Teesside Art Studio Suite · Trinity Arts Award Explore
Where did one of your prints go?
Own answer.
What is an EDITION?
A set of prints made deliberately the same.
Name one thing you can now do that you could not in September.
Own answer.
Why is it harder to teach something than to do it?
You have to know the order, and spot what is going wrong for someone else.
What makes five prints a set?
Same image, colours and placement — consistency.
What is the stop line?
The sentence naming what you chose not to add.
Name a fault you can now diagnose on sight.
Bleeding, patchy, drift, mud — own answer.
Why does teaching a FAULT beat teaching a technique?
Anyone can copy a movement; spotting what has gone wrong is the actual skill.
Why does placing four matter more than making five?
Making is participation; someone receiving it reaches an audience.
Fault or feature — how did you argue it?
Own answer, defended.
What has to be true before you can teach something?
You can do it reliably, name the steps, and recognise the failure.
Bronze Part D asks you to share skills with others. Why is a plan not enough?
There has to be a learner, and something the learner made.
Task: Choose your skill from the Skill Deck, name who you will teach, and write your three steps.
Steps: Skill chosen · learner named · three steps written · the fault named.
Task: Name your skill, your learner and your three steps, then test the steps by reading them to someone who has not done it.
Steps: All Supported · steps read aloud and rewritten where they asked “how?”
Task: All of Standard, plus: what could go wrong on the day, and what you will do about it. Bring the piece you will teach from.
Steps: All Standard · risks named with responses · teaching piece selected.
The Skill Deck means nobody has to invent a skill from memory — choosing from the deck is a real choice.
You choose your skill and your learner. Neither is allocated to you.
Your three steps get read to a real person this lesson, and rewritten where they stalled.
The skills chosen most often decide which stations run in Spring 1 — your plan builds next term’s room.
What skill are you teaching?
Own answer.
Who are you teaching?
Own answer — a peer or a TA.
How many steps?
Three.
Why three steps and not nine?
Nobody can hold nine; three can be followed without you.
Name the fault your learner will most likely make.
Own answer, drawn from the term’s diagnostics.
What makes a skill the right size?
One skill, a visible result, about ten minutes.
Why is a plan not the same as a teach?
Part D needs a real learner and something the learner made.
Your steps were too vague. How did you know?
They asked “how?” — that step needed rewriting.
Why teach a fault rather than a technique?
Anyone can copy a movement; recognising failure is the transferable skill.
| Key word | Definition |
|---|---|
| Skill share | Handing something you can do to somebody else, so they can do it. |
| Task analysis | Breaking a skill into steps in the right order. |
| The ten-minute rule | A teachable skill produces a visible result in about ten minutes. |
| The fault to watch for | The mistake your learner is most likely to make. |
| Skill Deck | The printed set of skills taught this year, to choose from. |
| Part D | Bronze: sharing your arts skills with others. |
Enquiry: What can I do well enough to teach someone else — and how would I teach it?
Award part: Bronze Part C close · Part D scope
Diagnostic: ❌ Too big — “I’ll teach them to make art” · ❌ Too small — “I’ll show them the glue stick” · ✅ Right — one skill, a visible result, about ten minutes
Fix: Pick the FAULT you can spot fastest. Teaching someone to SEE a bleeding edge is worth more than teaching them to hold a sponge — and it cannot be faked.
1. Last lesson (Recall) What makes five prints a set?
2. Last week (Vocab) What is the stop line?
3. Foundational (Recall) Name a fault you can now diagnose on sight.
4. Greater depth (Think) Why does teaching a FAULT beat teaching a technique?
Seven weeks ago you did not know that a wet sponge bleeds under a stencil. Now you spot it across a room. That is the thing worth teaching.
The squeeze test TEACHABLE. Ten seconds to show, instantly visible when it goes wrong, and it fixes the commonest fault. The strongest choice in the room.
Taping to the paper TEACHABLE. One move, obvious result, and the drift disappears. Easy to demonstrate, easy to check.
Crayon on its side TEACHABLE. Two minutes, and the difference between a ghost and a clear rubbing.
Cutting a bridge TEACHABLE, HARDER. Needs a blade, so it needs supervision — pick it only if you can be supervised throughout.
“How to make art” TOO BIG. Not a skill. Nobody could follow it, and nothing gets made in ten minutes.
Opening a glue stick TOO SMALL. Nothing visible results, so there is nothing for your learner to have made.
My skill is ____________. I am teaching ____________.
Step 1 ____________. Step 2 ____________. Step 3 ____________.
The fault my learner will make is ____________.
They will spot it because ____________.
What could go wrong on the day: ____________. What I will do: ____________.
I am teaching a fault rather than a technique because ____________.
Skill · learner · three steps
My skill:
Who I am teaching:
Steps 1, 2, 3:
Steps, tested
My three steps after reading them aloud:
The step I rewrote, and why:
Plan + risks
What could go wrong, and my response:
The piece I will teach from:
1) Why three steps and not nine?
2) Name the fault your learner will most likely make.
3) What makes a skill the right size?
Space → Voice → Audience → Influence. The adult’s first job is Space: regulate before you educate.
| Space | The Skill Deck means nobody has to invent a skill from memory — choosing from the deck is a real choice. |
| Voice | You choose your skill and your learner. Neither is allocated to you. |
| Audience | Your three steps get read to a real person this lesson, and rewritten where they stalled. |
| Influence | The skills chosen most often decide which stations run in Spring 1 — your plan builds next term’s room. |
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: | |
Signed, sketched, filed 🎨
2 minutes max. Then I’ll resume the timer.