ART · Week 7 · LAUNCH · Identity in Art · Arts Award Silver · Unit 1 Part D

Begin the Review

What it was · What I thought · Why

📝⭐💭🎙️🖼️

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

ARRIVAL TASK · do now, no help needed

Star — or wish? Sort the lines about our experience

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

While you wait: reread your first-response page from last week — circle the line with the most life in it.

LEARNING OBJECTIVE

LO: To begin a written or recorded review of the arts event, saying what I thought and why.

✓ I can open a review: what and where, plus first impression.

✓ I can state what I thought — honestly.

✓ I can back it with why — evidence from the experience.

Success criteria: By the end you will have drafted the class opening together, begun your own review — written or recorded — using the frame: what it was / what I thought / why, built from your first-response page. Part D begins; W8 completes it.

GCSE Stretch: add a comparison — “compared with the street-art trail, the gallery felt…” — one comparison lifts a review a whole level.

STARTER · talk task

Star or wish?

About last week’s experience, with your partner: one STAR — a moment or work you’d keep — and one WISH — something you’d change about the event. Both need a because. Reviews are built from exactly these two bricks.

Sentence stems:
“My star is ___ because…”
“My wish is ___ because…”
“If I could change one thing about the event…”

I DO · teacher explains

A review is an argument with a shape

🏷️ What & where

Open with the facts: what the event was, where/how you experienced it, when. Two sentences ground everything that follows.

💭 What I thought

Your honest verdict — highlights AND drags. A review that only praises reads as unwatched; honest beats polite, every time.

🔗 Why — the evidence

Every verdict earns its place with evidence from the experience: a work, a moment, a room. Your first-response page is a bag of ready evidence — raid it.

🎙️ Written or recorded

Both count in full at Silver. Speak it to the camera with your notes in hand, or write it — same frame, same credit.

Misconception: ~~“A good review is a polite review.”~~ A good review is an HONEST review with evidence. “The landscape rooms dragged because every wall felt the same” is worth more than an empty “it was great” — reviewers are trusted because they tell it straight.

WE DO · together on the board

Sort the review lines — WHAT & WHERE, WHAT I THOUGHT, or WHY?

HANDS-ON · the main event

Draft the opening 📝

Ground rule (60 seconds): we review the EVENT and the WORK — never each other’s opinions. Two people can review the same tour in opposite directions and both be right.

Station 1 · MODEL TOGETHER

Draft the class opening two sentences on the board — what and where, first impression. Steal freely from the class version; that’s what it’s for.

Station 2 · MY OPENING

Begin your review — written or recorded: what it was / what I thought / why. Your first-response page is your evidence bag; oral rehearsal before writing is a route.

Station 3 · READ BACK

One sentence read or played back to the TA. Hearing it aloud finds the weak because faster than any checklist.

GCSE Stretch: the comparison move: set the tour against one other experience — even a film or gig you know — and say which did identity better, and why.

EVIDENCE · Arts Award Silver portfolio · Unit 1 Part D (review begun)

Capture your evidence

Your review opening is the evidence — written or recorded, banked today:

My name:

My opening — what it was and my first impression:

My strongest verdict so far, with its because:

Skills I used today (tick with your TA): Literacy · Analysis · 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. A review opens with…

2. “The landscape rooms dragged” in a review is…

3. At Silver, a recorded spoken review…