I’ll admit it, I’m an anti-like evangelista.
My students all learn that it is a pet peeve of mine to begin a critique with, “I like…” Not only is it unproductive, but it makes the critique personal, and that’s often not helpful. Overuse of like makes for lazy critiques.
Helping students to learn that although we may enter the conversation based on our personal attraction (or repulsion to) an art work, for the conversation to be useful to the maker (and to the rest of us) we need to delve beyond that personal attraction and explore what makes the work successful (or unsuccessful).
My classes may laugh about my seemingly futile attempts to get students to drop this use of like, but I do make a concerted attempt to get the students to find different ways of approaching the subject such as: “I respond to that work because….” It’s the because that is important. If we don’t strive to explain why we respond the way we do, then critique becomes merely an exercise in personal preference.
Ask your students to exercise their minds and go a little deeper when undertaking the critique process.