BUILD · Explore · Week 6 of 7 · Autumn 2

Resolve and Pull an Edition of Five

Teesside Art Studio Suite · Trinity Arts Award Explore

Progress SoW · Arts Aut 1 · 2026–27 · BUILD · Week 1🎨 Bronze Part A + C · Finish and Repeat

Enquiry: When is it finished — and can I make it five times?

Success looks like

I can record what I notice in my local area
I can choose materials or images that say 'Teesside' to me
I can explain one choice I made

Aspire · GROW reach: pair two finds that CONTRAST — and say what the contrast shows.

Teacher Print Tools — Week 1

Retrieval Ladder

Arrival Task – Four Steps Back

1. Last lesson (Recall)

What goes down first in a layered piece?

The rubbing.

2. Last week (Vocab)

What does LIFTING BACK mean?

Taking paint off with a clean dry sponge.

3. Foundational (Recall)

How many is an edition of five?

Five.

4. Greater depth (Think)

Why would an artist make the same image five times?

To give it away, sell it, or put it in five places at once.

1. Last lesson (Recall)

Why does layer order matter?

Each layer decides what the next can still show.

2. Last week (Vocab)

What makes a piece go muddy?

Too many colours mixed on the surface.

3. Foundational (Recall)

What is registration?

Lining the stencil up the same way each time.

4. Greater depth (Think)

What makes five prints a SET rather than five separate things?

They share the image, the colours and the placement — consistency is what makes it an edition.

1. Last lesson (Recall)

Why can adding paint never rescue mud?

It adds another colour to the mix; only removal restores separation.

2. Last week (Vocab)

What is a wash for?

Tinting without covering.

3. Foundational (Think)

Union and trade banners were often made in numbers. Why?

Carried in different places at once, and replaceable when damaged.

4. Greater depth (Think)

Is a slight difference between prints a fault or a feature?

Defensible either way — hand-pulled editions vary; the argument is what matters.

Starter

Starter: Knowing When to Stop

Key question: Two finished pieces. One stopped at the right moment. One kept going for ten more minutes and lost.

Finishing is a decision, not running out of time. The question is not “is there anything else I could add?” — there always is. It is “would adding it make this say more?”

I Do

I Do: Stopping, Then Repeating

Key idea: I call mine finished and say the one thing I chose NOT to add. Then I pull it again — same stencil, same dabs, taped to the paper — and we compare the two.

🔍 Spot it, then fix it

❌ Drifting — the stencil moved, so none of them line up

❌ Soft — sponge overloaded, edges gone furry

✅ Right — five that clearly read as a SET

Tape the stencil to the PAPER, not the desk. Reload the sponge the same number of dabs every single time. Consistency is the whole skill here.

We Do

W

How it works: e Found: 0/6

📌 Tape to the paper

🔢 Count your dabs

🔁 Same order

🛑 The stop line

📍 Where each one goes

3️⃣ Three is still an edition

I Do

I Do: Two Prints Side by Side if time

Second model: Print one against print four — where did they drift, and why?

Watch for: Drift is nearly always the tape or the dab count. Look at the edges first, then the density.

We Do

We Do: Set or Not a Set? if time

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

📌 TAPE

🔢 DAB COUNT

🔁 SEQUENCE

🛑 STOP LINE

📍 PLACEMENT

3️⃣ SHRINK LINE

Fix the stencil to the paper, not the bench

The same number on print one and print five

Repeat the same order every time

Name the thing you chose not to add

Keep one, place four, record where

Three is still an edition

Independent Work

Independent Work — Studio Time

Instructions: Work at your level. Photograph the SET together, not just the best one. Where each print goes is your audience evidence — write the four destinations down before they leave the room.

Supported

Task: Resolve your piece, then pull it twice more with the same stencil and the same dab count.

Steps: Piece finished · two repeats · taped to the paper each time.

Standard

Task: Resolve your piece and pull an edition of five. Photograph all five together and record where each one is going.

Steps: Five pulled · photographed as a set · destinations written down.

Stretch

Task: Edition of five, plus the judgement: which is the strongest and why, and is the variation between them a fault or a feature?

Steps: Five pulled · strongest chosen and argued · variation defended either way.

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 may work at reduced scale — the shrink line is yours to pull, and three is still an edition.

🗣️ VOICE

You decide when yours is finished, and you say what you chose not to add.

👂 AUDIENCE

Four of your five go out into the building, so people who never come in here will meet your work.

⭐ INFLUENCE

Where the group chooses to place their prints decides where the Week 7 showcase actually happens.

Exit Ticket

Instructions: Answer independently. No sketchbooks.

1.

Tape the stencil to the paper or the desk?

The paper.

2.

How many is an edition of five?

Five.

3.

Where is one of yours going?

Own answer.

1.

What makes five prints a set?

Same image, same colours, same placement — consistency.

2.

Name the thing you chose NOT to add.

Own answer.

3.

Why photograph all five together?

The set is the evidence, not the best single one.

1.

Is variation between hand-pulled prints a fault or a feature?

Defensible either way — the argument is what counts.

2.

Your prints drifted. Diagnose it.

Tape or dab count — check the edges first, then the density.

3.

Why does placing four matter more than making five?

Making is Part A; someone receiving it is what reaches an audience.

Knowledge Organiser

Key word	Definition
Edition	A set of prints made deliberately the same.
Registration	Lining the stencil up identically each time.
Drift	Prints not matching because the stencil or paper moved.
Stop line	The sentence naming what you chose not to add.
Shrink line	Reducing the scale or number on purpose rather than failing.
Placement	Where each print goes, and who meets it.

Resolve and Pull an Edition of Five

Enquiry: When is it finished — and can I make it five times?

Award part: Bronze Part A + C · Finish and Repeat

Diagnostic: ❌ Drifting — the stencil moved, so none of them line up · ❌ Soft — sponge overloaded, edges gone furry · ✅ Right — five that clearly read as a SET

Fix: Tape the stencil to the PAPER, not the desk. Reload the sponge the same number of dabs every single time. Consistency is the whole skill here.

Arrival Task

1. Last lesson (Recall) Why does layer order matter?

2. Last week (Vocab) What makes a piece go muddy?

3. Foundational (Recall) What is registration?

4. Greater depth (Think) What makes five prints a SET rather than five separate things?

Starter

Two finished pieces. One stopped at the right moment. One kept going for ten more minutes and lost.

We Do — the surfaces / cards

Tape to the paper NOT THE DESK. If the stencil is fixed to the desk and the paper moves, every print drifts.

Count your dabs SAME EVERY TIME. Three dabs means three, on print one and print five. This is what makes a set.

Same order REPEAT THE SEQUENCE. If rubbing came first once, it comes first every time.

The stop line NAME WHAT YOU DID NOT ADD. That sentence is the evidence you stopped on purpose.

Where each one goes KEEP ONE, PLACE FOUR. Corridor, reception, a named adult, a peer. Write down where each went.

Three is still an edition THE SHRINK LINE. If five is not happening, three is a set. A smaller edition is a finished edition.

Scaffolding – Supported

My piece is finished because ____________.

My prints are going to ____________ and ____________.

Scaffolding – Standard

I stopped because ____________. The thing I did NOT add is ____________.

My five are going to ____________, ____________, ____________ and ____________.

Scaffolding – Stretch

The strongest of my five is ____________ because ____________.

The variation between them is a fault / feature because ____________.

Independent Work – Supported

Piece + two repeats

Finished because:

Where my prints are going:

Independent Work – Standard

Edition of five

The thing I chose NOT to add:

Destination of each print (keep one, place four):

Independent Work – Stretch

Edition + judgement

Strongest, and why:

Variation — fault or feature? Argue it:

Exit Ticket

1) What makes five prints a set?

2) Name the thing you chose NOT to add.

3) Why photograph all five together?

Lundy Loop — this lesson

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

Space	You may work at reduced scale — the shrink line is yours to pull, and three is still an edition.
Voice	You decide when yours is finished, and you say what you chose not to add.
Audience	Four of your five go out into the building, so people who never come in here will meet your work.
Influence	Where the group chooses to place their prints decides where the Week 7 showcase actually happens.

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.

Resolve and Pull an Edition of Five — Feedback Sheet

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

Resolve and Pull an Edition of Five

Success looks like

Teacher Print Tools — Week 1

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: Knowing When to Stop

I Do: Stopping, Then Repeating

W

I Do: Two Prints Side by Side if time

We Do: Set or Not a Set? 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

Resolve and Pull an Edition of Five

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

Resolve and Pull an Edition of Five — Feedback Sheet

Resolve and Pull an Edition of Five — complete!

Pens down — quick partner check!