# A small phrase with a useful ending

## Prepare once

Make two broad movement cards labelled **A: MY FIRST MOVE** and **B: MY SECOND MOVE**, one broad **PAUSE** card and one broad **FINISH** card. Use a large circle for A, square for B, two short parallel marks for PAUSE and a broad horizontal line for FINISH. Read the words aloud. Shape plus label gives more than a colour cue. None of these symbols is an official safety sign or universal gesture.

Prepare four broad blank moment spaces, plus a separate two-space repeat-unit strip. Use fixed raised outlines, large print, spoken/exact descriptions, AAC or child-directed placement when useful. No printing, music, device, costume or special kit is needed. Keep fresh Checks M/N unseen before Days 35/40.

Ask the learner what movement ideas work for them today. A and B can be distinct small movements within their own comfortable range, agreed with the educator; no prescribed reach, crouch, speed or amplitude is required. The adult can demonstrate an individually suitable option only after local checks, or a child can direct an adult instead. PAUSE means the chosen short rest/still moment in the artwork; FINISH marks that the phrase is over. A rest is not a compulsory rigid posture or a test of staying still.

## Actual movement route and local safety

The educator checks stable reachable space, appropriate supervision, individual access/comfort, local movement routines, rest and warm-up/cool-down. No jumps, spins, floor work, forced stretching, contact, touching a person or mobility aid, loud/startling cues or public solo is required. Do not turn a mark's paper position into a prescribed body range. Ask each time; stop or change route on request. Physical safety must be judged locally by an educator who can see the learner and setup.

The learner chooses their own A/B actions, practises one short phrase, then decides what to keep or change. A small comfortable stationary or seated phrase is valid when actually made; record exactly which actions and child decisions occurred, not a generic movement-capability judgment. An adult physically moving at the child's direction is an actual adult performance of the child's composition. A puppet/object route is an enacted model. A score-only route is an unperformed plan. **NOT PERFORMED** is an honest status.

No filming or child recording is needed. Any real work, audience response and individual adjustments stay in the educator's approved records. An actual audience must freely agree; keeping work private is always an option.

## Complete original teaching models

### Source A · One phrase, two child-owned ideas

Four movement spaces in order: **A → B → A → B**. Complete score: **A → B → A → B → FINISH**. A circle marks each A and a square marks each B. The **two-space unit is A then B**, repeated twice. In the model, A/B are placeholders for two different child-chosen movement ideas; no fixed body actions have been assigned. The line **FINISH** follows the final B outside the repeated unit. This source is a graphic composition model, not a child's dance or actual movement record.

### Source B · Make the rest intentional

Five spaces in order: **A → PAUSE → B → PAUSE → FINISH**. The pause is part of the chosen phrase, not a missing answer. The maker can choose its comfortable length locally. This source is different from Source A: it is not two AB units. A pause or finish mark must not be silently added to A's two-part unit when asking a Mathematics repeat-unit question.

### Source C · Two endings to compare

**Return ending:** A → B → A → FINISH. **New ending:** A → B → B → FINISH. In the model, the last movement choice differs while the opening A/B order stays the same. The author offers these as possible choices, not fixed meanings. A child may say the return feels familiar, prefer the new ending, or choose neither. No audience reaction, emotion or cultural meaning is supplied.

### Actual supplied graphic work · Little Hello

The actual original score **Little Hello** is **A → B → A → B → PAUSE → FINISH**. Two AB units come before a separate pause and finish. Its creator/source is SubjectNest by NeuroForgeIO Pty Ltd, 2026; creation type is original **computer-created teaching model**. The documented author purpose is to help a learner try a small self-chosen welcoming phrase with a repeat and deliberate ending. The score is actually supplied; no human maker, dancer, physical performance, recording, community tradition or successful welcoming effect is claimed. See [SUPPLIED-WORK.md](SUPPLIED-WORK.md).

## Record the right evidence

Keep the child's chosen movement meanings, mark key, phrase order, own intention, revisions and support. Use separate fields for **CHILD MOVEMENT OBSERVED**, **ADULT PERFORMANCE AT CHILD DIRECTION**, **OBJECT MODEL**, **SCORE ONLY / NOT PERFORMED**, **ACTUAL SOURCE ENCOUNTER**, **ACTUAL WILLING AUDIENCE** and **ACTUAL RESPONSE / NONE**. Do not fill one from another. A claimed intended welcome is a maker intention until an actual willing listener/viewer gives their own response.

## No-print and tactile route

Draw broad circle/square/pause/finish marks and lay them in reachable spaces. Read each space in order. Fixed broad raised outlines may represent mark identity and order if desired; they do not measure a child's physical movement or imply touch is compulsory. The adult places marks exactly as directed and reads the final order back. [Exact visible words and diagram descriptions](print/TEXT-ALTERNATIVES.md) accompany each print aid. Paper-only is sufficient for the composition task; actual movement evidence needs actual movement.

## Optional offline planner

[The phrase planner](interactive/phrase-planner.html) offers three fixed score choices: TWO UNITS, WITH PAUSES and RETURN ENDING. Every choice retains its full-word linear order in PICTURES and WORDS views. There is no animation to copy, sound, tempo demand, recorded body, personal-data input or answer grading. It represents plans only. A child chooses a plan, explains its unit/ending and may revise on paper; the adult checks any actual physical use separately. The complete paper equivalent is choosing Source A/B/C and reading its spaces. Reset restores TWO UNITS / PICTURES.

## Other actual Dance works

A teacher may introduce a varied real maker/work only after checking title, creator, date/source, access rights, intended context and relevant cultural authority. Use the maker's own sourced account of purpose rather than inventing a community meaning. Record what the child actually encountered and said. A listing or imagined interview is not an encounter. First Nations dance, community protocols and local knowledge must come from appropriately authorised people/materials; no imitation of a traditional movement or pattern is supplied here.