Developing and evaluating an outcome
Development means visible change between versions. Evaluation means judging honestly against the brief you were given.
Part of your national curriculum
- Developing ideas: Analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work
Lesson overview
What you'll learn in this lesson
Evaluate an outcome against its purpose
Key learning points
- • Iteration
- • Honest evaluation
This lesson at a glance
- 30 minutes
- 9 parts to scroll through
- 3 quick checks
- Marked quiz at the end
- Gentle pace: short sittings with pauses
Words to know
Scroll down — the lesson carries on below
Watch & discover
Part 1 of 9
Watch first
Developing and evaluating an outcome
An English teaching video on this topic from ArtJohn. Watch it, then scroll down for the lesson.
In a nutshell
Evaluate an outcome against its purpose
Explore the idea
Part 2 of 9
Learn
Iteration
Produce several rough versions, change one variable at a time, and annotate why each change was made. Keep the rejected ones.
Explore the idea
Part 3 of 9
Learn
Honest evaluation
Test against the brief's checklist, gather a second opinion, and state one specific improvement you would make next time.
Quick check
Part 4 of 9
Quick check
Development work should show…
Quick check
Part 5 of 9
Quick check
Evaluation should judge against…
Quick check
Part 6 of 9
Quick check
Rejected versions should be…
Challenge round
Part 7 of 9
Game · Sort it
Which of these are true?
Drag each card into the right column. Tap a card first if dragging is fiddly.
True
Not true
Mastery quiz
Part 8 of 9
Marked quiz
End of lesson quiz: Developing and evaluating an outcome
3 questions, marked with the reasoning shown. No timer.
1. Development work should show…
2. Evaluation should judge against…
3. Rejected versions should be…
Lesson round-up
Part 9 of 9
Lesson round-up
Ready when you are
Quiz score
Not sat
Games
Not played
Points this lesson
0
Best run
0 in a row
Luna: 0 out of 3 on the practice checks. Only if you feel up to it — one more?
Ask LunaDo the work
Your written work for this lesson
This is the part you'd do in your book at school. Pick the pieces below, write here or on paper, and photograph anything you draw or work out.
Reading a portrait
Artists make choices before they make marks. A sitter placed high in the frame looks powerful; the same sitter low in the frame looks small. Light falling from one side sculpts a face into shadow and bone; flat light makes it open and plain.
Objects do work too. A book says learning, a dog says loyalty, a wilting flower says time passing. Viewers in the past read these signs as easily as we read a logo.
When you look at a portrait, ask three questions: where is the light coming from, what has the artist put in the sitter's hands, and where am I standing — above, below, or level with them?
Written for Good Learning Co.
Reading questions
- Choose a portrait and answer the article's three questions about it.
- Explain how you would light a portrait to make someone look kind.
- Plan your own portrait, listing two objects you would include and what each one says.
Sketchbook page
DiagramMake your own piece, then photograph it for your sketchbook page.
1 finished piece
Annotation
WritingWrite around your work: what you tried, what worked, what you would change.
6 sentences
Saved as you type.
Part 1 of 9 · Watch & discover
How this is going
- Not looked at yet
Analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work