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

Before each session offer three [same-target routes](LEARNER-CARDS.md), broad paper/raised shapes and [exact print alternatives](print/TEXT-ALTERNATIVES.md). Child decisions about composition and purpose are the evidence target. Locally approved drawing/collage materials are optional; check handling, allergies and sensory comfort. No compulsory cutting, painting, texture contact, camera, public display or disclosure. A neutral adult may scribe or move a large card only as the child directs. No invented picture is a real community artwork. Each script totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**.

## Week 1 · Day 1 · One line, two routes

**Target/codes:** choose straight or curved line between fixed dots and explain an intended fictional purpose; AC9AVAFD01, AC9AVAFC01. **Prepare:** [A line paths](print/line-paths.svg), thick line cards, [A](MATERIALS.md#a--a-line-can-lead-across-space).

1. **Welcome · 3 min.** Introduce an invented paper visitor and two dots; nobody needs to move across a room.
2. **Model · 4 min.** Draw straight and curved lines between the same endpoints. Trace each on paper; both reach the right dot.
3. **Try together · 5 min.** Ask a child to point to or direct one line. Name what stayed (dots) and what changed (path).
4. **Child choice · 7 min.** Child selects a line for a fictional garden path image and gives a possible reason. A tactile cord fixed to card or adult-directed marker is equivalent for planning.
5. **Notice · 4 min.** Ask which line the child chose and how the paper shows it. Do not claim every viewer would follow it.
6. **Close · 2 min.** Keep the child's line and purpose; tomorrow one line can look broader.

## Week 1 · Day 2 · Width can make a mark stand out

**Target/codes:** compare a thin and thick line with direction/endpoints held; AC9AVAFD01, AC9AVAFC01. **Prepare:** [B width choices](print/line-width.svg), broad strips, [B](MATERIALS.md#b--width-changes-a-line).

1. **Welcome · 3 min.** Revisit straight lines. Show a thin and thick line pointing the same way.
2. **Model · 4 min.** Overlay the two strips at left/right endpoints; explain that width is the single changed feature.
3. **Try together · 5 min.** Let a child direct which strip sits on top of an invented paper notice. Ask what stayed.
4. **Child choice · 7 min.** Child chooses width for a fictional sign arrow or book divider, by drawing, raised strip or adult direction, and states intended focus.
5. **Notice · 4 min.** Compare endpoints and widths; accept a child preference without demanding a feeling word.
6. **Close · 2 min.** Save both, labelled by the child's choice, for a new shape arrangement.

## Week 1 · Day 3 · Where a shape sits matters

**Target/codes:** move a circle left or right of a fixed square and name a possible focus; AC9AVAFD01, AC9AVAFC01. **Prepare:** [C shape/place strip](print/shape-place.svg), two broad shape cards, [C](MATERIALS.md#c--one-shape-two-places).

1. **Welcome · 3 min.** Orient left/right on the paper from this child's view; no room direction task.
2. **Model · 4 min.** Keep the square in the middle, then put the circle left and right in separate rows.
3. **Try together · 5 min.** Ask what moved, what stayed and whether the circle changed shape. Allow pointing/AAC.
4. **Child choice · 7 min.** Child chooses a position for a fictional two-window display and makes a small drawing or directs broad cards.
5. **Notice · 4 min.** Record position and child's intended focus. Do not assume a viewer actually looked there.
6. **Close · 2 min.** Keep both arrangements; tomorrow two shapes can overlap.

## Week 1 · Day 4 · Which outline is in front?

**Target/codes:** compare circle-in-front with square-in-front by visible uninterrupted edges; AC9AVAFD01, AC9AVAFC01. **Prepare:** [D overlap](print/overlap.svg), broad opaque cutouts, [D](MATERIALS.md#d--overlap-changes-what-is-in-front).

1. **Welcome · 3 min.** Show two unconnected shapes, then move one paper card over the other; no glue is needed.
2. **Model · 4 min.** Put circle over square, then reverse. Trace the front shape's continuous edge; name an edge that disappears behind it.
3. **Try together · 5 min.** Ask a child to direct an adult's cards into both versions and identify the front shape by name or touch.
4. **Child choice · 7 min.** Child chooses a front shape for a fictional window collage and states an intended visual focus; paper or optional art materials both work.
5. **Notice · 4 min.** Check that the actual layer order and named front shape agree. Do not judge tidy cutting.
6. **Close · 2 min.** Save a child-selected overlap or its traced plan before fresh Check A.

## Week 1 · Day 5 · Fresh Check A: the paper tunnel

**Target/codes:** independently change one line in a new two-line image for a specified fictional purpose; AC9AVAFD01, AC9AVAFC01. **Prepare:** [new G public check](STUDENT-CHECKS.md#check-a--new-g-paper-tunnel), [G A4](check/fresh-g.svg), broad line cards. Keep teacher key closed until first response.

1. **Welcome · 3 min.** Explain this new paper puzzle helps plan the next art session, not a test of drawing neatness.
2. **Access · 4 min.** Present two straight horizontal lines labelled TOP and BOTTOM neutrally. A tactile raised-line route is available; do not indicate the change.
3. **Independent plan · 5 min.** Child chooses the one line to curve so the bottom path bends but the top stays straight.
4. **Child response · 7 min.** Child shows both lines, marks the change and gives a reason by a chosen route; a neutral adult records the first response.
5. **Self-check · 4 min.** Invite the child to name TOP/BOTTOM and what stayed. Do not coach or score material control from a paper plan.
6. **Close · 2 min.** Save first response before opening the key. Day 5 supplementary swaps use other line images **after** the check.

## Week 2 · Day 6 · Again or change the tile?

**Target/codes:** build circle-square / circle-square repeat, then compare one changed third tile; AC9AVAFD01, AC9AVAFC01. **Prepare:** [E four-tile strip](print/pattern.svg), [E](MATERIALS.md#e--pattern-can-repeat-or-change), large shapes.

1. **Welcome · 3 min.** Show four numbered paper spaces, divided into two pairs.
2. **Model · 4 min.** Make circle-square / circle-square. Then replace only tile 3 with triangle, keeping tiles 1, 2 and 4.
3. **Try together · 5 min.** Ask whether the second pair repeats or contrasts. Count four tiles and name the one changed tile.
4. **Child choice · 7 min.** Child chooses repeat or contrast for a fictional four-window train drawing and gives a reason.
5. **Notice · 4 min.** Compare one feature at a time; accept a child's coherent alternate pattern if they can show it.
6. **Close · 2 min.** Save both rows for Day 7's surface choice.

## Week 2 · Day 7 · A surface mark can change a tile

**Target/codes:** keep one square outline/position while choosing plain or striped interior and explaining intended emphasis; AC9AVAFD01, AC9AVAFC01. **Prepare:** [E pattern strip](print/pattern.svg), plain and raised-striped large square cards, child-safe drawing alternative.

1. **Welcome · 3 min.** Show the same large square twice, one plain and one with parallel drawn/raised stripes. Touch is optional.
2. **Model · 4 min.** Place the cards at the same position. Name outline and position as held; interior mark changes. Avoid claiming stripes have a fixed emotional meaning.
3. **Try together · 5 min.** Invite child to compare the two square interiors by looking, description or accessible raised line if wanted.
4. **Child choice · 7 min.** Child chooses an interior for a fictional paper box and states what they intend a viewer to notice. A neutral adult may draw the chosen stripes.
5. **Notice · 4 min.** Record chosen mark and reason; this does not demonstrate texture perception if the child used labels.
6. **Close · 2 min.** Save both versions and a child-directed change for the next making process.

## Week 2 · Day 8 · One idea, different making routes

**Target/codes:** choose a shape relation and represent it as a drawing or locally suitable broad-card collage plan; AC9AVAFD01, AC9AVAFC01. **Prepare:** [C](print/shape-place.svg), [D](print/overlap.svg), [F choice log](print/choice-share.svg), fixed broad paper shapes.

1. **Welcome · 3 min.** Review left/right and in-front/behind as distinct choices.
2. **Model · 4 min.** Make circle in front of square with marker outlines, then with two broad cards. Both represent the same intended relation.
3. **Try together · 5 min.** Ask a child to direct the front shape and one position. Compare the drawing and card plan without calling either more artistic.
4. **Child choice · 7 min.** Child chooses a relation for a fictional paper display and makes or directs an original small picture in one route. Optional glue/paint/folding is only under local safety planning.
5. **Notice · 4 min.** Record visible relation and child's intention, plus chosen process if actually observed; a card plan does not prove tool control.
6. **Close · 2 min.** Keep child work only with consent; tomorrow maker and audience are explicit.

## Week 2 · Day 9 · Maker, context, willing audience

**Target/codes:** ask maker/context/permission questions about an authorised real work, and choose if/how to share the child's own image; AC9AVAFE01 as an opening inquiry, AC9AVAFP01 only for actual sharing. **Prepare:** [F share log](print/choice-share.svg), [authentic source slot](AUTHENTIC-SOURCE-SLOT.md), child's original image.

1. **Welcome · 3 min.** A child may show an image to one willing educator, arrange later sharing, rehearse with a paper puppet, or pass. No public exhibition.
2. **Model · 4 min.** Adult shows their own original shape image to a willing adult. For real art, use only a school-approved maker/source page or authorised encounter; name the maker and what remains unknown.
3. **Try together · 5 min.** Ask “Who made this?” and “What does its maker say?” Record open questions rather than inventing a community meaning or copying a style.
4. **Child choice · 7 min.** Child chooses audience and medium for their own image; if actually shared with a willing person, record what was shown and to whom, with consent. A pass or puppet rehearsal remains a valid route but not actual-audience evidence.
5. **Notice · 4 min.** Ask for one visible choice in the child's work. Keep intention separate from someone else's reaction.
6. **Close · 2 min.** Record the source-permission question and arrange a later first-authority encounter if held today.

## Week 2 · Day 10 · Fresh Check B: two paper gardens

**Target/codes:** independently identify a new repeated four-tile pattern, change one second-pair tile for a stated idea, and choose whether to share; AC9AVAFD01, AC9AVAFC01, AC9AVAFP01 only for actual sharing. **Prepare:** [new H public check](STUDENT-CHECKS.md#check-b--new-h-two-paper-gardens), [H A4](check/fresh-h.svg), large shapes. Keep key closed until first response.

1. **Welcome · 3 min.** Introduce the new four-window paper garden. This is a teaching probe, not a drawing speed or neatness contest.
2. **Access · 4 min.** Present TRIANGLE, CIRCLE / TRIANGLE, CIRCLE neutrally. The second garden must start with a SQUARE while its CIRCLE stays. Do not point to the tile to change.
3. **Independent plan · 5 min.** Child says/shows whether the pairs repeat and selects one second-pair tile to change.
4. **Child response · 7 min.** Child shows all four tiles, marks the change and gives a possible intention via chosen route. They may share with a willing person, rehearse with a puppet or pass; record actual sharing separately.
5. **Self-check · 4 min.** Invite child to compare pairs and name the unchanged tile, without giving the answer.
6. **Close · 2 min.** Save first response, then consult key and plan later authorised art encounters and hands-on processes.