Visual Art teacher

Isabel Cruz

I work from the sketchbook outward, asking pupils to keep experiments and revisions, reflect on creative choices and discuss where their images and ideas came from.

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A little about me

I teach Visual Art across the secondary years and work from the sketchbook outward. I want pupils to see the decisions, experiments and revisions behind a piece of work, not only the framed result. When we look at the process, there is more to discuss than whether the final image looks polished.

Sketchbooks can make learning visible. Pupils can try a material, change direction and explain what prompted the change. I encourage them to take creative risks and to keep evidence of how an idea developed, including pages they might not choose to display.

Questions of authorship belong in the conversation too. I want pupils to think about where an image or idea came from, what choices they made and how tools shaped the result. A useful resource should support making and reflection while leaving pupils responsible for their own decisions.

How I approach a lesson

  1. Assess the process as well as the final work.

  2. Use sketchbooks to record experiments and revisions.

  3. Discuss authorship and the choices behind an image.

Templates I'd use with my class

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