# BUILD Art · Spring 2 · Teesworks & Reclaimed Spaces

Six standalone 40-minute lessons. Repository originals were not changed.

| Week | Focus | Enquiry | Potential Arts Award alignment | Minimum evidence hand-off |
|---|---|---|---|---|
| W1 | Armature & Frame | What makes a structure stand up — and still let you change your mind? | Explore Part A · Take Part | Standing frame + baseline/revision sketch or authorised photo + weak point fixed + pupil reason. |
| W2 | Scale & Negative Space | Can the gaps do as much work as the material? | Explore Part A · Take Part | Baseline and revision silhouette + labelled negative space + scale/viewpoint decision + pupil explanation. |
| W3 | Surface & Patination | How do you make new card look like eighty years of weather? | Explore Part C · Create | Labelled sample rail + chosen layer order + maquette area + useful failure/retry + reason and process limitation. |
| W4 | Contextual Study · Kapoor, Whiteread & Barlow | Which sculptor changes what I do next? | Explore Part B · Explore Artists’ Work | Artist + organisation + exact source locator + observation/context distinction + before/after transfer test + pupil judgement. |
| W5 | Site Integration | Can I make people believe it is already there? | Explore Part C · Create | Baseline + revised view + chosen site/why + scale method + artist-method consequence + remaining limitation. |
| W6 | Proposal, Pitch & Review | Why this, why there, and what does it ask people to notice? | Explore Part D · Present & Share | Proposal board + three-sentence pitch + authentic audience receipt + pupil review/change + privacy choice + report-back route. |

## Shared spine

**FRAME → VOID → SKIN → CONTEXT → SITE → PROPOSE & INFLUENCE**

## House-standard implementation

1. Arrival task: 2 × 2 recall ladder.
2. Visual knowledge organiser: terms, artist-method focus, safety and visual workflow.
3. Supported / Standard / Stretch practice as movable routes.
4. Diagnostic strip: wrong one way / wrong another way / useful model + fix.
5. Assessment: authorship versus support, same-award-part recovery, I Do / We Do / You Do anchor.

## Qualification guardrail

This lesson can support Trinity Arts Award Explore evidence. The page and finished object do not certify the award; a trained adviser must audit the pupil’s own decision, action and review in the full personal arts log.

The labels describe potential evidence alignment, not award completion. Source rights, adult/collaborator support and pupil authorship stay separate. No organisation endorsement, site access or qualification outcome is implied.

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## SoW cross-reference (ORDER N6-M §M2, Tier 1 — citation only)

Added so the relationship to the scheme of work is on the record rather than inferred. **No learning objective, success criterion, timing or task changed.**

Instrument: `_passsb/inputs/Build SOW 2026-2027.xlsx`

The pack delivers a sculpture unit built from the repo's own `Art_Teesside/Spring2_Scheme_of_Work.html`. The SoW's Creative Arts block for this half term is drama and performance. The divergence is deliberate and declared here rather than left to be rediscovered.

| SoW cell | week | outcome as written in the workbook |
|---|---|---|
| `'BUILD Weekly - Spring'!C94` | Spr2·W1 | Use freeze-frame/role-play to tell a story. |
| `'BUILD Weekly - Spring'!C95` | Spr2·W2 | Develop a character with voice and movement. |
| `'BUILD Weekly - Spring'!C96` | Spr2·W3 | Sequence a short drama with a group. |
| `'BUILD Weekly - Spring'!C97` | Spr2·W4 | Rehearse and refine our performance. |
| `'BUILD Weekly - Spring'!C98` | Spr2·W5 | Perform our drama (World Book Day link). |
| `'BUILD Weekly - Spring'!C99` | Spr2·W6 | Reflect on my drama skills; arts-log evidence. |

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