BUILD · Explore · Week 7 of 8

Curate the Showcase

Teesside Art Studio Suite · Trinity Arts Award Explore

Progress SoW · Arts Aut 1 · 2026–27 · BUILD · Week 7🎨 Explore Part D · Present & Share (Curate)

Enquiry: How does display change the meaning and accessibility of artwork?

Success looks like

I can choose how my work is displayed
I can write or say a caption in my own words
I can help curate someone else's piece respectfully

Aspire · GROW reach: sequence the showcase so the pieces talk to each other.

Teacher Print Tools — Week 7

Retrieval Quiz

Arrival Task – What Do You Already Know?

1. Resolve (Last week)

What did you declare at the 3-metre line?

Enough.

2. Shows (Recall)

Where have you seen art displayed?

Gallery, corridor, café, street, phone screens…

3. Height (Think)

Should art hang at adult eye height or yours?

The AUDIENCE'S height — decide who it's for.

4. Label (Recall)

What goes on a wall label?

Title, name, a line about the work.

1. Retrieval (Last week)

Name the three sentences of the final note.

Finished / left / why.

2. Curate (Recall)

What does curating mean?

Choosing and arranging works to shape how they're received.

3. Order (Think)

Does the ORDER pieces hang in change meaning? How?

Yes — neighbours talk; sequence builds a journey.

4. Access (Think)

Name one way a display can EXCLUDE people.

Too high, small labels, no seating, hidden location, no plain-language line.

1. Retrieval (Last week)

Defend one restraint decision from your resolve.

Own answer.

2. Dialogue (Think)

Two artworks side by side 'speak' — what does that mean?

Contrast/echo between neighbours creates a third meaning.

3. Curator's power (Recall)

Week 2 called curating a creative act — why?

Selection + arrangement change meaning; the curator co-authors.

4. Inclusive (Think)

Design one accessibility decision for OUR show.

Lower hang line, large-print labels, audio line, step-free route…

Starter

Starter: The Wall Is Part of the Work

Key Question: The same piece reads differently at eye height in good light with a clear label than skied in a corner. Today YOU are the curators — the wall is yours.

🖼️

Placement

Height, light, breathing room

Where

🔗

Neighbours

Which pieces talk to each other?

Sequence

🏷️

Labels

Title, artist, one honest line

The handshake

♿

Access

Who can actually reach this show?

Everyone in

Pairs: recall one display you've seen that FAILED its art (too high, too dark, no label). What broke?

I Do

I Do: Hanging a Section, Live

Key Idea: Curating decisions in order: group, sequence, height, spacing — every choice tested from the visitor's path.

👀 Look: curating is choosing and placing — the wall tells the story you decide.

Step 0 of 4

Group

Three rust pieces together — they amplify. The odd one out (river tones) anchors the far end as a palate cleanser.

Sequence

Loud → quiet along the walking direction: visitors decompress as they move. Reverse it and the show 'builds' — both valid, DECIDE.

Height + spacing

Centre-line at OUR audience's eye height, not adult-gallery standard. A hand-width minimum between frames — art needs air.

The walk-through

I walk the visitor path once, saying what the eye meets in order. If the story stutters, swap neighbours.

We Do

We Do: Tap the Curating Decision

How it works: Tap each situation — the curator's move. Found: 0/6

🤼 Two pieces fight

🔍 One tiny piece

💡 Glare on the glass

🧵 A theme emerges

🧩 One piece fits nowhere

♿ Wheelchair sightline

I Do

I Do: The Label That Welcomes

Key Idea: A label is a handshake: title, artist, and one plain-language line that lets ANY visitor in.

Step 0 of 3

Title + name

'Endurance — [artist].' The title does work: it hands the visitor the word.

The one line

Plain language, no jargon: 'Stippled rust study of the footbridge rail — finished where it matters, quiet where it doesn't.' A Year 4 visitor can enter through that sentence.

Large print + placement

Label beside, not under; big enough to read at arm's length; the handshake fails if it needs squinting.

We Do

We Do: Match the Curating Term → Its Meaning

Step 1: Tap a card, then its partner. Step 2: Watch the WAGOLL write itself. Score: 0/6

🖼️ Curate

🧵 Sequence

📏 Centre-line

🗨️ Dialogue

🏷️ Label

♿ Access

Choose + arrange to shape meaning

The height art hangs around

Everyone can reach + read the show

The order the eye meets works

The visitor's handshake

Neighbouring works changing each other

🔗 Grouping🧵 Sequence♿ Access🏷️ Label

Independent Work

Independent Work — Studio Time

Instructions: Work at your level. Evidence photos go in your Arts Award portfolio — a photo of your hung section + your wall label (Part D: presenting your work).

Supported

Task: Hang your piece in your trio's section using the height guide + write the label from the frame.

Steps: Centre-line guide · hand-width spacing · label: title + name + one line.

Standard

Task: Curate the trio section: group, sequence, hang, label all three; walk the visitor path and make one swap if it stutters.

Steps: Decisions in order · the walk done aloud · swap recorded with its reason.

Stretch

Task: Curate + the access audit: check sightlines (seated + standing), label legibility at arm's length, and one written access improvement for the WHOLE show.

Steps: Section complete · audit run with the checklist · the improvement proposed to the room.

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

The corridor case + studio walls are handed over — pupil curators hold the hanging rights this week.

📣 VOICE

Section titles are pitched to the room; the room's echo-back tells you if the title lands.

👥 AUDIENCE

This IS audience week: families and other classes walk the show — your labels do the talking when you're not there.

⭐ INFLUENCE

The access improvements proposed today go to the Head of School as the class's display policy — real corridor, real policy.

Exit Ticket

Instructions: Answer independently. No sketchbooks.

1.

What are the three parts of a label?

Title, name, one plain line.

2.

Why a hand-width between frames?

Art needs air — crowding kills.

3.

Whose eye height sets the centre-line?

The audience's.

1.

What does 'sequence loud to quiet' do to a visitor?

Decompresses them along the path — the show breathes.

2.

Name the swap your walk-through caused (or would cause).

Own answer + reason.

3.

Why is access 'a hanging decision'?

Height/placement decide who can meet the work at all.

1.

Explain a dialogue your section created between two pieces.

Own answer — the third meaning named.

2.

Anchor or ante-room — where did the misfit go and why?

Own answer defended.

3.

Your access improvement in one line.

Own proposal.

Knowledge Organiser (BUILD W7): Curate the Showcase

Teesside Art Studio Suite · Trinity Arts Award Explore · Explore Part D · Present & Share (Curate)

Key Word	Definition
Curate	Choose and arrange to shape meaning
Sequence	The order the eye meets the works
Centre-line	The height works hang around
Dialogue	Neighbours changing each other's meaning
Label	Title + name + one plain welcoming line
Access audit	Checking everyone can reach and read the show

Key Facts

The wall is part of the work — placement changes meaning.
Small pieces die in crowds; space signals importance.
A label is a handshake — plain language lets everyone in.
Part D evidence: your hung section + your label, photographed.

Curate the Showcase

Name: ____________________ Class: __________ Date:

This week's enquiry

How does display change the meaning and accessibility of artwork?

Arts Award evidence

a photo of your hung section + your wall label (Part D: presenting your work).

Arrival Task

1) What did you declare at the 3-metre line?

2) Where have you seen art displayed?

3) Should art hang at adult eye height or yours?

4) What goes on a wall label?

1) Name the three sentences of the final note.

2) What does curating mean?

3) Does the ORDER pieces hang in change meaning? How?

4) Name one way a display can EXCLUDE people.

1) Defend one restraint decision from your resolve.

2) Two artworks side by side 'speak' — what does that mean?

3) Week 2 called curating a creative act — why?

4) Design one accessibility decision for OUR show.

Starter: The Wall Is Part of the Work

Key Question: The same piece reads differently at eye height in good light with a clear label than skied in a corner. Today YOU are the curators — the wall is yours.

We Do 1: We Do: Tap the Curating Decision

🤼 Two pieces fight, 🔍 One tiny piece, 💡 Glare on the glass, 🧵 A theme emerges, 🧩 One piece fits nowhere, ♿ Wheelchair sightline

We Do 2: We Do: Match the Curating Term → Its Meaning

Draw lines to match:

🖼️ Curate · 🧵 Sequence · 📏 Centre-line · 🗨️ Dialogue · 🏷️ Label · ♿ Access

Choose + arrange to shape meaning · The height art hangs around · Everyone can reach + read the show · The order the eye meets works · The visitor's handshake · Neighbouring works changing each other

Scaffolding – Supported

Word Bank

hang, label, height, space, title, beside

Label Frame

"[Title] — [name]. [One plain line about the work.]"

Scaffolding – Standard

Curating Order

1 Group → 2 Sequence → 3 Height + spacing → 4 Labels beside → 5 The visitor walk → 6 One swap if it stutters.

Scaffolding – Stretch

Audit checklist

□ Seated sightline □ Standing sightline □ Label at arm's length □ Step-free approach □ One improvement proposed

Independent Work – Supported

Hang + Label Record

My piece hangs at: ________ (guide used □)

My label:

Independent Work – Standard

Section Curation Record

Grouping decision:

Sequence direction + why:

Walk-through swap + reason:

Independent Work – Stretch

Curation + Access Audit

Section record complete □ Audit checklist run □

My access improvement for the whole show:

Exit Ticket – Supported

1) What are the three parts of a label?

2) Why a hand-width between frames?

3) Whose eye height sets the centre-line?

Exit Ticket – Standard

1) What does 'sequence loud to quiet' do to a visitor?

2) Name the swap your walk-through caused (or would cause).

3) Why is access 'a hanging decision'?

Exit Ticket – Stretch

1) Explain a dialogue your section created between two pieces.

2) Anchor or ante-room — where did the misfit go and why?

3) Your access improvement in one line.

Lundy Loop — this lesson

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

Space	The corridor case + studio walls are handed over — pupil curators hold the hanging rights this week.
Voice	Section titles are pitched to the room; the room's echo-back tells you if the title lands.
Audience	This IS audience week: families and other classes walk the show — your labels do the talking when you're not there.
Influence	The access improvements proposed today go to the Head of School as the class's display policy — real corridor, real policy.

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.

Curate the Showcase — Feedback Sheet

Keep with your sketchbook / portfolio.

Pupil name:	Date:
WWW (What Went Well):
EBI (Even Better If):
Level worked at: Supported / Standard / Stretch	Arts Award evidence filed: Yes / Not yet
Authorship — what I chose or decided myself:
Support given — prepared / scribed / modelled / hand-over-hand:
Pupil response — my next step: Ring this yourself — an adult may write your words if you ask.
How I answered it — ring one:👉pointed🗣said it✋showed🖼picture🔁tried again🎬filmedNothing yet is a real answer — leave it blank. Pass is always allowed.Filmed or photographed: work, not faces, unless consent is filed.R — adult initials that they received it: ____________

Curate the Showcase

Success looks like

Teacher Print Tools — Week 7

Arrival Task – What Do You Already Know?

1. Resolve (Last week)

2. Shows (Recall)

3. Height (Think)

4. Label (Recall)

1. Retrieval (Last week)

2. Curate (Recall)

3. Order (Think)

4. Access (Think)

1. Retrieval (Last week)

2. Dialogue (Think)

3. Curator's power (Recall)

4. Inclusive (Think)

Starter: The Wall Is Part of the Work

Placement

Neighbours

Labels

Access

I Do: Hanging a Section, Live

Group

Sequence

Height + spacing

The walk-through

We Do: Tap the Curating Decision

I Do: The Label That Welcomes

Title + name

The one line

Large print + placement

We Do: Match the Curating Term → Its Meaning

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.

Curate the Showcase — complete!

Pens down — quick partner check!

Knowledge Organiser (BUILD W7): Curate the Showcase

Key Facts

Curate the Showcase

This week's enquiry

Arts Award evidence

Arrival Task

Starter: The Wall Is Part of the Work

We Do 1: We Do: Tap the Curating Decision

We Do 2: We Do: Match the Curating Term → Its Meaning

Scaffolding – Supported

Word Bank

Label Frame

Scaffolding – Standard

Curating Order

Scaffolding – Stretch

Audit checklist

Independent Work – Supported

Independent Work – Standard

Independent Work – Stretch

Exit Ticket – Supported

Exit Ticket – Standard

Exit Ticket – Stretch

Lundy Loop — this lesson

Curate the Showcase — Feedback Sheet