The second class of the year mostly consisted of the presentation of the students’ sample works (even though some were unable to because of technical issues).
Besides the self-evaluation that preceded the demonstrations which allowed me to step outside of myself and critique my learning progress, assessment of other students’ works using the scaffolding technique gave me the opportunity to look beyond what is “good” and “bad”, employing the subject’s “not why is, but how” concept. A four step process of: initial reaction, positives, negatives and room for improvement; four class members took on each “hat” and gave response to the creator’s hard-earned (or maybe not) recognition.
A criterium of “being brave” witnessed myself being courageous in speaking for and against other people’s works, something one does not always do out of professional courtesy. The subject continues to seek expansion of the students’ skills, and in this case, competency in communication between peers regarding conceptual products.