Head of Art and Design

Lydia Chen

I connect Art and Design analysis with making, using scaffolds that help students notice, describe and interpret their own choices and explain what they may change.

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A little about me

In Art and Design, practical confidence and written analysis do not always develop at the same pace. I lead the department across three studios and want students who can make strong work to have language for the choices behind it as well.

A scaffold for analysis should help a student notice, describe and interpret decisions in their own work. It should not supply a finished reading of the artwork. The writing needs to stay connected to the process of making, so reflection helps the student explain what they tried and what they may change.

I also moderate GCSE personal-investigation coursework before submission. That gives the criteria a practical role: they need to be clear enough for students to understand and consistent enough for staff to apply. The balance is to support an individual investigation while making expectations visible.

How I approach a lesson

  1. Connect written analysis to decisions students have made in practical work.

  2. Use prompts to help students interpret their own choices rather than supplying an answer.

  3. Moderate personal-investigation work against clear, consistently applied criteria.

Templates I'd use with my class

Explore these templates and decide what fits your own setting.

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