| 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. |
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.
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?
Two finished pieces. One stopped at the right moment. One kept going for ten more minutes and lost.
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.
My piece is finished because ____________.
My prints are going to ____________ and ____________.
I stopped because ____________. The thing I did NOT add is ____________.
My five are going to ____________, ____________, ____________ and ____________.
The strongest of my five is ____________ because ____________.
The variation between them is a fault / feature because ____________.
Piece + two repeats
Finished because:
Where my prints are going:
Edition of five
The thing I chose NOT to add:
Destination of each print (keep one, place four):
Edition + judgement
Strongest, and why:
Variation — fault or feature? Argue it:
1) What makes five prints a set?
2) Name the thing you chose NOT to add.
3) Why photograph all five together?
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.
| Authorship — what I selected, made, directed or decided: | Exact support given — prepared / modelled / prompted / scribed: |
| WWW: | EBI: |
| Verified by / date: | |