Lesson overview
GROW · Bronze Art · Teesside Studio Suite · Spring 2 Week 5 of 6

Site Integration

Bronze Part A · Own Arts Practice

🎯 Learning objective: I can compare a baseline and retest to integrate my maquette with a safe site view.
✅ Success criteria
  • I predict one integration change.
  • I retain baseline and revised views.
  • I justify the result and name what the image cannot prove.
🏗 3D sculpture⏱ 40-minute coreReading age 7–11 · predict, change one variable, compare🔁 Lundy live loop
Reclaimed Site Integration Lab concept diagramOriginal classroom schematic. Place the form at A, B or C, set one scale/view cue and reveal the public route. The site is fictional and not to scale. FICTIONAL REHEARSAL SITE · NOT TO SCALERESTRICTED ABC EYE-LEVEL HORIZONPUBLIC ROUTE
SPRING 2 · TEESWORKS & RECLAIMED SPACES
FRAME → VOID → SKIN → CONTEXT → SITE → PROPOSE & INFLUENCE
Inherited
Week 4 produced a sourced method decision that must now have a visible consequence in a site test.
→
Feeds next
The strongest integration view and remaining limitation become evidence and argument for Week 6’s proposal.
GROW entryDevelop a process with structured support.
GROW securePredict, change one variable and explain the comparison.
LAUNCH reachEvaluate a trade-off and transfer the process to an unfamiliar constraint.
Qualification guardrail: This lesson can organise useful Trinity Arts Award Bronze evidence, but the interface and one artefact do not prove a Part. A trained adviser must audit sustained pupil-authored practice, source records, response and reflection.
SPACE · steel
VOICE · oxide
AUDIENCE · teal
INFLUENCE · gold
Predictable Space comes before artistic demand; the pathway describes support and reasoning, never a fixed pupil label.
⏱ 3 min
🚪 Arrival · retrieve the studio spine
Inherited
Week 4 produced a sourced method decision that must now have a visible consequence in a site test.
→
Feeds next
The strongest integration view and remaining limitation become evidence and argument for Week 6’s proposal.

2 × 2 retrieval ladder

LAST LESSONWhich artist method did you adapt or reject, and where is the physical evidence?
LAST WEEK / CORE WORDSSort artist, organisation, source and transfer.
LAST TERMWhat makes foreground, middle distance and background look connected?
GREATER DEPTHWhat permission, access or maintenance question would a real reclaimed site introduce?
Response routes: explain/compare · point/select · make/demonstrate · annotate/edit · retry/refine · authorised voice/clip. Quiet response and pass/return-later are valid.
SPACE · steel
VOICE · oxide
AUDIENCE · teal
INFLUENCE · gold
Retrieve privately. If recall is secure, fade the content prompt; keep sensory, motor and navigation access.
⏱ 3 min
🌱 Starter · observe / question before explanation

Can I make people believe it is already there?

Commit to one panel before the explanation. The diagnostic identifies a teaching need, not a pupil label.

Toy scale

The sculpture is too large or small for people, buildings or routes in the view.

Pasted on

Horizon, camera height or light direction contradicts the setting.

Belongs there

Scale, eye-level horizon, light and site relationship make the viewer look twice.

Fix: point to the visible clue that would move the first or second example towards the third.
SPACE · steel
VOICE · oxide
AUDIENCE · teal
INFLUENCE · gold
The learner may point, make, say, sign, write or ask for accurate scribing before adult explanation.
⏱ 4 min
👩‍🎨 I Do · model control / reasoning

Teacher model · decision, action, evidence

1 · Mark the horizon/eye level on the approved site view. Place a scale person before adding the sculpture.
2 · Position the maquette or paper silhouette at its own eye level. Match contact with the ground and one light direction.
3 · Protect Version A, change one variable and compare. Name what still reveals that this is a proposal image, not a completed installation.
Think aloud: “I am not hunting for a perfect sculpture. I am isolating one visible cause so I can explain my next move.”
SPACE · steel
VOICE · oxide
AUDIENCE · teal
INFLUENCE · gold
Model the reasoning and the useful failure. Do not pre-make the pupil’s artistic choice.
⏱ 3 min
🤝 We Do · commit and compare

Commit before reveal

The maquette looks pasted onto the site. Which single check should happen first?

SPACE · steel
VOICE · oxide
AUDIENCE · teal
INFLUENCE · gold
Adult receives the learner’s first judgement; the explanation changes the next prompt or practical setup.
⏱ 3 min
👩‍🎨 I Do 2 · refine / transfer

Transfer the studio habit

1 · Match light direction with arrows before adjusting colour. A correct colour cannot repair contradictory light.
2 · One persuasive image cannot prove ownership, engineering, installation, access or maintenance; label those as limitations or questions.
Recovery route: Hold the maquette at arm’s length against a safe local/fabricated view, align eye level and record one before/after change.
SPACE · steel
VOICE · oxide
AUDIENCE · teal
INFLUENCE · gold
Change access before increasing content prompts. Recovery targets the same award part and preserves authorship.
⏱ 4 min
🤝 We Do 2 · interactive studio lab

Reclaimed Site Integration Lab

Reclaimed Site Integration Lab concept diagramOriginal classroom schematic. Place the form at A, B or C, set one scale/view cue and reveal the public route. The site is fictional and not to scale. FICTIONAL REHEARSAL SITE · NOT TO SCALERESTRICTED ABC EYE-LEVEL HORIZONPUBLIC ROUTE

Reclaimed Site Integration Lab

Place the form at A, B or C, set one scale/view cue and reveal the public route. The site is fictional and not to scale.

Start with A. Make a prediction or observation before choosing the next state.
Transfer: Compare protected A with B. State what stayed fixed, the one changed variable and the planned versus observed effect.

Digital interaction is a rehearsal only. It stores nothing and is not portfolio evidence.

SPACE · steel
VOICE · oxide
AUDIENCE · teal
INFLUENCE · gold
Freeze the visual result, name the evidence and let it influence the physical test.
⏱ 16 min
🎨 Independent · monitor, adjust, evidence

Independent studio mission

Create a baseline and revised integration image or paper composite. Change one scale, eye-level, orientation or light variable and connect the decision to site/audience evidence.
◆ Supported · use a prepared A/B frame and sentence stems; choose and change one variable.
▲ Standard · predict, protect A, test B and explain the observed difference.
★ Stretch · test a second viewpoint or interaction while changing one factor between adjacent trials; evaluate the trade-off.
EquipmentMaquette; teacher-approved site image or fictional site sheet; paper silhouettes; tracing overlay; masking tape; pencil; optional camera.
Safety / accessUse a fictional, school-based or teacher-approved view. No industrial-site visit, material collection or restricted access is assumed. Photography is optional, consent-controlled and contains no faces or identifying information.
Evidence targetBaseline + revised view + chosen site/why + scale method + artist-method consequence + remaining limitation.

Closed-kit parity: Printed fictional reclaimed-space view, paper silhouette and traced horizon/light arrows. No camera is required.

1pupil decision
2observable arts action
3pupil reasoning/review
SPACE · steel
VOICE · oxide
AUDIENCE · teal
INFLUENCE · gold
Pupil decision, observable action and pupil reasoning stay together. Record adult preparation or scribing separately.
⏱ 4 min
🎫 Exit · response changes the next studio move

Exit ticket · receive, respond, report back

Complete through speaking, pointing, drawing, writing or accurate adult scribing:

My site is ____. It suits the work because ____. I matched scale by ____. The remaining giveaway or unknown is ____.

AUDIENCE

A named adult says what they genuinely received from the pupil’s work/reasoning before any code is recorded.

INFLUENCE

Audience response changes the Week 6 image, access format, three-sentence argument or privacy/display route.

Authorship check: pupil decision/reason: __________ · adult preparation/modelling/scribing: __________
Inherited
Week 4 produced a sourced method decision that must now have a visible consequence in a site test.
→
Feeds next
The strongest integration view and remaining limitation become evidence and argument for Week 6’s proposal.
SPACE · steel
VOICE · oxide
AUDIENCE · teal
INFLUENCE · gold
Voice reaches a real Audience and causes a visible next move. Nothing is stored by this page.

GROW Art · Spring 2 W5 · Site Integration

1 · Arrival task · 2 × 2 recall ladder

Response

Adult receipt / lightest prompt used

Enquiry: Can I make people believe it is already there?

2 · Visual knowledge organiser

Key terms

integration
making a proposed artwork visually and conceptually belong in a site
horizon
the eye-level line that helps views share the same perspective
orientation
the direction a form faces
context
the physical, social and visual conditions around the work

Artist-method focus

Anish Kapoor with Cecil Balmond, Temenos — use verified sources to consider scale, void, engineering collaboration and public setting; do not recreate the artwork or infer permission/endorsement.

Equipment / safety / maintenance

Maquette; teacher-approved site image or fictional site sheet; paper silhouettes; tracing overlay; masking tape; pencil; optional camera.

Use a fictional, school-based or teacher-approved view. No industrial-site visit, material collection or restricted access is assumed. Photography is optional, consent-controlled and contains no faces or identifying information.

Visual workflow

  1. Choose a safe, approved site/view and identify its horizon.
  2. Place the camera or viewpoint at the sculpture’s eye level, not yours.
  3. Match one scale, orientation or light cue.
  4. Keep the baseline, revise one variable and name the remaining giveaway.
Reclaimed Site Integration Lab concept diagramOriginal classroom schematic. Place the form at A, B or C, set one scale/view cue and reveal the public route. The site is fictional and not to scale. FICTIONAL REHEARSAL SITE · NOT TO SCALERESTRICTED ABC EYE-LEVEL HORIZONPUBLIC ROUTE

3 · Differentiated practice worksheet

Print controls in the lesson choose one movable route. Route is not a pupil label.

Supported

◆ Supported · use a prepared A/B frame and sentence stems; choose and change one variable.

Task: Create a baseline and revised integration image or paper composite. Change one scale, eye-level, orientation or light variable and connect the decision to site/audience evidence.

Recovery: Hold the maquette at arm’s length against a safe local/fabricated view, align eye level and record one before/after change.

Standard

▲ Standard · predict, protect A, test B and explain the observed difference.

Task: Create a baseline and revised integration image or paper composite. Change one scale, eye-level, orientation or light variable and connect the decision to site/audience evidence.

Recovery: Hold the maquette at arm’s length against a safe local/fabricated view, align eye level and record one before/after change.

Stretch

★ Stretch · test a second viewpoint or interaction while changing one factor between adjacent trials; evaluate the trade-off.

Task: Create a baseline and revised integration image or paper composite. Change one scale, eye-level, orientation or light variable and connect the decision to site/audience evidence.

Recovery: Hold the maquette at arm’s length against a safe local/fabricated view, align eye level and record one before/after change.

Evidence target

Baseline + revised view + chosen site/why + scale method + artist-method consequence + remaining limitation.

Pupil decision / action / reason

4 · Diagnostic strip

Toy scale

The sculpture is too large or small for people, buildings or routes in the view.

Pasted on

Horizon, camera height or light direction contradicts the setting.

Belongs there

Scale, eye-level horizon, light and site relationship make the viewer look twice.

Fix the cause, then retest

Visible clue I used: __________________________________________

One thing I changed: ________________________________________

What the retest showed: _____________________________________

What is still uncertain: ______________________________________

5 · Assessment, feedback & authorship

I Do → We Do → You Do desk anchor

I Do: adult models a visible decision and useful failure. We Do: learner commits, evidence is received, and the next prompt changes. You Do: pupil owns the artistic decision; adult access support is recorded separately.

Pupil decision / choice:

Observable arts action / product:

Pupil reasoning / review:

Adult preparation, modelling, physical support or scribing:

Same-award-part recovery used: Hold the maquette at arm’s length against a safe local/fabricated view, align eye level and record one before/after change.

Audience received:

Influence / next change / named adult / deadline / report-back:

Potential evidence alignment only. A trained adviser audits the complete personal portfolio; this page does not certify an award.