Evaluation and Photography

Year Group

Year 10 (14-15 years old)

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Unit Overview

Unit Title: 3D Architectural Explorations
Lesson Number: 9 of 10
Duration: 60 minutes
Class Size: 25 students

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National Curriculum Links

Art and Design – Key Stage 4 (Years 10-11)

• Creativity and Experimentation:
  "Pupils should be taught to develop their creativity and ideas through experimentation with media, materials, techniques and processes."

• Evaluating and Improving Work:
  "Pupils should develop their ability to critically analyse their own work and the work of others to improve their personal outcomes."

• Recording Ideas:
  "Pupils should be able to record ideas, observations and insights relevant to their intentions, reflecting on the effectiveness of their work as it progresses."

• Technical Skills:
  Using photography and presentation skills to support the evaluation of artwork.

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Learning Objectives (WALT)

• WALT: Photograph our final 3D architectural sculptures effectively using digital tools.
• WALT: Write a clear and comprehensive evaluation reflecting on the design process, techniques, and final outcome.
• WALT: Use art-specific vocabulary linked to form, texture, structure, and space while evaluating.
• WALT: Demonstrate critical thinking by identifying successes and areas for improvement.

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Success Criteria

• I can set up and take high-quality photographs of my sculpture using appropriate lighting and angles.
• I can write an evaluation that includes my design intentions, challenges faced, techniques used, and what I learned.
• I use keywords such as form, scale, balance, texture, and composition correctly in my evaluation.
• I can suggest specific ways to improve or develop my work further.

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Resources Needed

• Completed 3D sculptures from previous lessons
• Digital cameras/tablets with camera function (1 per group of 2-3 students)
• Tripods or stable surfaces for camera positioning (if available)
• Worksheet templates for evaluation writing with prompts (dyslexia-friendly fonts and layouts)
• Art vocabulary word banks displayed visually
• Examples of photographic compositions of sculptures
• Projector or interactive whiteboard

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Lesson Structure

Starter (10 minutes)

Activity: Introduction to Photography for 3D Art

• Brief whole-class discussion:
  • Why is photographing 3D art important? (documentation, presentation, evaluation)
  • Key photographic techniques for 3D objects: lighting, angle, background, focus.
• Show examples of well-photographed sculptures and discuss what makes these images effective.
• Use a visual vocabulary board for key terms: lighting, shadow, perspective, composition.
• Dyslexia-friendly tip: Provide printed keyword cards with clear fonts and icons to support understanding.

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Main Activity (40 minutes)

Activity 1: Photographing Sculptures (20 minutes)

• Students work in pairs or small groups to photograph their own sculptures.
• Teacher circulates supporting composition and technical use of cameras/tablets.
• Encourage experimentation: different angles, close-up details, silhouettes.
• Use tripods or stable surfaces to avoid blurred images.

Differentiation:

• Provide step-by-step photo guides (with images) for those needing more structure.
• Allow advanced students to experiment with editing apps on tablets for contrast and sharpness enhancement.

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Activity 2: Writing an Evaluation (20 minutes)

• Hand out dyslexia-friendly evaluation templates with sentence starters and clear sections:
  1. Design intentions and concept.
  2. Materials and techniques used.
  3. What worked well and challenges faced.
  4. Personal learning and improvements for future work.
• Students write independently, referring to their photographs to support reflections.
• Encourage use of the art vocabulary word bank to enrich descriptions.
• Teacher supports students individually or in small groups as needed.

Differentiation:

• Provide scribe or voice-to-text options for students with fine motor or writing difficulties.
• For advanced learners, challenge them to include references to architectural styles or principles influencing their design.

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Plenary (10 minutes)

Activity: Peer Sharing and Self-Assessment

• In small groups, students share one photograph and read a key point from their evaluation aloud.
• Peers give constructive feedback using ‘two stars and a wish’ format (two positive comments + one suggestion).
• Self-assessment checklist:
  • Have I included art vocabulary?
  • Did I explain my process clearly?
  • Did I highlight areas for improvement?

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Assessment Opportunities

• Formative assessment through photographic compositions and written evaluations.
• Teacher observation during paired work for photographic technique and vocabulary use.
• Peer and self-assessment to promote reflective thinking.

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Extension Activities (for advanced learners)

• Create a digital portfolio page combining photographs and evaluation using desktop publishing software.
• Include comparative analysis with a famous architectural sculpture or building.
• Experiment with different photographic effects or perspectives to create a mini-exhibition online.

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Additional Notes on Inclusion

• Use dyslexia-friendly reading materials (e.g., open sans font, coloured paper backgrounds if needed).
• Provide extra processing time for writing tasks.
• Allow use of speech-to-text software for evaluations.
• Visual aids throughout the lesson to support understanding and engagement.
• Scaffold complex vocabulary with pictorial explanations and group discussions.

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This lesson aims not only to consolidate students’ physical craft skills but also develop critical evaluation and presentation skills essential to GCSE Art and Design. The integration of photography as both a technical and reflective tool supports progression towards independent artistic development in line with the National Curriculum.