BUILD · Bronze · Week 4 of 7 · Autumn 2

Audience Week

Teesside Art Studio Suite · Trinity Arts Award Bronze

Progress SoW · Arts Aut 2 · 2026–27 · BUILD · Week 4🎨 Bronze Part B · Audience Member

Enquiry: What did I actually think of that — and how do I say it so someone else can use my opinion?

Success looks like

I can name one specific thing in what I saw
I can share my view with someone and hear their reply
I can say who I would send, and why them

Aspire · GROW reach: say what you would change about how it was SHOWN — the hang, the lighting, the labels, the route.

Teacher Print Tools — Week 4

Retrieval Ladder

Arrival Task – Four Steps Back

1. Last lesson (Recall)

What does a bridge do in a stencil?

Holds the middle of a shape in.

2. Last week (Vocab)

What is STIPPLING?

Dabbing paint straight down with a sponge.

3. Foundational (Recall)

Name a place you could go to see art.

Gallery, museum, library, online collection…

4. Greater depth (Think)

Why do galleries put labels next to the work?

So you know what it is, who made it, and what to look for.

1. Last lesson (Recall)

Name one stencil fault and its fix.

Bleeding — squeeze the sponge out first.

2. Last week (Vocab)

What causes under-bleed?

Too much paint on the sponge.

3. Foundational (Recall)

What does AUDIENCE mean?

The people who receive the work.

4. Greater depth (Think)

Why is your opinion worth recording?

It is evidence of you as an audience member — Bronze asks for your view, shared.

1. Last lesson (Recall)

Why does a stencil force simplification?

No shading — every edge is paint or no paint.

2. Last week (Vocab)

What is registration, and when do you need it?

Lining a stencil up the same way each time — needed for repeats and second colours.

3. Foundational (Think)

Is a recorded gallery tour a real arts event?

Yes — Bronze asks for your view, not for a ticket stub.

4. Greater depth (Think)

What makes a review useful rather than just polite?

It names a specific part, gives a reason, and someone else could act on it.

Starter

Starter: “It Was Alright”

Key question: Two reviews of the same exhibition. One says it was alright. One says the room was too dark to read the labels. Which one changes anything?

Bronze Part B does not ask whether you enjoyed it. It asks for your VIEW, shared with someone. A view names something specific and gives a reason — that is what makes it usable.

I Do

I Do: Reviewing Out Loud

Key idea: I take one work and do it live: what I noticed, what worked, what did not, and who I would send. Four sentences, no more.

🔍 Spot it, then fix it

❌ Too vague — “it was alright”

❌ Too polite — all praise, nothing usable

✅ Right — names a specific part, and says who you would send

Point at ONE thing. “The ______ worked because ______. The ______ did not, because ______.” Then say who you would send, and why them.

We Do

We Do: The Six Parts of a Shared View

How it works: Tap each card to reveal what a real review needs — and why the last card matters most. Found: 0/6

👀 Notice

✅ What worked

❌ What did not

📨 Who I would send

💻 Live, recorded or online

🗣️ Shared with

I Do

I Do: Turning a Feeling Into a View if time

Second model: “I didn’t like it” rebuilt into something usable.

Watch for: Ask yourself: not liking WHAT? The colour, the size, the subject, where it was hung? The answer is your view.

We Do

We Do: Usable or Not? if time

Step 1: Tap a card, then its partner. Score: 0/6

✅ USABLE

❌ NOT USABLE

✅ USABLE

❌ NOT USABLE

✅ USABLE

❌ NOT USABLE

The label was too small to read from the bench

It was quite good

The big red one pulled you across the room

I liked the colours

I would send my nan — she grew up near that dock

It was boring

Independent Work

Independent Work — Studio Time

Instructions: Work at your level. Your review, the format you used, and the reply you got are your Bronze Part B evidence. A recorded or online event counts exactly the same as a visit.

Supported

Task: Watch or visit, then complete the four-box review: noticed / worked / did not / who I would send. Then tell one person and write what they said.

Steps: Four boxes · one person told · their reply written down.

Standard

Task: Full review naming a specific work, with reasons on both sides, plus who you would send and why THEM. Share it and record the reply.

Steps: Specific work named · reasons both sides · shared · reply recorded.

Stretch

Task: Full review, plus: what would you change about how it was SHOWN — the hang, the lighting, the labels, the route?

Steps: All Standard · one curatorial change argued · shared with a named adult.

Lundy Loop

Lundy Loop — Your Voice in the Studio

Why: Article 12 — your view on this work counts, and it changes what the studio does next.

🚪 SPACE

You choose your route in — live visit, recorded walk-through, or the online collection. All three are equal.

🗣️ VOICE

Your view is yours. You are allowed to dislike something, as long as you can say what and why.

👂 AUDIENCE

You share your view with a real person and write down what they said back.

⭐ INFLUENCE

The event bank for next term is rebuilt from what this group says was worth seeing.

Exit Ticket

Instructions: Answer independently. No sketchbooks.

1.

Name one thing you saw.

Own answer.

2.

Did you like it? Say one reason.

Own answer with a reason.

3.

Who did you tell?

Own answer.

1.

Name one thing that worked, and why.

Own answer, specific and reasoned.

2.

Who would you send, and why them?

Own answer linking person to work.

3.

Does a recorded event count for Part B?

Yes — Bronze wants your view shared, not a ticket.

1.

What makes a review usable rather than polite?

It names something specific, gives a reason, and can be acted on.

2.

One change to how it was shown, and why.

Own answer — hang, light, label or route.

3.

Your view and your partner’s disagreed. Is that a problem?

No — a view is defensible, not correct. Both can be evidence.

Knowledge Organiser

Key word	Definition
Audience	The people who receive the work.
Review	Your view of something you saw, with reasons.
Specific	Naming one part rather than the whole thing.
Curation	The decisions about how work is shown — hang, light, label, route.
Event bank	The approved recorded and online options when a visit is not possible.
Usable view	An opinion someone else could act on.

Audience Week

Enquiry: What did I actually think of that — and how do I say it so someone else can use my opinion?

Award part: Bronze Part B · Audience Member

Diagnostic: ❌ Too vague — “it was alright” · ❌ Too polite — all praise, nothing usable · ✅ Right — names a specific part, and says who you would send

Fix: Point at ONE thing. “The ______ worked because ______. The ______ did not, because ______.” Then say who you would send, and why them.

Arrival Task

1. Last lesson (Recall) Name one stencil fault and its fix.

2. Last week (Vocab) What causes under-bleed?

3. Foundational (Recall) What does AUDIENCE mean?

4. Greater depth (Think) Why is your opinion worth recording?

Starter

Two reviews of the same exhibition. One says it was alright. One says the room was too dark to read the labels. Which one changes anything?

We Do — the surfaces / cards

Notice NAME IT. One specific thing — a colour, a scale, a material, a placement. Not the whole room.

What worked AND WHY. A reason someone else could test. “It read from the door” beats “it was good”.

What did not WITHOUT BEING RUDE. Aim at the decision, not the person. “The label was too small to read”.

Who I would send THE TEST. If you can name a person who would like it, you understood it.

Live, recorded or online ALL COUNT. Name which one you used — that is all Part B needs.

Shared with THE MISSING HALF. A view kept in your head is not shared. Record who heard it and what they said back.

Scaffolding – Supported

I saw ____________. I noticed ____________.

I told ____________ and they said ____________.

Scaffolding – Standard

The ____________ worked because ____________.

The ____________ did not, because ____________.

I would send ____________ because ____________.

Scaffolding – Stretch

One change to how it was shown: ____________ because ____________.

My view was shared with ____________, who replied ____________.

Independent Work – Supported

Four-box review

Noticed:

Worked:

Did not:

Who I would send:

Independent Work – Standard

Full review — name the work:

Worked / did not, with reasons:

Shared with, and their reply:

Independent Work – Stretch

Full review + curatorial change

What I would change about how it was shown, and why:

Named adult I shared it with, and their reply:

Exit Ticket

1) Name one thing that worked, and why.

2) Who would you send, and why them?

3) Does a recorded event count for Part B?

Lundy Loop — this lesson

Space → Voice → Audience → Influence. The adult’s first job is Space: regulate before you educate.

Space	You choose your route in — live visit, recorded walk-through, or the online collection. All three are equal.
Voice	Your view is yours. You are allowed to dislike something, as long as you can say what and why.
Audience	You share your view with a real person and write down what they said back.
Influence	The event bank for next term is rebuilt from what this group says was worth seeing.

Closing the loop: out loud, as a class, is enough here. Any inclusion counts — a nod, a word, a pointed finger. If a pupil wants theirs written down, an adult scribes it in their words. Pass is always allowed.

Audience Week — Feedback Sheet

Authorship — what I selected, made, directed or decided:	Exact support given — prepared / modelled / prompted / scribed:
WWW:	EBI:
Verified by / date:

Audience Week

Success looks like

Teacher Print Tools — Week 4

Arrival Task – Four Steps Back

1. Last lesson (Recall)

2. Last week (Vocab)

3. Foundational (Recall)

4. Greater depth (Think)

1. Last lesson (Recall)

2. Last week (Vocab)

3. Foundational (Recall)

4. Greater depth (Think)

1. Last lesson (Recall)

2. Last week (Vocab)

3. Foundational (Think)

4. Greater depth (Think)

Starter: “It Was Alright”

I Do: Reviewing Out Loud

We Do: The Six Parts of a Shared View

I Do: Turning a Feeling Into a View if time

We Do: Usable or Not? if time

Independent Work — Studio Time

Supported

Standard

Stretch

Lundy Loop — Your Voice in the Studio

🚪 SPACE

🗣️ VOICE

👂 AUDIENCE

⭐ INFLUENCE

Exit Ticket

1.

2.

3.

1.

2.

3.

1.

2.

3.

Knowledge Organiser

Audience Week

Arrival Task

Starter

We Do — the surfaces / cards

Scaffolding – Supported

Scaffolding – Standard

Scaffolding – Stretch

Independent Work – Supported

Independent Work – Standard

Independent Work – Stretch

Exit Ticket

Lundy Loop — this lesson

Audience Week — Feedback Sheet

Audience Week — complete!

Pens down — quick partner check!