Arrival · retrieve

Bring the frame back

Your frame has four boxes in each row.

They hold a moment, a craft choice, its effect and its audience.

Read the row you tried in the last lesson.

That row came from the pack. It is preparation.

Today an adult will tell you which route is ready.

We may go out, guests may come in, or we may meet live on screen.

An online exhibition can be the real arts experience too.

If no experience is ready, keep the word preparation on your work.

Never change that label to make a folder look full.

Put your blank frame and a pencil where you can reach them.

Starter · create the need

A list is not yet a review

Listen to two practice views of a made-up line drawing.

The first says: there are six lines and a white space.

The second says: the thin lines leave a clear space, so my eye rests there.

Both views name things in the work.

Only the second links a choice to what it does.

A review gives your view, with a reason from the work.

You can like a work and still spot a weak choice.

You can dislike it and still explain a strong choice.

There is no right feeling to copy from the adult.

Which view gives a reader a reason they can check?

Point at first or second, then name the useful words.

I Do · model

Choice, quality, effect

Watch how I build a review of the practice drawing.

First I point at the narrow gap between two lines.

Next I name the choice: the lines are close together.

Then I judge its quality: the gap is clear all the way down.

That tells you how well the choice works.

Last I say its effect: my eye follows the gap down the page.

That tells you what the choice did for me.

I join those ideas with because.

The close lines guide my eye because the gap stays clear.

Quality does not mean that every mark must be neat.

A rough sound or torn edge can work well for its purpose.

I would judge that choice by what it helps the work do.

My view is an example. Do not copy it into your own review.

Your reason comes from the real work you see or hear.

We Do · everyone commits

I Do 2 · connect

Share the view, keep the proof

Writing a review and sharing it are two different steps.

A page in a closed folder has not reached an audience.

I can read my view to a member of staff.

I can show a peer my review and talk it through.

I can play my spoken review to a small group.

The person needs to receive my view, not just hold the paper.

Then I keep a record of who received it and how.

A short note or a sound clip can show that step.

Initials are one option, not a special rule of the award.

The file name alone may leave a reader searching.

Give the page, slide or time in the file as well.

For example: Bronze-B, page three, review shared with class staff.

Use the real file name and page for your own work.

We Do 2 · lab

Try the link before the experience

Look once more at the practice drawing.

Choose a line or a gap and point at it.

Say what works well or could work better.

Say what that choice does for your eye.

Use because to link your view to the part you chose.

An adult can write your exact words if you want.

Read the view to someone at your table.

Ask which part they pictured from your words.

If they pictured a different part, make your clue more clear.

Record whom you told and how you told them.

Label this practice. It is not the event review.

Keep the frame ready for the experience that comes next.

Independent · evidence

Experience, then give your view

Now take part as an audience member in the experience in use.

Look or listen first. Give the work time to unfold.

An adult will give you a quiet cue to make a note.

Choose one moment or one part that stayed with you.

Name a craft choice you saw or heard there.

It might be a colour, a shape, a beat or a material.

Describe how well that choice worked, with a reason.

Then say what effect it had on you as an audience member.

You may record a second moment if it helps you compare.

Build your short review from those notes, in your own words.

Check that your view points back to the actual work.

Do not use the made-up line drawing as event evidence.

If this lesson is preparation, keep that label and return to this step after the real experience.

Keep a note of the event or exhibition you actually experienced.

It can be added to your Part B file with your review.

• Core · Use the prompt boxes and an adult scribe to record your own view of quality and effect. Share it and locate the evidence.
• Extend · Write or record your review with a reason from the work. Share it, and record whom, how and its locator.
• Challenge · As Extend, compare two craft choices and explain which affected your own ideas more.

Exit · Audience and Influence

Let your review reach someone

Choose a peer, a small group or a staff member.

Read your review to them, show it to them or play your clip.

Share what you thought of the quality and what effect it had.

Let the person ask which part led to your view.

You can keep your view when someone disagrees with it.

Record whom you shared with and how you shared it.

Keep the note or clip beside your review in the Part B file.

Write the actual file name and page, slide or timecode.

Check that someone else can find both the review and the share.

Choose one craft choice from the experience to test in your own art.

Say why that choice caught your interest.