamics is key to the success of a project. The purpose of a peer feedback session is to provide a context that removes as much as possible the negative aspects of certain dynamics in order to bring out the positive effects of what is known in psychology as social facilitation.

How to give feedbacks?

Providing feedback is a complex task that goes beyond the complexity of the interpersonal relationship. Feedback should not be mistaken for advice or criticism, and it is neither positive nor negative. Its purpose is to offer the other person the opportunity to self-reflect on their work through dialogue, in a process similar to what Plato called maieutics - literally, the ability to give birth to hidden knowledge through dialogue.

What not to do when giving feedback?

When providing feedback, it is important to avoid giving your own answer to the question or criticizing the other person’s work, whether positively or negatively. Instead, aim to provide constructive feedback that is free from personal bias. It is important to remember that everyone has their own unique perspective, skills, and abilities.

The Critical Response Process

Several professionals, including psychologists, sociologists, teachers, and artists, have endeavored to define methods for facilitating and creating a favorable context for giving and receiving feedback. They aim to eliminate biases associated with group dynamics and individuality. One such professional is Liz Lerman, an American choreographer who has published the Critical Response Process, a method adapted to the specific characteristics of artistic practices. Today’s exercise is based on this method, but adapted to our time, resource, and practice constraints.

The Peer Feedback Session

3 students, 30 minutes, 10 minutes per student, 4 steps

1. The student presents his/her/their project, possibly focusing on a particular part of the reflection.
2. The presenter asks questions to the other two students. It is the presenter who leads the discussion and indicates the angles on which he/she/they would like feedback.
3. The other students ask the presenter neutral questions about any aspects that have not been mentioned yet.
4. Only if the presenter wishes, the other two students can give advice or opinions on the student’s work.