BUILD · Bronze · Week 5 of 7 · Autumn 2

Layer and Combine

Teesside Art Studio Suite · Trinity Arts Award Bronze

Progress SoW · Arts Aut 2 · 2026–27 · BUILD · Week 5🎨 Bronze Part A + C · Make and Borrow

Enquiry: How do rubbing, stencil and colour work together to build one Teesside image?

Success looks like

I can build layers without losing what is underneath
I can name the artist decision I borrowed
I can say why the rubbing goes first

Aspire · GROW reach: name one thing you covered up on purpose — and argue it was the right call.

Teacher Print Tools — Week 5

Retrieval Ladder

Arrival Task – Four Steps Back

1. Last lesson (Recall)

Name one thing you saw in Audience Week.

Own answer.

2. Last week (Vocab)

What does AUDIENCE mean?

The people who receive the work.

3. Foundational (Recall)

Name two things in your surface bank.

Own answer from Week 1.

4. Greater depth (Think)

Why might you put a pale layer down before a dark one?

Dark covers pale; pale cannot cover dark. Order decides what survives.

1. Last lesson (Recall)

What made a review usable rather than polite?

It named something specific and gave a reason.

2. Last week (Vocab)

What is under-bleed and what causes it?

Paint creeping under the stencil — sponge too wet.

3. Foundational (Recall)

What is your artist’s method, from Week 2?

Own answer — the steal.

4. Greater depth (Think)

What does “muddy” actually mean in paint?

Too many colours mixed on the surface until none of them read.

1. Last lesson (Recall)

Why does a view need sharing to count?

Bronze Part B asks for the view shared with someone, not just held.

2. Last week (Vocab)

Why leave a bridge when cutting a stencil?

To hold the island of a shape in place.

3. Foundational (Think)

Rubbing, stencil and wash — which is transparent and which is opaque?

Rubbing and thin wash let things through; heavy stencil work covers.

4. Greater depth (Think)

Why is layer ORDER a decision rather than an accident?

Each layer decides what the next one can still show — order controls what survives.

Starter

Starter: What Survives

Key question: Two versions of the same piece — one built in three layers, one in eight. The eight-layer one is dead. Why?

Every layer covers something. Build a piece by asking, each time, what you are willing to lose. Three deliberate layers beat eight hopeful ones, every time.

I Do

I Do: Three Layers, In Order

Key idea: Rubbing first — it is the surface everything sits on. Then the stencil shape. Then one colour decision, thin. I say out loud what each layer is willing to lose.

🔍 Spot it, then fix it

❌ Too many layers — it goes to mud and nothing reads

❌ Too few — flat, and the rubbing does all the work

✅ Right — you can still read the surface underneath

Let each layer dry before the next. If it goes muddy, STOP ADDING — lift back with a clean dry sponge instead. Subtraction rescues; more paint never does.

We Do

We Do: Six Cards, Three Layers

How it works: Tap each card to reveal what each layer does — and the two habits that stop mud. Found: 0/6

1️⃣ Rubbing base

2️⃣ Stencil shape

3️⃣ Thin colour

⏳ Dry between

🧽 Lift back

🎯 The borrowed decision

I Do

I Do: Rescuing a Muddy Piece if time

Second model: One I have deliberately overworked, brought back with a dry sponge.

Watch for: You cannot rescue by adding. Lift, let it dry, then decide whether it needs anything at all.

We Do

We Do: Order the Layers if time

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

1️⃣ RUBBING

2️⃣ STENCIL

3️⃣ THIN WASH

⏳ DRYING

🧽 DRY SPONGE

🎯 THE STEAL

Goes down first — it is the surface

The hard edge the eye lands on

Tints without covering

The step people skip that causes mud

Takes paint off when it has gone wrong

Where your artist shows in your piece

Independent Work

Independent Work — Studio Time

Instructions: Work at your level. Photograph the piece HALFWAY as well as finished. Part C needs the process and the outcome — a finished piece alone is only half the evidence.

Supported

Task: Build one piece in three layers from your banked rubbings and stencils, in the order modelled.

Steps: Rubbing down · stencil on top · one thin colour · dried between each.

Standard

Task: Build one layered piece and name, on the sheet, the artist decision you borrowed and where it shows.

Steps: Three layers minimum · dried between · the steal named and pointed at.

Stretch

Task: Layered piece plus the deliberate loss: name one thing you covered up on purpose, and argue it was the right call.

Steps: All Standard · the loss named and argued · a rescue attempted if it muddied.

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

Drying space is on the side bench all lesson. You can leave a piece and come back to it — that is a decision, not a delay.

🗣️ VOICE

You decide the layer order, and you may reject the one I modelled if you can say why.

👂 AUDIENCE

Halfway photographs go on the board so the group sees process, not just outcomes.

⭐ INFLUENCE

The layer order the group finds works best becomes the modelled order for the GROW and LAUNCH rooms.

Exit Ticket

Instructions: Answer independently. No sketchbooks.

1.

What goes down first?

The rubbing.

2.

What do you do between layers?

Let it dry.

3.

Your piece went muddy. What now?

Lift it back with a clean dry sponge.

1.

Why does the rubbing go first?

Everything on top hides some of it — put it down while it can be seen.

2.

Why is thin better than thick for the colour layer?

A wash tints without covering; thick paint kills the surface underneath.

3.

Name the artist decision you borrowed.

Own answer, pointing at the piece.

1.

Why is layer order a decision, not an accident?

Each layer controls what the next can still show.

2.

What did you cover on purpose, and why was that right?

Own answer, argued.

3.

Why can you not rescue mud by adding paint?

Adding puts another colour into the mix — only removal restores separation.

Knowledge Organiser

Key word	Definition
Layer	One pass of material that partly covers what is beneath.
Wash	Thin, watered paint that tints without covering.
Muddy	Too many colours mixed on the surface until none of them read.
Lifting back	Removing wet paint with a clean dry sponge to rescue a surface.
Layer order	The sequence you build in, which decides what survives.
The steal	The artist method you borrowed, visible in your own piece.

Layer and Combine

Enquiry: How do rubbing, stencil and colour work together to build one Teesside image?

Award part: Bronze Part A + C · Make and Borrow

Diagnostic: ❌ Too many layers — it goes to mud and nothing reads · ❌ Too few — flat, and the rubbing does all the work · ✅ Right — you can still read the surface underneath

Fix: Let each layer dry before the next. If it goes muddy, STOP ADDING — lift back with a clean dry sponge instead. Subtraction rescues; more paint never does.

Arrival Task

1. Last lesson (Recall) What made a review usable rather than polite?

2. Last week (Vocab) What is under-bleed and what causes it?

3. Foundational (Recall) What is your artist’s method, from Week 2?

4. Greater depth (Think) What does “muddy” actually mean in paint?

Starter

Two versions of the same piece — one built in three layers, one in eight. The eight-layer one is dead. Why?

We Do — the surfaces / cards

Rubbing base FIRST, ALWAYS. It is the surface. Anything on top hides some of it — so put it down while it can still be seen.

Stencil shape SECOND. The hard edge that gives the eye somewhere to land. One strong shape beats three competing ones.

Thin colour THIRD, AND THIN. A wash tints without covering. Thick paint here kills the rubbing underneath.

Dry between THE RULE PEOPLE SKIP. Wet on wet is how mud happens. Touch it — if it is cool, it is wet.

Lift back THE RESCUE. Clean DRY sponge, press and lift. Takes paint off. Adding more never fixes muddy.

The borrowed decision PART C LIVES HERE. Point at where your artist’s method actually shows in this piece.

Scaffolding – Supported

My layers were ____________, then ____________, then ____________.

I let it dry between ____________.

Scaffolding – Standard

My layer order was ____________ because ____________.

The artist decision I borrowed is ____________ and it shows at ____________.

Scaffolding – Stretch

I deliberately covered ____________ because ____________.

If it muddied, I rescued it by ____________.

Independent Work – Supported

Three layers, in order

Layer 1:

Layer 2:

Layer 3:

Independent Work – Standard

Layered piece + the steal

My order, and why:

The artist decision I borrowed:

Where it shows:

Independent Work – Stretch

Layers + the deliberate loss

What I covered on purpose, and why it was right:

Rescue attempted (if needed), and the result:

Exit Ticket

1) Why does the rubbing go first?

2) Why is thin better than thick for the colour layer?

3) Name the artist decision you borrowed.

Lundy Loop — this lesson

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

Space	Drying space is on the side bench all lesson. You can leave a piece and come back to it — that is a decision, not a delay.
Voice	You decide the layer order, and you may reject the one I modelled if you can say why.
Audience	Halfway photographs go on the board so the group sees process, not just outcomes.
Influence	The layer order the group finds works best becomes the modelled order for the GROW and LAUNCH rooms.

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.

Layer and Combine — Feedback Sheet

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

Layer and Combine

Success looks like

Teacher Print Tools — Week 5

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: What Survives

I Do: Three Layers, In Order

We Do: Six Cards, Three Layers

I Do: Rescuing a Muddy Piece if time

We Do: Order the Layers 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

Layer and Combine

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

Layer and Combine — Feedback Sheet

Layer and Combine — complete!

Pens down — quick partner check!