Content Literacy, 21st Century Skills, and Common Core Standards are quickly becoming the buzz of current public education initiatives. As these new policies dictate educational reform, public schools are hustling to find meaning, definition, and accountability for these future expectations. Content literacy goes beyond the ability to read and write and requires specific knowledge and understanding of language and concepts within each individual subject. The call for educating with 21st Century Skills in mind demands creativity and innovation, life and career skills, and information, media, and technology skills. Finally, the new investment in the Common Core Standards has attempted to unify state content standards into one set of expectations across the nation. As these become the nationwide practice in our public schools, the arts as a subject will soon be expected to incorporate these same strategies into tangible assessments and measurable outcomes. As arts educators, we clearly address these expectations within our studios, but the world of education often equates learning with pen and paper. The activity described herein not only provides a useful guide to student-centered critiquing within the studio classroom but will also appease the request for student work, tangible assessment, and measurable results. Designed by the Visual and Performing Arts Department of Diamond Ranch High School, the ARTISTIC critique is a practical approach to critical thinking and writing in arts education and furthermore addresses Content Literacy, 21st Century Skills, and the Common Core Standards for writing. Commonly used to classify learning objectives, Bloom's Taxonomy (Overbaugh and Schultz n.d.) provides a foundation for this approach, offering a level-based guideline to viewing and critiquing art for secondary students. Represented by the acronym ARTISTIC, this critical response is divided into four sections, which can be separated into four years. For ease of comprehension, each section builds on the previous and advances students' articulation from Grades 9 through 12. The critique begins with the lower levels of Bloom's Taxonomy, knowledge and comprehension, through the components affirmation, reflection, and technique. The second section proceeds through the application and analysis levels of Bloom's Taxonomy with inquiry and suggestion. By the third year, students are synthesizing and evaluating with translation and illation. Finally, as Bloom's Taxonomy has been revised, the pinnacle of the ARTISTIC critique is creation. Because the ARTISTIC critique was created through a collaboration of Visual and Performing Arts teachers, it is applicable across all art disciplines. Whether students are viewing professional works or peer compositions, this strategy builds content literacy in dance education by providing a format for students to articulate critical evaluation of artistic work.