LAUNCH · Silver Art · Teesside Studio Suite · Spring 2 Week 1 of 6
Armature & Frame
Silver Unit 1A · Arts Challenge
🎯 Learning objective: I can define and test an armature challenge across stability, alterability, material economy and visual intention.
✅ Success criteria
- I define competing criteria and assumptions.
- I measure a physical baseline and test a configuration.
- I justify a trade-off and state the maquette model’s limitation.
🏗 3D sculpture⏱ 40-minute coreReading age 9–14 · optimise, qualify evidence and uncertainty🔁 Lundy live loop
SPRING 2 · TEESWORKS & RECLAIMED SPACES
FRAME → VOID → SKIN → CONTEXT → SITE → PROPOSE & INFLUENCE
FRAME → VOID → SKIN → CONTEXT → SITE → PROPOSE & INFLUENCE
Inherited
Unit entry: retrieve safe joining, balance and simple 3D construction from earlier making.
Unit entry: retrieve safe joining, balance and simple 3D construction from earlier making.
→
Feeds next
The standing, alterable frame becomes the form whose scale and gaps are tested in Week 2.
The standing, alterable frame becomes the form whose scale and gaps are tested in Week 2.
LAUNCH entryInvestigate a defined challenge and record assumptions.
LAUNCH secureOptimise competing criteria and qualify the evidence behind a decision.
GOLD reachTransfer leadership and critical judgement to an unfamiliar stakeholder or site condition.
Qualification guardrail: This lesson can support selected Trinity Arts Award Silver evidence only when authentic practice, experience or leadership exists beyond the interface. A trained adviser must audit the full portfolio; planning or a simulated pitch does not prove delivery or complete a Unit.
SPACE · steel
VOICE · violet
AUDIENCE · copper
INFLUENCE · teal
Predictable Space comes before artistic demand; the pathway describes support and reasoning, never a fixed pupil label.
⏱ 3 min
🚪 Arrival · retrieve the previous decisionInherited
Unit entry: retrieve safe joining, balance and simple 3D construction from earlier making.
Unit entry: retrieve safe joining, balance and simple 3D construction from earlier making.
→
Feeds next
The standing, alterable frame becomes the form whose scale and gaps are tested in Week 2.
The standing, alterable frame becomes the form whose scale and gaps are tested in Week 2.
2 × 2 retrieval ladder
LAST LESSONWhere have you made something stand before? Point, sketch or say one useful joining idea.
LAST WEEK / CORE WORDSMatch base, upright, joint and brace to the concept diagram.
LAST TERMWhich 2D shape usually resists squashing: triangle, square or circle? Show why with strips.
GREATER DEPTHHow can a reclaimed industrial frame look light but still suggest strength?
Response routes: write/edit · structured verbal · make/lead/demonstrate · compare/evaluate · plan/delegate · revise/adapt. Quiet response and pass/return-later are valid.
SPACE · steel
VOICE · violet
AUDIENCE · copper
INFLUENCE · teal
Retrieve privately. If recall is secure, fade the content prompt; keep sensory, motor and navigation access.
⏱ 3 min
🌱 Starter · judgement before modelWhat makes a structure stand up — and still let you change your mind?
Commit to one panel before the explanation. The diagnostic identifies a teaching need, not a pupil label.
Too weak
The frame folds or collapses when the table is gently tapped.
Too rigid
The frame is so heavy or fixed that the maker cannot revise it.
Useful balance
The frame stands, a triangle resists deformation, and joints can still be changed.
Fix: point to the visible clue that would move the first or second example towards the third.
SPACE · steel
VOICE · violet
AUDIENCE · copper
INFLUENCE · teal
The learner may point, make, say, sign, write or ask for accurate scribing before adult explanation.
⏱ 4 min
👩🎨 I Do · model evaluation / leadershipTeacher model · decision, action, evidence
1 · Start with a low, broad base. Name what must touch the table; do not decorate yet.
2 · Build two uprights and a crosspiece. Tap the table gently and observe the movement rather than calling it ‘bad’.
3 · Add one diagonal brace to make a triangle. Retest and say exactly what moved less — while keeping a joint reversible.
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 · violet
AUDIENCE · copper
INFLUENCE · teal
Model the reasoning and the useful failure. Do not pre-make the pupil’s artistic choice.
⏱ 3 min
🤝 We Do · evidence hingeCommit before reveal
Which next move gives the clearest evidence that a brace caused the improvement?
Choose one response, then compare the evidence.
SPACE · steel
VOICE · violet
AUDIENCE · copper
INFLUENCE · teal
Adult receives the learner’s first judgement; the explanation changes the next prompt or practical setup.
⏱ 3 min
👩🎨 I Do 2 · qualify / transferTransfer the studio habit
1 · Use the side view as well as the front view: a frame that stands from one angle may still fold from another.
2 · Record authorship honestly: adult-cut card or held material is support; the pupil’s frame route and brace decision remain the art evidence.
Recovery route: Slot-only card frame: one base, two uprights and one brace. No wire or glue gun.
SPACE · steel
VOICE · violet
AUDIENCE · copper
INFLUENCE · teal
Change access before increasing content prompts. Recovery targets the same award part and preserves authorship.
⏱ 4 min
🤝 We Do 2 · interactive decision labArmature Brace Lab
Armature Brace Lab
Choose a brace route, freeze the result, then name the visible evidence. The indicator is a rehearsal — not structural certification.
Start with A. Make a prediction or observation before choosing the next state.
Transfer: Use exact observed or sourced evidence, state the trade-off and qualify one assumption or limitation before transferring the decision.
Digital interaction is a rehearsal only. It stores nothing and is not portfolio evidence.
SPACE · steel
VOICE · violet
AUDIENCE · copper
INFLUENCE · teal
Freeze the visual result, name the evidence and let it influence the physical test.
⏱ 16 min
🎨 Independent · sustained practice / leadershipIndependent studio mission
Build a hand-sized tabletop armature for a reclaimed-space sculpture. Test it, locate one weak point, make one visible revision and keep the form changeable.
◆ Supported · use a pre-structured decision matrix; record one assumption, one physical result and one reason.
▲ Standard · compare competing criteria, exact evidence and one limitation before revising.
★ Stretch · introduce counter-evidence, stakeholder conflict or an unfamiliar constraint and qualify confidence; not extra prose.
EquipmentCard strips and bases; masking tape; scissors; optional wire/cutters or glue-gun bench; ruler; pencil.
Safety / accessUse the card-slot route for zero wire/zero hot glue. At controlled benches: goggles where required, wire offcuts down into a tray, cut ends folded/taped/capped, hot glue gun on its rest. Count tools out and in.
Evidence targetStanding frame + baseline/revision sketch or authorised photo + weak point fixed + pupil reason.
Closed-kit parity: Pre-cut card strips and slots, masking tape and a broad base. The pupil still chooses the frame shape and brace position.
1learner decision
2authentic action
3critical reasoning
SPACE · steel
VOICE · violet
AUDIENCE · copper
INFLUENCE · teal
Pupil decision, observable action and pupil reasoning stay together. Record adult preparation or scribing separately.
⏱ 4 min
🎫 Exit · critical response → next moveExit ticket · receive, respond, report back
Complete through speaking, pointing, drawing, writing or accurate adult scribing:
My structure is ____. It stands because ____. The weak point was ____ and I fixed it by ____.
AUDIENCE
A named adult says what they genuinely received from the pupil’s work/reasoning before any code is recorded.
INFLUENCE
The pupil’s test changes which scale figure, pre-cutting, material route or modelling support is prepared for Week 2.
Authorship check: pupil decision/reason: __________ · adult preparation/modelling/scribing: __________
Inherited
Unit entry: retrieve safe joining, balance and simple 3D construction from earlier making.
Unit entry: retrieve safe joining, balance and simple 3D construction from earlier making.
→
Feeds next
The standing, alterable frame becomes the form whose scale and gaps are tested in Week 2.
The standing, alterable frame becomes the form whose scale and gaps are tested in Week 2.
SPACE · steel
VOICE · violet
AUDIENCE · copper
INFLUENCE · teal
Voice reaches a real Audience and causes a visible next move. Nothing is stored by this page.