Lesson Plan

• Describe how to interpret a brief and identify its core idea or emotion.
• Analyse the suitability of different 3‑D materials for a given concept.
• Apply a systematic design process to produce sketches, maquettes and a final sculpture.
• Evaluate the finished work against the brief and assessment criteria.

• Projector or large screen to display the brief
• Whiteboard and markers
• Sketchbooks, pencils and erasers
• Cardboard, wire, clay, plaster (sample materials)
• Scissors, craft knives, glue and tape
• Basic sculpting tools, safety goggles and gloves
• Evaluation checklist handout

Begin with a striking image of a completed three‑dimensional artwork that clearly responds to a brief, asking students what they notice about the concept and materials. Recall previous lessons on interpreting visual prompts and remind learners that today’s success criteria are to demonstrate a clear brief analysis, purposeful material choice, and a logical development process.

1. Do‑now (5'): Students read a short sample brief displayed on the screen and note mandatory elements.
2. Brainstorm & research (10'): Quick mind‑map of ideas, visual references, and material possibilities.
3. Thumbnail sketching (10'): Produce 3–5 rapid 2‑D sketches exploring shape and composition.
4. Detailed development (10'): Choose one concept and create front, side and plan drawings with dimensions.
5. Maquette construction (15'): Build a small‑scale model using cardboard, wire and clay; check proportions.
6. Group critique (5'): Peer feedback focused on brief alignment and material use.
7. Reflection & exit ticket (5'): Students write one sentence summarising how their maquette responds to the brief and note one next step.

Recap the key stages from brief analysis to material selection and model making, highlighting how each step supports clear visual communication. Collect exit tickets as a quick retrieval check and assign a short homework task: sketch a revised version of the maquette incorporating any feedback received.