Keep this behind the checks until a first independent child response is preserved. These are examples, not single mandated answers. Record child decision, adult cue, score, actual physical movement, real artwork encounter and actual audience separately. Do not score amplitude, flexibility, body shape, speech, neatness or willingness to perform.
Check K · one workable score
Moment 1 compact spiral → moment 2 a somewhat broader spiral → moment 3 the same recognisable spiral drawn broader again. A two-moment compact → broad version also fits. The retained spiral makes “same mark” visible and the increased trace area supports the maker’s “more room” idea. A child might instead keep moment 2 compact and expand only moment 3. If the later mark is unrelated, revisit repeat/recognisability with a new motif after the check. If size is unchanged, compare compact/broad frames from Day 21 later. A statement about what a viewer might see is not an observed viewer response. A score cannot prove physical movement.
Check L · one workable score
Moment 1 compact hook in LOWER → moment 2 broad hook in MIDDLE → moment 3 compact hook back in LOWER. The hook returns; size and band both differ. Other solutions can put the broader hook in UPPER or make moment 3 broad, provided a recognisable motif, a size difference and relative-position difference are visible. “I wanted the first idea to return after it had more space” is one maker intention, not a required feeling or universal reading. If only size changes, revisit two-band matching cards from Day 24. If only band changes, revisit compact/broad from Day 21. If motif identity disappears, use two cards with matching outlines. Give this coaching only after first capture, in a new setting.
Day-by-day observation and next move
| Day | Look for | Next small teaching move |
|---|---|---|
| 21 | Same motif at two distinct sizes. | Ask which size comes first. |
| 22 | Chosen size order and stated idea. | Add relative bands. |
| 23 | Two positions in child-defined relative range. | Repeat one motif across them. |
| 24 | Same motif returns in a different band. | Preserve first response for fresh K. |
| 25 | Independent K: recognisable mark, size change, reason. | Revisit one missing feature in a different motif. |
| 26 | Size-only and band-only changes distinguished. | Combine in three moments. |
| 27 | Returning motif plus size/band choice. | Add legend for another reader. |
| 28 | Score symbol clarified; actual reader words only if witnessed. | Create first and revised scores. |
| 29 | Child-authored first/revised work, intended idea and any actual sharing separated. | Hold unobserved FE01/FP01 and offer future source. |
| 30 | Independent L: repeat, size difference, band difference, maker idea. | Teach one missing feature later in a new abstract score. |
Open strands: AC9ADAFE01 needs an actual authorised named work and encounter, with appropriate cultural authority; these fictional scores do not close it. AC9ADAFP01 needs child-controlled sharing of their own work with an actual willing audience and local approval. Paper work may show a designed idea; it does not establish observed child dance movement or audience interpretation.