Evergreen evaluation

As many of you know, we don't receive letter grades at Evergreen, but rather written evaluations. Even though many young hippies and slackers might hear that Evergreen doesn't give grades and think it is the school for them because it will cater to their slacker ways, receiving evaluations is actually a much more rigorous form of grading than a letter grade. If you play your cards right, you can not learn anything and still earn an 'A' at traditional colleges, however, at Evergreen, since your grade is usually a full page long, you can't just b.s. your through a class. (I'm not usually one to use the term 'bs' and I kind of dislike it, but I couldn't think of another way to say what I wanted to say as succinctly, so their it is. With this non succinct explanation.)

Also, unlike a traditional college where if one doesn't complete all the assigned work they will still get full credits, just a lower grade, at Evergreen if one doesn't complete all the work, rather than getting a poor grade, they won't receive all their credits. If they do all the work, but do it poorly, they will get full credit but a poor evaluation. The stakes are much higher at Evergreen, in my opinion.

Anyway, here is my evaluation from last quarter, my final quarter. I thought it might be interesting to see what Evergreen evaluations are like in general, and my evaluations are like in particular. I also, this was one of my better evals, so I guess I am showing off a bit as well. (there are some grammatical errors in the eval. Keep in mind my teacher has to write about 20 evals within a week, so i'm sure he was a bit rushed.)

Written by: Matthew Hamon

Christopher joined this program in the second quarter and immediately became a key member of this academic community, as his friendly nature made him accessible to his peers. He was a solid student who consistently demonstrated authentic academic enquiry and modeled scholarship for his peers. His energy and focus in critique and seminar was always appreciated. Christopher is articulate with his comments about the work of his peers. He demonstrates that he is thinking closely about emerging concepts with the provocative questions he offers to the dialogue. Christopher is comfortable seeking feedback from his faculty and is open to revision. Christopher completed all assignments and reliably met deadlines.

Studio Work: Christopher was highly motivated in his studio practice this quarter. His thematic body of work took the form of a portable diorama that questions our relationship to nature. Carefully painted cutouts representing fauna and flora are housed in a wooden backpack that can be unraveled on any street corner. This encapsulation of the picturesque suggests the control and distancing with which we have responded to the landscape. This whimsical peace concisely approached questions emerging from the industrial revolution as we have consistently made efforts to control and contain the wild. Christopher’s responsiveness to feedback was evident in the development of his work as it evolved through each critique session. Christopher’s serious effort in the studio this quarter was admirable.

Seminar & Critique: Christopher offers thoughtful responses to the work of his peers and openly accepts feedback on his personal work. He consistently makes articulate contributions to the unfolding dialogue in critique and seminar. He never hesitates to ask for clarification of points made in discussion and has a poised way of refuting ideas he disagrees with. Christopher involved himself fully in the art history component of the program. He was able to contribute provocative questions in seminar and elaborate on many philosophical points surrounding the texts.

Writing & Presentation: Christopher is a skilled writer. The writing he submitted was eloquent and articulate. He has ease with synthesizing information in well structured passages. Though his final process paper with effective in presenting the motivations behind his personal work, it would have been improved with references to other others who have also investigated our relationship with the environment. His oral presentation in the winter on the development of his personal studio practice presented clear chronologic references to his pathway as an artist. His conversational delivery and humorous approach was appreciated.


4 Contemporary Issues, Theory, and Criticism, in Visual Art
4 Art History (Western 1950 to the present)
8 Studio Art:

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