Lesson overview
BUILD · Explore Art · Teesside Studio Suite · Spring 2 Week 3 of 6

Surface & Patination

Explore Part C · Create

🎯 Learning objective: I can make a controlled weathered surface without hiding the form.
✅ Success criteria
  • I can identify a high point, recess and edge.
  • I can make one safe layered sample.
  • I can choose a result and explain its visible effect.
🏗 3D sculpture⏱ 40-minute coreReading age 6–9 · one visible decision at a time🔁 Lundy live loop
High Point · Recess · Edge Lab concept diagramOriginal classroom schematic. Build the surface in a visible order and identify which zone carries each layer. DRY-MEDIA PATINATION SIMULATION · NO CHEMICAL PROCESS MODELLED BASE RECESS WORN EDGE LAYER ORDER
SPRING 2 · TEESWORKS & RECLAIMED SPACES
FRAME → VOID → SKIN → CONTEXT → SITE → PROPOSE & INFLUENCE
Inherited
Week 2 fixed a readable silhouette, human scale and purposeful negative space.
→
Feeds next
The selected surface language becomes evidence to compare with sculptor methods in Week 4.
BUILD entryNotice, handle and choose with support.
BUILD secureMake one visible change and explain its effect.
GROW reachCompare a protected baseline with a purposeful revision.
Qualification guardrail: This lesson can support Trinity Arts Award Explore evidence. The page and finished object do not certify the award; a trained adviser must audit the pupil’s own decision, action and review in the full personal arts log.
SPACE · steel
VOICE · oxide
AUDIENCE · river
INFLUENCE · foundry
Predictable Space comes before artistic demand; the pathway describes support and reasoning, never a fixed pupil label.
⏱ 3 min
🚪 Arrival · retrieve the studio thread
Inherited
Week 2 fixed a readable silhouette, human scale and purposeful negative space.
→
Feeds next
The selected surface language becomes evidence to compare with sculptor methods in Week 4.

2 × 2 retrieval ladder

LAST LESSONWhich gap or silhouette decision survived your Week 2 test?
LAST WEEK / CORE WORDSMatch scale, negative space, silhouette and viewpoint.
LAST TERMWhy test a new material on scrap before changing an artwork?
GREATER DEPTHWhich visible signs can suggest weather, wear or reclamation without using real industrial residue?
Response routes: point/choose · say/sign · show/make · draw/write · retry/adapt · authorised photo/clip · pass. Quiet response and pass/return-later are valid.
SPACE · steel
VOICE · oxide
AUDIENCE · river
INFLUENCE · foundry
Retrieve privately. If recall is secure, fade the content prompt; keep sensory, motor and navigation access.
⏱ 3 min
🌱 Starter · notice before naming

How do you make new card look like eighty years of weather?

Commit to one panel before the explanation. The diagnostic identifies a teaching need, not a pupil label.

Too wet

Mod Roc or paint slumps, floods detail or weakens the card beneath.

Too dry

The layer cracks, powders or fails to bond; a flat rust colour looks printed-on.

Controlled layers

Material bonds, form stays readable and uneven high points, recesses and edges suggest weathering.

Fix: point to the visible clue that would move the first or second example towards the third.
SPACE · steel
VOICE · oxide
AUDIENCE · river
INFLUENCE · foundry
The learner may point, make, say, sign, write or ask for accurate scribing before adult explanation.
⏱ 4 min
👩‍🎨 I Do · model one visible decision

Teacher model · decision, action, evidence

1 · Label HIGH POINT, RECESS and EDGE on one folded card sample before adding colour.
2 · Apply a restrained base layer. Add a darker, uneven recess layer with less water or pressure than the failed example.
3 · Lift selected edges with a dry sponge or pencil. Compare at arm’s length so surface supports — rather than hides — the 3D form.
Think aloud: “I am not hunting for a perfect sculpture. I am isolating one visible cause so I can explain my next move.”
SPACE · steel
VOICE · oxide
AUDIENCE · river
INFLUENCE · foundry
Model the reasoning and the useful failure. Do not pre-make the pupil’s artistic choice.
⏱ 3 min
🤝 We Do · commit, then receive

Commit before reveal

A Mod Roc sample slumps and loses the edge. What is the most useful next move?

SPACE · steel
VOICE · oxide
AUDIENCE · river
INFLUENCE · foundry
Adult receives the learner’s first judgement; the explanation changes the next prompt or practical setup.
⏱ 3 min
👩‍🎨 I Do 2 · connect the studio habit

Transfer the studio habit

1 · Uneven does not mean uncontrolled: place darker tone in recesses and lighter wear on high edges for a reason.
2 · Write ‘dry-media patination simulation’ unless a separately risk-assessed wet process was actually used.
Recovery route: Patinate one card tile three ways with dry media: base tone, dark recess and light worn edge. Choose and explain one.
SPACE · steel
VOICE · oxide
AUDIENCE · river
INFLUENCE · foundry
Change access before increasing content prompts. Recovery targets the same award part and preserves authorship.
⏱ 4 min
🤝 We Do 2 · interactive studio probe

High Point · Recess · Edge Lab

High Point · Recess · Edge Lab concept diagramOriginal classroom schematic. Build the surface in a visible order and identify which zone carries each layer. DRY-MEDIA PATINATION SIMULATION · NO CHEMICAL PROCESS MODELLED BASE RECESS WORN EDGE LAYER ORDER

High Point · Recess · Edge Lab

Build the surface in a visible order and identify which zone carries each layer.

Start with A. Make a prediction or observation before choosing the next state.
Transfer: Name the visible cause and effect, then repeat it physically. A click is rehearsal; the pupil’s made test and reason are the evidence.

Digital interaction is a rehearsal only. It stores nothing and is not portfolio evidence.

SPACE · steel
VOICE · oxide
AUDIENCE · river
INFLUENCE · foundry
Freeze the visual result, name the evidence and let it influence the physical test.
⏱ 16 min
🎨 Independent · make evidence, not compliance

Independent studio mission

Make labelled surface samples, select one treatment and apply it to a bounded maquette area without hiding the silhouette or negative space.
◆ Supported · use prepared parts, two choices and pointing/saying/accurate scribing; make one pupil-owned decision.
▲ Standard · make a baseline, one visible revision and a short reason.
★ Stretch · compare another viewpoint or condition and explain a trade-off; do not add writing for its own sake.
EquipmentIdentical card test pieces; water-based acrylic; sponge; clean craft sand; pencil/wax dry media; optional risk-assessed Mod Roc; aprons.
Safety / accessCut Mod Roc strips before wetting; no dry sanding; water bowl, not sink; never wrap body parts; manage spills and wash hands. Use water-based acrylic only, clean craft sand and no aerosols, solvents, industrial residue or real rust.
Evidence targetLabelled sample rail + chosen layer order + maquette area + useful failure/retry + reason and process limitation.

Closed-kit parity: Dry-media patination simulation on card: graphite/coloured pencil or wax for base, recess and edge layers. A dry collage/tonal route has equal status.

1pupil decision
2observable studio work
3pupil meaning/review
SPACE · steel
VOICE · oxide
AUDIENCE · river
INFLUENCE · foundry
Pupil decision, observable action and pupil reasoning stay together. Record adult preparation or scribing separately.
⏱ 4 min
🎫 Exit · response changes the next studio move

Exit ticket · receive, respond, report back

Complete through speaking, pointing, drawing, writing or accurate adult scribing:

My surface treatment is ____. It works best at ____. A failure was ____ because ____. My next controlled change is ____.

AUDIENCE

A named adult says what they genuinely received from the pupil’s work/reasoning before any code is recorded.

INFLUENCE

The chosen surface language determines which Week 4 sculptor-method cards and physical comparison samples are prepared.

Authorship check: pupil decision/reason: __________ · adult preparation/modelling/scribing: __________
Inherited
Week 2 fixed a readable silhouette, human scale and purposeful negative space.
→
Feeds next
The selected surface language becomes evidence to compare with sculptor methods in Week 4.
SPACE · steel
VOICE · oxide
AUDIENCE · river
INFLUENCE · foundry
Voice reaches a real Audience and causes a visible next move. Nothing is stored by this page.

BUILD Art · Spring 2 W3 · Surface & Patination

1 · Arrival task · 2 × 2 recall ladder

Response

Adult receipt / lightest prompt used

Enquiry: How do you make new card look like eighty years of weather?

2 · Visual knowledge organiser

Key terms

surface
the outer skin and visible feel of a form
patina
a surface appearance associated with age, handling or weather
recess
an area set back from the outer edge
layer
one application placed before or after another

Artist-method focus

Phyllida Barlow — notice raw construction and everyday material language. The lesson makes a visual patina simulation, not a chemical imitation of her process.

Equipment / safety / maintenance

Identical card test pieces; water-based acrylic; sponge; clean craft sand; pencil/wax dry media; optional risk-assessed Mod Roc; aprons.

Cut Mod Roc strips before wetting; no dry sanding; water bowl, not sink; never wrap body parts; manage spills and wash hands. Use water-based acrylic only, clean craft sand and no aerosols, solvents, industrial residue or real rust.

Visual workflow

  1. Prepare two or three equal test areas.
  2. Apply a base tone without flooding the form.
  3. Deepen recesses and vary marks unevenly.
  4. Lift high edges, compare, label the useful process and transfer only after testing.
High Point · Recess · Edge Lab concept diagramOriginal classroom schematic. Build the surface in a visible order and identify which zone carries each layer. DRY-MEDIA PATINATION SIMULATION · NO CHEMICAL PROCESS MODELLED BASE RECESS WORN EDGE LAYER ORDER

3 · Differentiated practice worksheet

Print controls in the lesson choose one movable route. Route is not a pupil label.

Supported

◆ Supported · use prepared parts, two choices and pointing/saying/accurate scribing; make one pupil-owned decision.

Task: Make labelled surface samples, select one treatment and apply it to a bounded maquette area without hiding the silhouette or negative space.

Recovery: Patinate one card tile three ways with dry media: base tone, dark recess and light worn edge. Choose and explain one.

Standard

▲ Standard · make a baseline, one visible revision and a short reason.

Task: Make labelled surface samples, select one treatment and apply it to a bounded maquette area without hiding the silhouette or negative space.

Recovery: Patinate one card tile three ways with dry media: base tone, dark recess and light worn edge. Choose and explain one.

Stretch

★ Stretch · compare another viewpoint or condition and explain a trade-off; do not add writing for its own sake.

Task: Make labelled surface samples, select one treatment and apply it to a bounded maquette area without hiding the silhouette or negative space.

Recovery: Patinate one card tile three ways with dry media: base tone, dark recess and light worn edge. Choose and explain one.

Evidence target

Labelled sample rail + chosen layer order + maquette area + useful failure/retry + reason and process limitation.

Pupil decision / action / reason

4 · Diagnostic strip

Too wet

Mod Roc or paint slumps, floods detail or weakens the card beneath.

Too dry

The layer cracks, powders or fails to bond; a flat rust colour looks printed-on.

Controlled layers

Material bonds, form stays readable and uneven high points, recesses and edges suggest weathering.

Fix the cause, then retest

Visible clue I used: __________________________________________

One thing I changed: ________________________________________

What the retest showed: _____________________________________

What is still uncertain: ______________________________________

5 · Assessment, feedback & authorship

I Do → We Do → You Do desk anchor

I Do: adult models a visible decision and useful failure. We Do: learner commits, evidence is received, and the next prompt changes. You Do: pupil owns the artistic decision; adult access support is recorded separately.

Pupil decision / choice:

Observable arts action / product:

Pupil reasoning / review:

Adult preparation, modelling, physical support or scribing:

Same-award-part recovery used: Patinate one card tile three ways with dry media: base tone, dark recess and light worn edge. Choose and explain one.

Audience received:

Influence / next change / named adult / deadline / report-back:

Potential evidence alignment only. A trained adviser audits the complete personal portfolio; this page does not certify an award.