Teesside Art Studio Suite · Silver Arts Award · Silver Unit 1A · Identify an Arts Challenge
| Key Word | Definition |
|---|---|
| Unit 1A | Identifying and planning your arts challenge |
| Challenge statement | Challenge + baseline + criteria + schedule |
| Baseline | The honest start line |
| Success criteria | Checkable claims set in advance |
| Week-1 test | The hardest part, tried on scrap now |
| Risk register | Threats + mitigations + shrink-lines |
Name: ____________________ Class: __________ Date:
How can a Teesside enquiry become a demanding, achievable and personally meaningful arts challenge?
your challenge statement + demand/achievability test sheet (Unit 1A opens).
1) What did your Bronze skill share teach someone?
2) What makes a goal a challenge?
3) Name one Teesside place that could hold an art project.
4) How many weeks does Unit 1 run?
1) What was your Silver-shaped next step?
2) What does Silver Unit 1A ask you to do?
3) 'Demanding but achievable' — why BOTH words?
4) Why state what you CAN'T yet do?
1) What carried from Bronze to Silver in your prospectus?
2) Upgrade: 'get better at drawing'.
3) How will you KNOW the challenge was met?
4) What's the difference between Unit 1 and Unit 2?
Key Question: Silver starts by choosing a mountain: too small and the climb proves nothing, too big and you never summit in four weeks. What's YOUR right-sized mountain?
🌉 'Paint a public mural', 📄 'Fill ten sketchbook pages', 🖼️ 'Three-piece A3 linked series', 🧪 'Master screen printing from zero', 💻 'Make a digital piece', 👀 'Copy a famous artwork bigger'
Draw lines to match:
🎯 Challenge sentence · 📍 Baseline · ✅ Success criteria · 🗓️ Schedule · 🧪 Week-1 test · 🧩 The shrink
The hardest part tried on scrap NOW · The honest start line growth measures from · Checkable claims, set before the work · Ambition kept, scope made achievable · Specific, countable, dated territory · Four weeks mapped to Unit 1's parts
challenge, baseline, success, weeks, test, because
"I will ___" | "Currently I ___" | "Success = ___" | "W1 ___ W2 ___ W3 ___ W4 ___"
Four sentences → hardest part named → scrap test ×2 with diagnosis → adjustment written into criteria.
"Risk: ___ → Mitigation: ___ → Shrink: ___ (ambition kept because ___)"
Challenge Statement
I will:
Currently I:
Success =
Test result:
Statement + Week-1 Test
Four sentences complete □
Hardest part + test ×2 + diagnosis:
Adjusted criteria line:
Statement + Risk Register
Standard items □
Risk 1 + mitigation + shrink:
Risk 2:
Risk 3:
1) Name the four statement parts.
2) Why state a baseline?
3) What did your scrap test find?
1) Why test the hardest part in Week 1?
2) Give the two-word test.
3) Read your adjusted criteria line.
1) Read one risk + its shrink-line.
2) 'Master' fails as a challenge verb — why?
3) How does your challenge exceed your Bronze work, specifically?
Space → Voice → Audience → Influence. The adult’s first job is Space: regulate before you educate.
| Space | Challenge territories are yours to claim — statements can be built anywhere the thinking works, materials follow the plan. |
| Voice | Pitch your challenge sentence to the room; the room applies the two-word test aloud: demanding? achievable? |
| Audience | Statements are written for the adviser AND your Week 4 sharing audience — Unit 1 ends in public. |
| Influence | The class's common hardest-parts set Week 3's technical clinics — the studio stocks and schedules around YOUR risks. |
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: | |