Teesside Art Studio Suite · Bronze Arts Award · Bronze Part A · Own Arts Practice (Skills)
| Key Word | Definition |
|---|---|
| Process | A sequence of moves with variables |
| Control set | Three outcomes, nothing changed |
| Intended variation | One deliberate change |
| Registration | Placement that keeps layers aligned |
| Fault clinic | Causing + diagnosing an error on purpose |
| Step zero | Safety as the process's first step |
Name: ____________________ Class: __________ Date:
Which process helps me control line, layering and texture most effectively?
your process control sheet + safe-practice checklist, signed and dated (Part A develops).
1) What's your practice line word?
2) Name one studio rule for sharp tools.
3) Why let layers dry?
4) What does 'controlling' a material mean?
1) Digital remembers; physical…?
2) What's the difference between a technique and a process?
3) Name two safe-practice rules for cutting.
4) Why must a Bronze process be REPEATABLE?
1) What makes a series pin good?
2) Name the variables in a lino/relief print pull.
3) How would you PROVE you control a process?
4) Which process might YOU teach in Week 6?
Key Question: Anyone can get lucky once. Bronze practice means getting it RIGHT three times and DIFFERENT on purpose the fourth. Today we take control of a process.
🕳️ Patchy, starved print, 💦 Squashed, bled edges, 👻 Faint ghost second pull, 📉 Doubled/slipped image, 📄 Paper tore on the pull, 🩹 Nicked thumb
Draw lines to match:
⚙️ Process · 🎛️ Variable · 🎯 Control set · 🔀 Intended variation · 📐 Registration · 🧧 Step zero
Three outcomes with nothing changed · Placing so layers/pulls align · What can change inside a step · A sequence of moves with variables · One change, made on purpose · The safety inside the process
sequence, ink, press, pull, same, different, safe
"My three the same show…" | "My one different changed ___" | "Safety: I always ___"
Top: sequence + variables. Middle: 3+1 mounted, labelled fixed/changed. Bottom: safety checklist, signed + dated.
"I caused ___ by ___" | "Diagnosis: the variable was ___" | "Repair: ___ — evidence beside the fault"
3+1 Record
My process: ______________
Three the same □□□ One different □ (what changed: ________)
Safety checklist ticked □
Control Sheet
Sequence (steps + variables):
3+1 mounted + labelled □
Safety signed + dated □
Control Sheet + Fault Clinic
Standard items □
Fault caused + diagnosis (the variable):
Repair evidence mounted □
1) What proves control?
2) What is step zero?
3) Name one symptom + its variable.
1) Technique vs process — one line.
2) Why one variable at a time?
3) Read your control sheet's sequence aloud.
1) What did your caused fault teach that success couldn't?
2) Why are control sheets written for strangers?
3) Which process are you leaning toward teaching, and why?
Space → Voice → Audience → Influence. The adult’s first job is Space: regulate before you educate.
| Space | Stations are open-order; the inking bench, press corner and cutting tables run on your routing — queues negotiated, not policed. |
| Voice | Announce one symptom you hit and its variable to the room — faults spoken aloud become the class's shared manual. |
| Audience | Control sheets are written FOR a stranger — because in Week 6 a real learner will hold yours and follow it. |
| Influence | Vote: which TWO processes does the studio stock deepest for the Independent Challenge? Materials budget follows your ballot. |
Closing the loop: this one ends on paper — your own hand, or your words scribed by an adult. Saying it aloud starts the loop; writing it is what closes it. Pass is always allowed.
What I said, and what it changed:
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: | |