Camilla Schiller

Conversations about one’s own work and that of fellow students are a common but not always easy feature of art classes. We can find ourselves in uncomfortable roles or end up in positions where we become defensive. Sometimes we end up without any new perspectives or without having received anything helpful from the conversation.

During my studies, I have tried a method for peer feedback developed here at Konstfack University of Arts, Crafts and Design. One strategy used by this method to make conversations safer and more constructive is that participants are assigned roles which have clearly defined and described functions in the conversation.

In my degree project, I wanted to find out how high school students perceive this method and how my different roles in this interaction affect what I see.