# Day 80 · A new little job for my message studio

**Flexible start: 25 minutes.** Shorten, split, pause or revisit; no compulsory extra period.

**Today's focus:** Carry an own message-making decision into a different useful-in-play context.

**Short child invitation:** 'What would you like your next message to do?'

**Prepare:** Offer broad blank paper/board. Earlier work, home participation, a second finished sequence or audience are unnecessary. Held later check sources stay private until their exact conditions are met.

## Make it fit today

Use broad existing paper/board and familiar locally suitable tools. An agreeing helper can make on the child's accepted creative directions. Check stable reachable work area, material/tool suitability and ordinary local arrangements first. No cutting, binding, small loose pieces, body task, device, purchase or printing is required. Never move the child's body or communication equipment to complete a work.

Read one prompt at a time; allow established speech, sign, pointing, AAC (augmentative and alternative communication), exact description, wanted scribing, pauses and another sitting. These are choices for anyone, not diagnoses or fixed learning styles. Stop, rest, help, private keeping, changing the job and pass remain available. No name, health, address, family history or identity disclosure is needed.

Child creative decisions, child tool operation, helper operation and adult-added details are separate. Adult fabrication on actual accepted child direction can produce an actual child-authored work; it does not demonstrate child tool handling. Offered words/shapes chosen by the child are supported selections, not silent independent invention. An unmade specification stays a plan. Description access is not independent visual viewing. An imagined action, drawn user or planned message is not an actual event.

## Run the session

1. **Choose a different job · 3 min.** Child chooses a new message purpose, another form or pass. An imagined book nook, drawing-kit guide or a message kept for themselves can be offered neutrally; the child may reject all.

2. **Make a first own contribution · 4 min.** Begin one wanted feature before giving a worked example. Identify actual child mark/tool operation or accepted creative direction plus helper operation. An unmade specification stays a plan.

3. **Try a useful relationship · 6 min.** Choose a first/next pair, two options, repeated feature, optional own cue or one complete part. The purpose can change. No prescribed three-frame or narrative-completion score.

4. **Inspect the new work · 6 min.** Ask the short prompt or 'Is this how you want it?' Receive an own selection in usual communication, or no response. A new noun or larger product alone is not evidence of transfer or progress.

5. **Choose a next use · 4 min.** Keep private, continue later, make/direct a selected revision or consider a separate voluntary real showing. Do not require a parent return or publish child work.

6. **Leave a useful handover · 2 min.** Record what the new sample actually shows, support, unavailable components and one next teaching invitation. This fortnight does not complete Foundation Media Arts, the Arts standard or state reporting.

## Three individually adaptable activity routes

### A guide for an own drawing kit

Invent a short drawn message about where broad pictured drawing items belong. Make one wanted relation or keep a plan; real equipment use stays with local ordinary instructions.

**Access/attribution:** Exact description and accepted helper making can replace physical arrangement.

### A pretend visitor invitation

Make a new little message for an invented art corner: what is offered, where to start, or an own different idea. No real visitor, venue or attendance is supplied.

**Access/attribution:** No name, address, family or local cultural disclosure; private use is welcome.

### A message I keep for myself

Choose a useful-in-play or personal-keeping purpose without personal disclosure, make/direct one wanted feature and choose what stays. A private work does not need an audience outcome.

**Access/attribution:** Established communication, one prompt, pause and another sitting remain available.

## Look for; teach next

A new attributable making decision and actual parts/operators; transfer is described only from available relevant evidence.

**Next:** Choose one genuinely useful next opportunity from the observed component, not a whole-year or diagnostic label.

**Proposed partial code opportunities:** AC9AMAFD01, AC9AMAFC01. Actual relevant evidence is needed; listing a code is not attainment.

[Ordinary learner activities](../LEARNER-CARDS.md).

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