Teesside Art Studio Suite · Bronze Arts Award · Bronze Part B · Arts Event Audience
| Key Word | Definition |
|---|---|
| Part B | Experiencing arts as an audience member + reviewing |
| Capture sheet | 3 specifics, 2 reactions, 1 question, 1 overheard |
| Intention | What the work tries to do — stated fairly |
| Earned verdict | Judgement with evidence; taste ≠ craft |
| Transfer | The event feeding your own practice |
| Audience data | Other people's receivings, triangulated |
Name: ____________________ Class: __________ Date:
How does encountering art as an audience member change what I notice, value or question?
your event capture sheet + review (Part B complete after this cycle).
1) Read your reflection line from the log.
2) Name one place you could experience art as an audience.
3) Name the four analysis moves from Explore.
4) Is 'I didn't like it' allowed in a review?
1) Why log borrowed methods?
2) What does Bronze Part B require?
3) What should you capture AT an event (that memory loses)?
4) A review needs opinion plus…?
1) What did your development push prove?
2) How does being an AUDIENCE differ from being a maker in the room?
3) Reviewing work you disliked — what does fairness require?
4) What can an event teach your OWN practice this term?
Key Question: Makers forget how art arrives. This week's event — gallery, gig, mural walk or screening — flips you to the receiving end. What will you notice that a non-artist can't?
😍 A piece stops you cold, 😴 A piece bores you, ❓ You don't get it, 👥 The crowd reacts, 🔍 You spot the process, 📵 No-photo sign
Draw lines to match:
🎯 Intention · 📝 Evidence · ⚖️ Verdict · 🌉 Transfer · 🗣️ The overheard · ❓ The question
The crowd's receiving, triangulated · Specifics + reactions, tied to causes · Earned; taste and craft separated · What it feeds in YOUR practice · What the work is trying to do — fairly · Confusion as the review's engine
saw, felt, asked, heard, because, next
"The event was trying to ___" | "The moment that stayed: ___ because ___" | "My verdict: ___ because ___"
1 Intention (fair) → 2 Evidence (specifics→causes) → 3 Verdict (taste ≠ craft) → 4 Transfer (feeds my practice).
"The crowd's receivings suggest this serves ___" | "The overheard triangulates my ___" | "Curators should hear: ___"
Capture Sheet + Mini-Review
Specifics (3):
Reactions (2) / Question / Overheard:
Verdict + because:
Four-Paragraph Review
Intention:
Evidence:
Verdict (taste/craft separated):
Transfer:
Review + Audience Study
Review complete □
Who the event serves (from crowd data):
My curator line (to be sent):
1) Name the capture sheet's parts.
2) Is 'I didn't like it' allowed?
3) What did the child behind you (or your overheard) say?
1) Why does intention come before verdict?
2) Give a taste/craft separated verdict.
3) Read your transfer line.
1) What did the crowd's receiving suggest about who the event serves?
2) Your curator line — read it as you'd send it.
3) How does Part B feed your Part A next session, concretely?
Space → Voice → Audience → Influence. The adult’s first job is Space: regulate before you educate.
| Space | The event is the space — off-site or visiting-artist session run to YOUR capture routes; move as your looking demands (venue rules respected). |
| Voice | Your question from the sheet gets ASKED — to the artist, the staff, or the room. Questions are audience rights. |
| Audience | You ARE the audience this week — and your reviews go to the venue/artist, who asked to receive them. Real reception, both ways. |
| Influence | The curator lines from Stretch (and any volunteered) are sent to the venue. Last cohort's line changed a label height. Yours may too. |
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: | |