ART · Week 4 · LAUNCH · Identity in Art · Arts Award Silver · Unit 1 Part A

Refine with Feedback

One that works · One to try

💬🔄📷🎯🤝

Today is a hands-on lesson — we learn by doing.

ARRIVAL TASK · do now, no help needed

Real feedback — or empty words?

Tap a card, then tap where it belongs. Have a go — wrong answers are welcome here.

While you wait: look at your portrait: if a stranger saw it, what would they get RIGHT about you?

LEARNING OBJECTIVE

LO: To improve one part of my artwork after listening to feedback and record what I changed.

✓ I can give feedback that is kind, specific and actionable.

✓ I can receive feedback and choose one piece to apply.

✓ I can log the change: before, after, and why I chose it.

Success criteria: By the end you will have compared two versions of a piece, practised the feedback stems on a demo, exchanged feedback on developing portraits, applied ONE chosen piece, and logged the before/after with your reasoning — refinement evidence for Unit 1 Part A.

GCSE Stretch: feedback that names technique vocabulary — “the wet-on-wet bleed flattens the focal point” beats “the middle’s blurry”.

STARTER · talk task

Spot the improvement

Two versions of the same piece, side by side. With your partner: find every change — then the harder question: which change did the MOST work, and how can you tell?

Sentence stems:
“They changed…”
“The change doing the most work is…”
“I can tell because now the piece…”

I DO · teacher explains

Feedback is a craft with rules

🤝 The stems

“One thing that works…” + “one thing to try…” — in that order, every time. The stems make honesty safe in both directions.

🎯 Specific & actionable

“Try a finer brush on the eyes” can be done TODAY. “Make it better” cannot. Feedback is measured by what the receiver can DO with it.

🧭 The receiver chooses

You’ll hear several suggestions; you apply ONE — the one that serves YOUR intention. Filtering feedback is an artist’s skill, not rudeness.

📷 Log the change

Before photo, the change, after photo — plus WHY you chose that piece of feedback over the others. The why is the Silver line.

Misconception: ~~“Taking feedback means doing everything you’re told.”~~ Taking feedback means HEARING everything and choosing what serves your intention. Your piece, your call — the journal just wants the reasoning behind the choice.

WE DO · together on the board

Sort the feedback — works, or needs work?

HANDS-ON · the main event

Exchange and refine 🔄

Ground rule (60 seconds): stems only, work not person, and the maker’s choice is final — feedback is a gift, not an instruction.

Station 1 · FEEDBACK CIRCLE

Demo piece first — practise the stems together. Then exchange on real portraits: giving is expected, receiving-aloud is opt-in; written or TA-relayed feedback counts the same.

Station 2 · APPLY ONE

Choose the one piece of feedback that serves your intention. BEFORE photo — then refine.

Station 3 · LOG THE CHANGE

Before/after into the journal + the reasoning: “I chose this feedback because… and rejected ___ because…” Verbal-first counts.

GCSE Stretch: the technique-vocabulary upgrade: name the process in your feedback and your log — blend, bleed, layer, contrast, focal point.

EVIDENCE · Arts Award Silver portfolio · Unit 1 Part A (refinement)

Capture your evidence

Before/after pair + reasoning are the evidence (verbal-first counts, scribed noted):

My name:

The feedback I applied, and who gave it:

Why I chose it — and one suggestion I set aside, and why:

Skills I used today (tick with your TA): Communication · Analysis · Resilience

Feedback loop: your teacher will deep-mark one part of this in dark green and draw a Yellow Box. Next lesson you respond inside it in a coloured pen of your choice.

EXIT TICKET

Show what you know

1. The feedback stems, in order…

2. Good feedback is measured by…

3. If you set a suggestion aside…