Lesson overview
LAUNCH · Silver Art · Teesside Studio Suite · Spring 2 Week 3 of 6

Surface & Patination

Silver Unit 1B · Arts Practice Development

🎯 Learning objective: I can specify and test a surface treatment against visual, handling, time and material criteria.
✅ Success criteria
  • I set visual and practical criteria before testing.
  • I record a trace from evidence to decision to change to effect.
  • I specify a treatment, contingency and model limitation.
🏗 3D sculpture⏱ 40-minute coreReading age 9–14 · optimise, qualify evidence and uncertainty🔁 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.
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 decision
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: 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 model

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 · 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 / leadership

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 · 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 hinge

Commit before reveal

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

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 / transfer

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 · 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 lab

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: 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 / leadership

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 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.
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.

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 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 · violet
AUDIENCE · copper
INFLUENCE · teal
Voice reaches a real Audience and causes a visible next move. Nothing is stored by this page.

LAUNCH 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 a pre-structured decision matrix; record one assumption, one physical result and one 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.

Standard

▲ Standard · compare competing criteria, exact evidence and one limitation before revising.

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 · introduce counter-evidence, stakeholder conflict or an unfamiliar constraint and qualify confidence; not extra prose.

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.