Make three large blank moment panels, abstract curve/hook/wave cards, broad bands marked LOWER / MIDDLE / UPPER, thick pencils and optional fixed raised strips. Printable pages and no-print equivalents can be read, copied with chalk on paper or arranged on a table. No screen, music, purchase, body drawing or household object is required. Keep the two fresh check sheets unseen until Days 25 and 30. A child may change labels to describe their own comfortable relative range; “upper” never means above head and “lower” never means floor. These are score positions, not fitness targets.
Four complete original paper sources
Source A · two sizes. One invented paper maker draws a compact curve in frame 1 and a broad curve of the same shape in frame 2. The maker writes: “I wanted the second mark to take more room.” This is a maker statement for a paper score. It proves no physical action or viewer reaction.
Source B · order. A separate invented paper maker draws a compact arc, then a broad arc. The maker writes: “I wanted the idea to open out.” If the order is reversed, the paper change and possible intention can differ. Neither has been danced by a child.
Source C · relative bands. A vertical paper mat has three equal broad bands, LOWER, MIDDLE and UPPER. A loop is in LOWER, then the same loop is in UPPER. The maker writes: “I wanted the same mark to be recognised in a new place.” No stretch, crouch or jump is required by this source.
Source D · returning mark. Three paper moments: compact hook in LOWER; broad hook in MIDDLE; compact hook in LOWER. The maker writes: “I wanted the first shape to come back.” A teacher may read or adapt this score. If a teacher actually performs it, log performer, date, adaptation, consent and observed child response; otherwise mark TEACHER DEMO NOT PERFORMED. Source D is authored for this pack, but it is not a community work.
Safety gate for optional physical movement: educator checks clear stable space, each learner’s access and comfort, safe range, rest, supervision, warm-up/cool-down and opt-in each time. No jumps, spins, floor work, high reaches, peer contact, forced synchrony, loud/startling cue, camera, voice capture or public solo. Stop when requested. A seated, stationary or paper-only route is valid for the composition target. Do not treat paper or adult movement as observed child body skill. A pupil can decline performance and still take part in making choices. A proposed audience must also freely agree.
Evidence columns: child-devised paper score; adult suggestions; child physical movement actually observed; real named artwork/maker actually encountered; child work shared with an actual willing audience; actual audience words; unknown/not observed. Do not fill one column from another. Store individual evidence under school policy; the public pack contains no learner data. Permission gate governs other makers’ work and all local/cultural adaptations.