Abstract
Where does the crit begin and end? Within fine art education, outcomes can be occluded and seemingly out of reach. Fine art, by its very nature, seeks at times to offer a confusing experience of the ostensibly weird. Art school education is struggling to maintain and redefine itself. To answer this question regarding the crit we must examine its relationship to the history of art school education and look both at the nature of the crit as social interaction and to the surrounding environment. The crit cannot be examined in isolation from social fabric of the art school, the teacher as artist or the “architecture” surrounding the event. Models of teaching from the Nordic region question the validity of grading students and rather concentrate on the experiential nature of learning, making art, and what the crit means now. It is argued that the uncertainty of outcomes within fine art practice, far from being a limitation is in fact its strength. The crit can and must be informed by the values of curiosity and experience. In this way, uncertainty is embraced.
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