The event of meaning making in fine art studio pedagogy is explored in this paper through the enquiry into the practice of critique (colloquially known as 'crit'). It will seek to understand the role of consensus (in the Kantian sense) and judgement in formative group critique feedback exchanges and how these concepts interplay with the concept of dissensus as developed by Rancière. It argues that joint inquiry into what an artwork does within a specific context provides insights into the creation of meaning for the developing artist as an individual and within a learning community.