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14 authority and support other women's growth toward that end. The Critique: It is primarily through the critique that women learn to improve their work. We have experimented with large and small group critique formats, and have found that what works best is the small, ongoing critique class in which each member agrees to bring work to every session and give as well as receive criticism. This kind of critique class, and many of the specific methods of feminist critiques were developed primarily by Arlene Raven. The critique is not segregated according to disciplines (though there are structures for students to get specialized critiques from experts in their fields), but rather each woman brings work in any media or field and receives criticism from the group. (The teacher in the critique, as in the other structures, facilitates the transformatio of students and teacher into one active group. New ΒΆ The sole function of criticism in the F.S.W. is to assist the student in developing her work. We have found that effective criticism takes place when we face and are able to eliminate the kind of dynamics that usually go on unacknowledged in critiques -- unarticulated positions, biases, and feelings from which the person giving criticism speaks; power plays, and a sense of competition between the different students as well as between teacher and student. At the same time, the student whose work is up for criticism usually experiences a wide range of fears connected to her work: Being inadequate and inarticulate about her work, feeling that the work is unclear, or lacking beacuse it does not speak for itself; that the work is trivial, unprofessional, or not feminist. In a traditional critique situation these feelings are
Transcription Notes:
Not sure about the insertion and what to do about the word transformation that has been cut off by the n.
