ART · Week 5 · LAUNCH · Identity in Art · Arts Award Silver · Unit 1 Part C

Plan the Experience

What · When · What I’ll look for

🗓️🖼️🎭🎬🧭

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

ARRIVAL TASK · do now, no help needed

Visual — or performance? Sort the experiences

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

While you wait: tell your partner the best thing you have ever watched, visited or stood inside.

LEARNING OBJECTIVE

LO: To plan how I will experience an arts event and say what I hope to get from it.

✓ I can name what counts as an arts experience — it’s wider than galleries.

✓ I can complete a plan: what, when, what I’ll look for.

✓ I can say what I hope to get from it.

Success criteria: By the end you will have sorted the experience menu, planned the class arts experience — a virtual gallery tour — and completed your own plan page: what, when, what I’ll look for, and what I hope to get. Unit 1 Part C opens here; W6 is the experience itself, W7–8 the review.

GCSE Stretch: add a focus question to hunt during the experience — “how do these artists show identity without faces?” turns watching into research.

STARTER · talk task

Does a mural count? Does a gig?

With your partner: gallery, gig, film, street mural, a dance show, a game’s art style. Which count as ARTS experiences? Who told you some don’t — and were they right?

Sentence stems:
“___ counts because someone made choices about…”
“I used to think ___ didn’t count because…”
“The widest definition would include…”

I DO · teacher explains

An experience, planned, pays double

🌍 What counts

Galleries, gigs, films, murals, dance, theatre — live, recorded or virtual. The Arts Award counts the art form, not the postcode.

🗓️ The plan

WHAT (the event) + WHEN (pinned, or it never happens) + WHAT I’LL LOOK FOR (the detective’s shopping list). Three boxes, one page.

🎯 The hope

“What I hope to get” — inspiration for your portrait? A practitioner to study? Proof that art can be about people like you? Name it now; check it after.

🧭 Our anchor

The class experience: a virtual gallery tour, next lesson, together — pausable, replayable, and yours to respond to. Your own plan can add a second experience beyond it.

Misconception: ~~“A proper arts experience needs a coach trip and a ticket.”~~ A virtual tour you can PAUSE beats a real gallery you rush through. The experience lives in the looking, not the travelling — Part C accepts live, recorded and virtual equally.

WE DO · together on the board

Sort the plan lines — WHAT, WHEN, or WHAT I’LL LOOK FOR?

HANDS-ON · the main event

Plan it 🗓️

Ground rule (60 seconds): every hope named today gets checked after the experience — we plan like it matters, because it does.

Station 1 · SORT THE MENU

The experience menu: virtual tours, a street-mural trail video, recorded dance and performance. Which pulls you? Which would you add?

Station 2 · MY PLAN

The Part C plan page: what / when / what I’ll look for. Verbal drafting first is a route; the plan is yours in your own hand.

Station 3 · THE HOPE

Complete and say it: “I chose this because… I hope to get…” — to a partner or the TA. Hopes said aloud get checked honestly later.

GCSE Stretch: the focus question: one genuine question your experience might answer — written at the top of the plan like a research title.

EVIDENCE · Arts Award Silver portfolio · Unit 1 Part C (plan)

Capture your evidence

Your plan page is the evidence — TA photographs it. Core lines (verbal drafting counts):

My name:

My experience — what and when:

What I’ll look for, and what I hope to get:

Skills I used today (tick with your TA): Planning · Independence · Communication

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. Which of these counts for Part C?

2. The three plan boxes are…

3. “What I hope to get” is written now because…