Senior Showcase Piece (3): Showing and Critical Response

Groups perform their final piece and get feedback through a simplified version of Liz Lerman's Critical Response Process. Students learn to give and ask for useful critique without tearing anyone down.

How to play

1. Set up the space and explain the four-step protocol: statements of meaning, questions from the artists, neutral questions from the audience, and opinions with permission (5 min).
2. Each group performs (about 3 min) and opens a 3-minute response round with a student moderator; repeat for every group (32 min).
3. Everyone fills out a sheet: one thing their group learned and one idea they'd borrow from another group (5 min).
4. Course wrap-up: each group says in one sentence what they take from the project (3 min).

Rules

• Opinions are given only if the artists agree to hear them.
• Neutral questions don't hide an opinion ('why didn't you go faster?' doesn't count).
• Every group gets applause, and nobody comments on bodies or looks.
• The moderator keeps time.

Variations

Adaptations

• Deaf or hard-of-hearing students: the moderator repeats questions facing them, or questions are written on the board.
• Students with anxiety: they can answer in writing or through a group spokesperson.
• Limited mobility: the group adjusts audience seating so they have a full view.

Learning goals

• Perform an original composition for an audience.
• Give and receive critical response constructively.
• Reflect on their own creative process.

Equipment for a class of 25

• chairs: 30
• observation sheets: 30
• pens: 30
• speaker: 1

Teacher tip

With more than five groups, split the showing over two sessions or cut the response to 2 minutes. Students jump straight to 'I liked it' or 'I didn't': the moderator steers back to what was meaningful.

More main activities for High School