# Ten educator-ready 25-minute Foundation Media Arts starts

Offer the three [same-target routes](LEARNER-CARDS.md), broad paper/raised frames and [exact print alternatives](print/TEXT-ALTERNATIVES.md). L/M/R describe positions on paper, not movement across a room. A child may draw, place a card or direct an adult; the adult records the child's decision. No device, recording, upload, child image/voice or personal disclosure. The fiction uses only original geometric tokens. A paper sequence can show an intended visual story, not a viewer's actual reaction. Each script totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**.

## Week 1 · Day 1 · Three frames can suggest movement

**Target/codes:** arrange the same square at LEFT→MIDDLE→RIGHT and explain an intended paper story; AC9AMAFD01, AC9AMAFC01. **Prepare:** [A frame path](print/frame-path.svg), broad square card, [A](MATERIALS.md#a--three-frames-show-a-move).

1. **Welcome · 3 min.** Show three numbered rectangles called frames. Nothing actually moves on screen; the sequence is a visual suggestion.
2. **Model · 4 min.** Place one identical SQUARE at L, M, R in order; say “a reader might see a move across paper.”
3. **Try together · 5 min.** Ask which shape stayed and which position changed. Offer pointing or raised cells.
4. **Child choice · 7 min.** Child arranges the same three frames for an invented paper stage and names a possible beginning/end by a chosen route.
5. **Notice · 4 min.** Count frames 1–3 and record child intention, not a measured viewer interpretation.
6. **Close · 2 min.** Save sequence; tomorrow the same two pictures can mean different things in a different order.

## Week 1 · Day 2 · Order can make arrival or departure

**Target/codes:** compare EMPTY→SQUARE IN BOX with its reverse and explain an intended change; AC9AMAFD01, AC9AMAFC01. **Prepare:** [B reverse-order aid](print/reverse-order.svg), two broad panels, [B](MATERIALS.md#b--order-can-reverse-the-story).

1. **Welcome · 3 min.** Show an empty box image and the same box with a square inside. No real object is filmed.
2. **Model · 4 min.** Place EMPTY first; a viewer *might* read arrival. Reverse panels; a viewer *might* read departure.
3. **Try together · 5 min.** Ask which pictures stayed and which feature changed: their order.
4. **Child choice · 7 min.** Child chooses order for a fictional paper parcel story and gives a possible reason.
5. **Notice · 4 min.** Record panel order and child intended reading. Do not insist on a single viewer interpretation.
6. **Close · 2 min.** Keep both variants; tomorrow the drawn frame can include less context.

## Week 1 · Day 3 · Wide and close views

**Target/codes:** compare a WIDE frame with a CLOSE crop around the same square and identify what is left out; AC9AMAFD01, AC9AMAFC01. **Prepare:** [C crop frames](print/crop-frame.svg), large crop window, [C](MATERIALS.md#c--a-frame-can-include-or-leave-out-context).

1. **Welcome · 3 min.** Lay a paper square and circle on the table; they are neutral invented tokens.
2. **Model · 4 min.** Place wide border around both; then close border around square only. The circle remains on the table but outside the close frame.
3. **Try together · 5 min.** Ask “What can the paper viewer see in each?” Allow exact oral/tactile frame descriptions.
4. **Child choice · 7 min.** Child chooses one frame for a fictional “look at the square” card and explains what context is kept or omitted.
5. **Notice · 4 min.** Check that a close crop was not misdescribed as destroying the circle; it is simply outside the selected view.
6. **Close · 2 min.** Save both borders; a caption can point to one detail tomorrow.

## Week 1 · Day 4 · A caption directs attention

**Target/codes:** hold one image of square and circle while choosing a caption that names one intended focus; AC9AMAFD01, AC9AMAFC01. **Prepare:** [D caption focus](print/caption-focus.svg), broad word/symbol cards, [D](MATERIALS.md#d--caption-can-point-to-a-detail).

1. **Welcome · 3 min.** Show the same image twice. Captions can be read aloud or represented by a thick pointer card.
2. **Model · 4 min.** Put “LOOK AT SQUARE” under one and “LOOK AT CIRCLE” under the other. The image stays.
3. **Try together · 5 min.** Ask what changed: the caption's intended focus. No child needs to read independently.
4. **Child choice · 7 min.** Child chooses which detail matters in an invented paper display and adds a caption/point symbol through any route.
5. **Notice · 4 min.** Record caption and child's reason; avoid claiming all viewers noticed it.
6. **Close · 2 min.** Keep one version. Fresh Check A uses different images and order.

## Week 1 · Day 5 · Fresh Check A: paper box arrival or exit

**Target/codes:** independently reverse two new image panels to meet a stated fictional visual story; AC9AMAFD01, AC9AMAFC01. **Prepare:** [new G public check](STUDENT-CHECKS.md#check-a--new-g-paper-box), [G A4](check/fresh-g.svg), broad EMPTY/TRIANGLE cards. Keep key closed until first response.

1. **Welcome · 3 min.** This is a new picture puzzle for next teaching, not a test of reading or device operation.
2. **Access · 4 min.** Present starting `EMPTY BOX → TRIANGLE IN BOX` and the maker's new intention neutrally; do not swap cards for the child.
3. **Independent plan · 5 min.** Child chooses the order so the triangle appears to leave the paper box.
4. **Child response · 7 min.** Child shows both numbered panels, points to the order choice and gives a possible reason; adult saves first response verbatim.
5. **Self-check · 4 min.** Invite the child to identify panel 1 and panel 2 without coaching the answer.
6. **Close · 2 min.** Save first response before key; Day 5 swaps use other sources **after** check.

## Week 2 · Day 6 · Choose a different ending

**Target/codes:** hold frames 1–2 at LEFT/MIDDLE and choose RIGHT or return LEFT at frame 3; AC9AMAFD01, AC9AMAFC01. **Prepare:** [E ending choice](print/ending-choice.svg), [E](MATERIALS.md#e--the-ending-can-change), broad square.

1. **Welcome · 3 min.** Read three frames left to right. Show two different endings.
2. **Model · 4 min.** Keep first two positions LEFT then MIDDLE; change only frame 3 RIGHT→LEFT.
3. **Try together · 5 min.** Ask which frame changes and which positions hold. Trace with numbered paper cells.
4. **Child choice · 7 min.** Child chooses an ending for an invented paper game/story and gives a possible intention.
5. **Notice · 4 min.** Record all three positions and child's explanation, not a viewer's actual reaction.
6. **Close · 2 min.** Keep both endings to consider an audience tomorrow.

## Week 2 · Day 7 · What would another reader need?

**Target/codes:** choose one clarifying caption or position label for a willing reader while holding a three-frame sequence; AC9AMAFD01, AC9AMAFC01. **Prepare:** [F maker/share log](print/maker-share.svg), [A frame path](print/frame-path.svg), large L/M/R labels.

1. **Welcome · 3 min.** Show the original L/M/R sequence and a separate optional caption strip. No actual audience is presumed yet.
2. **Model · 4 min.** Add “SQUARE MOVES RIGHT” as an intended clue, then remove it. Same pictures, different text support.
3. **Try together · 5 min.** Ask what stayed (frame order and token) and what changed (caption/label).
4. **Child choice · 7 min.** Child chooses a short word, arrow or no caption for a fictional paper visitor and explains why.
5. **Notice · 4 min.** Record the child's intentional clue; no one is asked to disclose language level or reading ability.
6. **Close · 2 min.** Save caption choice for a child-owned storyboard.

## Week 2 · Day 8 · Make a tiny original storyboard

**Target/codes:** make a coherent three-frame geometric image sequence and state its intended beginning/end; AC9AMAFD01, AC9AMAFC01. **Prepare:** [F maker/share log](print/maker-share.svg), A–E examples, blank large three-frame strip.

1. **Welcome · 3 min.** Show that a storyboard is a planned order of images. It may itself be a small paper media work if the child makes the choices.
2. **Model · 4 min.** Adult's own example: CIRCLE at RIGHT, MIDDLE, LEFT. Name maker and intention; children may choose another path.
3. **Try together · 5 min.** Point to first, middle, last and ask what the child might keep or change.
4. **Child choice · 7 min.** Child creates or directs a three-frame original token story, with optional caption, by paper/drawing/AAC route.
5. **Notice · 4 min.** Record actual positions, intended story and who decided them; do not assign the adult's template as the child's work.
6. **Close · 2 min.** Store under local policy without photographing; tomorrow sharing and real media sources are considered.

## Week 2 · Day 9 · Real makers and a willing viewer

**Target/codes:** ask maker/context/permission questions about authorised real media, and choose if/how to share an original paper sequence; AC9AMAFE01 as opening inquiry, AC9AMAFP01 only if actual sharing occurs. **Prepare:** [F maker/share log](print/maker-share.svg), [authentic source slot](AUTHENTIC-SOURCE-SLOT.md), child's original work.

1. **Welcome · 3 min.** A child may show work to one willing educator, a small group later, a paper puppet in rehearsal or pass. No publication or recording.
2. **Model · 4 min.** Adult shares their own original paper sequence with a willing adult, recording actual recipient. For real media, use only school-approved first-party maker/source information; do not copy frames without rights.
3. **Try together · 5 min.** Ask “Who made this real work?” and “Why do its makers say it matters?” Keep unknown answers open, especially community/cultural claims.
4. **Child choice · 7 min.** Child selects an original storyboard and optional willing viewer. If actually shown, record who saw what and whether the child explained it. Puppet rehearsal/pass is valid participation but not actual-audience evidence.
5. **Notice · 4 min.** Ask for one child-selected frame/caption choice; do not infer viewer reaction or publication consent.
6. **Close · 2 min.** Save only what local privacy policy allows and note source permissions for later real-work learning.

## Week 2 · Day 10 · Fresh Check B: paper circle return

**Target/codes:** independently change one final frame in a new three-frame circle sequence while holding frames 1–2; AC9AMAFD01, AC9AMAFC01, AC9AMAFP01 only for actual sharing. **Prepare:** [new H public check](STUDENT-CHECKS.md#check-b--new-h-paper-circle-return), [H A4](check/fresh-h.svg), large circle positions. Keep key closed until first response.

1. **Welcome · 3 min.** Introduce new circle frames for a fictional paper stage; this is a public teaching probe, not a photography task.
2. **Access · 4 min.** Present starting CIRCLE LEFT, MIDDLE, RIGHT and the maker's wish for the circle to return LEFT at the end. Do not suggest which frame to alter.
3. **Independent plan · 5 min.** Child identifies held frames 1–2 and chooses one final-position change.
4. **Child response · 7 min.** Child shows all three frames and a possible reason by selected route. Record first choice and any actual willing recipient separately.
5. **Self-check · 4 min.** Invite the child to point to the frame changed and the two held frames, without supplying the answer.
6. **Close · 2 min.** Save first response, then consult key and plan later real media encounters and broader production opportunities.