In addition, the most important interaction is to acknowledge the individual student and build in time for one-on-one attention. When students learn how to use various tools for design or art-making, each student learns at a different level and will have specific questions pertaining to their needs or desired solutions. Through one-on-one interaction, informal assessments can also provide students with the opportunity to improve interpersonal communication.

Students should also conduct research outside the classroom so they can participate in discussions and critiques, inspiring new and thought-provoking discourse centered on or around their work. I believe in both leading critiques and letting students lead critiques, with my role being advisor or motivator. The formal assessment that happens in a critique allows for acknowledgment of their work, creating an avenue for them to measure their progress. It also allows for growth in interpersonal communication with their peers. Students must take public responsibility for their work, defend it, and learn to take constructive criticism. Ethical questions may arise from informal or formal discussions, or in response to a specific piece of artwork. These questions are always allowed to be asked, discussed, and reviewed by the group. In these discussions it is important to point out historical and contemporary influences and acknowledge that the learning process is individualistic, as well as an intrinsic part of the overall construct of society.

The learning process should help students analyze their work, but more importantly it should spawn analytical thinking about the self and identity in relation to others. The learning process should also help students formulate questions about self and identity in relation to history and contemporary culture.