Teesside Art Studio Suite · Silver Arts Award · Silver Unit 2C-2D · Deliver & Curate the Arts Project
| Key Word | Definition |
|---|---|
| Delivery | The led session, real audience, counts live |
| The recede | The leader stepping into sightlines — the pilot's payoff |
| Pre-decided shrink | Calm, because it was chosen in advance |
| Instant gallery | The close curating itself in real time |
| Exit-path receipt | Measurement designed into the flow |
| Legacy line | The invitation that proves the need was met |
Name: ____________________ Class: __________ Date:
How can I lead an arts project while balancing artistic quality, participant ownership, practical constraints and audience experience?
delivery evidence: the led session, participant outcomes + receipts, the curated close (2C-D's core proof).
1) What did plan v2 change?
2) What's your aim's count for today?
3) Which crutch stays from your nerve note?
4) One signal your crew knows?
1) Fix flow, not…?
2) What makes today different from the pilot?
3) Artistic quality vs participant experience — when they pull apart, who wins?
4) How does the project CLOSE?
1) Your Week 7 leadership target?
2) Fifteen minutes lost to a fire drill — what shrinks?
3) What does your crew get FROM today, beyond helping you?
4) What should still exist next month because today happened?
Key Question: The need was real, the plan was piloted, the crew is briefed. Today the machine runs for its real audience — and you lead it like the room borrowed your calm.
🚨 Fire drill eats 15 minutes, 👔 The Head walks in, 🖌️ A participant's print is 'failing', ✨ J's inking demo draws a crowd, 📊 Receipts stalling at the door, 🌫️ Session drifting past time
Draw lines to match:
🎬 The scripted open · 🧭 The held room · 🖼️ The curated close · 🏷️ Double credit · 📊 Counts in the flow · 🌱 The legacy line
Bronze skill share, project-sized · The need met, outlasting the day · Bronze's labels, grown up · 1C's mechanisms, deployed · Week 5's aim, measured live · The pilot's compound interest
welcome, promise, station, signal, count, thank you
Open (promise/map/tone) → Sightline spot → Signals → Close + receipts
Huddle → open (promise/experts/tone) → recede + hold → adaptations as pre-decided → curated close (gallery/credit/receipts) → legacy line.
"Call: ___ vs ___ → the aim says ___" | "Target check at halfway: ___" | "The review must examine ___"
Delivery Record
Open delivered □ Room held □ Close run □
Count achieved: ______ Receipts: ______
One moment to remember:
Full Delivery Record
v2 executed □ Counts vs aim: ________
Adaptations fired + when:
Curated close (gallery/credit/receipts) □
Legacy line + response:
Delivery + Audits
Standard items □
Leadership target score + evidence:
Trade-off log:
For Week 8's review:
1) Did you hit your count? What was it?
2) Which adaptation fired, if any?
3) One word from a participant receipt.
1) Where did the aim decide a trade-off?
2) Whose shine moment ran, and what did you do?
3) What's your legacy line's status?
1) Your leadership target — scored honestly?
2) Read one trade-off log entry.
3) What must Week 8's review examine hardest?
Space → Voice → Audience → Influence. The adult’s first job is Space: regulate before you educate.
| Space | The delivery room is fully yours — layout, routes, the exit-path receipt station; the space is now an instrument of the aim. |
| Voice | The leader's open and the crew's expert introductions are the project's public voice — and every participant's receipt word answers back. |
| Audience | The real audience arrives: participants, host staff, walk-ins, the Head. Three audiences again — the session, the display, the legacy. |
| Influence | Receipts + the legacy invitation decide what the studio RUNS next term — a project that earns 'same time next term?' has changed the school's offer. That's influence at institution scale. |
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: | |