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Deeper Learning Competencies
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Effective Communication
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- I can communicate my observations about a public artwork using clear, accurate details (what I notice about location, scale, materials, and audience movement) and explain my immediate reaction
- I can share my thinking through a short spoken or written critique that includes at least one piece of evidence from the site or my photos.
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- I can communicate a focused interpretation of how an artwork shapes audience experience by connecting what visitors do (move, pause, look) to what the artwork communicates
- I can justify my presentation choices (photo angle, stop order, audio prompt) using evidence from observations and at least two multimodal features (visual framing and sound/placement).
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- I can communicate an intentional, persuasion-driven experience for visitors by describing how my route and critiques manage attention, meaning, and emotional response across multiple artworks
- I can refine my communication using peer and client feedback, revising specific parts of my audio reviews and photo selections to make my claims clearer and better supported by evidence.
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- I can communicate as a confident public art critic by presenting a cohesive, audience-centered walking tour that analyzes and interprets artworks with precise, well-justified reasoning
- I can strategically curate multimodal materials (sequenced stops, stylized photography, site-based audio critique) to explain systemic relationships among place, story, design, and visitor movement, and I can clearly articulate how my critique improved through feedback and reflection.
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Deeper Learning Competencies
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Critical Thinking & Problem Solving
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- I can observe multiple public artworks in the Loop and describe what I notice about how their location, scale, materials, and visual framing may affect whether people stop, look, or move past them
- I can use specific details from my notes or photos to support a simple judgment about which artwork seems more engaging for a walking tour.
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- I can analyze how the design choices of each artwork (including framing in my photos and the message I hear in site audio) influence audience experience as visitors move through the space
- I can compare artworks using evidence from what I see and record to justify an order for my route that improves attention, interpretation, and connection among stops.
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- I can critique and refine my walking-tour plan by evaluating how multimodal elements (sequenced photo stops and polished audio critiques) manage audience experience, intention, and persuasion
- I can survey and reference an exemplary range of media/art criticism strategies from my class discussions, then adjust my sequence and prompts to better guide visitors’ noticing and meaning-making.
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- I can independently design and defend a highly intentional route and set of audio/visual materials for a real audience (Chicago Loop Alliance), using a clear, evidence-based rationale that anticipates visitor movement and potential misunderstandings
- I can revise my choices using peer and client feedback, explaining how my art-criticism thinking evolved and how my final recommendations enhance civic identity, historical meaning, and engagement with place.
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Deeper Learning Competencies
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Collaboration
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- I can collaborate with my peers to divide tasks for our Loop walking route and audio/photo critiques, and I can share my ideas respectfully during group planning
- I can use partner feedback to make small revisions to our route decisions and present materials with clear roles.
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- I can collaborate to co-design our route by listening to peer observations about movement, attention, and meaning at each stop, and I can explain why my choices fit the audience experience we want
- I can negotiate route order, format, and critique prompts with my group and apply feedback to improve clarity and persuasion across photos and audio.
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- I can collaborate as an active leader by facilitating shared decision-making (e.g., proposing evidence-based criteria for sequencing and refining audio) and resolving disagreements with group goals in mind
- I can synthesize multiple perspectives into a coherent walking tour that justifies our curated choices for how visitors notice connections among place, story, and design.
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- I can collaborate independently with my peers to manage group workflow, ensure equitable participation, and refine our tour through iterative testing and critique data from peers/clients
- I can present and defend our final route, photos, and site-based audio as intentional audience experiences, showing how our collective criticism improved meaning-making and visitor engagement.
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Deeper Learning Competencies
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Self Directed Learning
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- I can use teacher and peer feedback to revise my Loop walking tour materials (route, stop photos, and audio notes) by clearly naming what I will change and why it better supports visitor noticing and understanding
- I can describe my choices using evidence from observations at the site (e.g., location, scale, materials, or nearby foot traffic).
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- I can independently incorporate feedback to improve the clarity and persuasiveness of my critiques by adjusting route order, photo framing prompts, and audio wording to better manage audience experience
- I can justify my revisions with specific evidence from what I observed and compare how different presentation choices affect movement, attention, and meaning.
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- I can self-monitor and direct my learning by setting improvement goals for audience engagement and using feedback cycles to strengthen my artistic criticism across all four artworks
- I can refine my selections and sequencing by analyzing methods of multimodal communication (photo angle, pacing, and audio emphasis) and explaining how they create intention and persuasion for visitors.
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- I can take leadership in directing my own learning by generating next-step strategies beyond feedback to make my walking tour more coherent, intentional, and compelling for a real client audience
- I can critically justify my final curatorial decisions by synthesizing observations, comparisons, and audience-reaction data, and I can articulate how my art-criticism process evolved through iterative revision and reflection.
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Deeper Learning Competencies
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Content Expertise
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- I can identify and describe key visual and contextual features of each Loop artwork (such as subject, materials, location, and scale) and connect those features to what I notice people do (move, pause, look)
- I can use this evidence to make a basic choice about what to include in my 1-pager and how to present it to support a viewer’s first impressions.
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- I can analyze how each artwork’s design choices and placement affect an audience’s experience as they walk (attention, pacing, and emotional response) and explain my reasoning using specific observations from the site or media
- I can select and sequence photos and audio prompts for a walking-tour stop plan that clearly supports an intended visitor journey from artwork to artwork.
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- I can critique and justify how my chosen artworks work together by comparing how multimodal cues (framing, viewpoint, wording, and tone) create intention and persuasion through audience perception
- I can refine my route recommendations by evaluating what works/doesn’t for visitor engagement and revising my presentation choices with evidence from peer feedback and client expectations.
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- I can synthesize art criticism and audience-experience insights to create a compelling, well-supported presentation for a specific public context (the Loop tour) that manages viewers’ attention and meaning-making across all four stops
- I can confidently present and defend my curated choices by referencing multiple evidence sources (observations, comparisons, and feedback) and explaining how the tour’s structure communicates civic identity and historical/story connections.
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