# Exact text and tactile routes for all eight A4 pages

Read the numbered shapes, line paths and panel order exactly. Use broad fixed paper, raised-line strips and large shapes. No small loose parts, touch, colour discrimination or device is required. A neutral adult moves a piece only as the child directs. Outlines and fill colours carry no information that is absent from the names and descriptions.

## One line, two routes

**File:** `print/line-paths.svg` / `print/line-paths.pdf`.
**Exact image content:** Two rows have the same left and right dots. Upper row is a straight line; lower row curves upward between those endpoints.
**Verbatim printed text in layout order:** SUBJECTNEST · FOUNDATION VISUAL ARTS | Original picture choices · paper, tactile or directed route | A · ONE LINE, TWO ROUTES | Both paths connect the same left and right dots. | STRAIGHT | CURVED | Choose a path for an invented paper picture. | Original resource · CC BY 4.0 · Source and access notes in pack.
**Tactile build:** Fix each broad line or shape to a numbered card. For the two-line cards, place TOP above BOTTOM and keep the named endpoints. For left/right cards, fix SQUARE at the centre while the child directs CIRCLE. For overlap, put an opaque card in front so its continuous outline covers the back edge. For four-tile cards, make a raised divider after tile 2. For a blank area, record only the child’s chosen line/shape relation. For fresh G/H, present the source and brief neutrally; do not build a solution before the first response.

## Same direction, new width

**File:** `print/line-width.svg` / `print/line-width.pdf`.
**Exact image content:** Two horizontal lines with the same endpoints: upper thin, lower thick.
**Verbatim printed text in layout order:** SUBJECTNEST · FOUNDATION VISUAL ARTS | Original picture choices · paper, tactile or directed route | B · SAME DIRECTION, NEW WIDTH | Left and right endpoints stay in the same places. | THIN | THICK | Width changes; horizontal direction holds. | Original resource · CC BY 4.0 · Source and access notes in pack.
**Tactile build:** Fix each broad line or shape to a numbered card. For the two-line cards, place TOP above BOTTOM and keep the named endpoints. For left/right cards, fix SQUARE at the centre while the child directs CIRCLE. For overlap, put an opaque card in front so its continuous outline covers the back edge. For four-tile cards, make a raised divider after tile 2. For a blank area, record only the child’s chosen line/shape relation. For fresh G/H, present the source and brief neutrally; do not build a solution before the first response.

## One shape, two places

**File:** `print/shape-place.svg` / `print/shape-place.pdf`.
**Exact image content:** Upper row circle left of fixed square; lower row circle right of the same fixed square.
**Verbatim printed text in layout order:** SUBJECTNEST · FOUNDATION VISUAL ARTS | Original picture choices · paper, tactile or directed route | C · ONE SHAPE, TWO PLACES | The SQUARE stays in the middle. | CIRCLE LEFT | CIRCLE | SQUARE | CIRCLE RIGHT | SQUARE | CIRCLE | Original resource · CC BY 4.0 · Source and access notes in pack.
**Tactile build:** Fix each broad line or shape to a numbered card. For the two-line cards, place TOP above BOTTOM and keep the named endpoints. For left/right cards, fix SQUARE at the centre while the child directs CIRCLE. For overlap, put an opaque card in front so its continuous outline covers the back edge. For four-tile cards, make a raised divider after tile 2. For a blank area, record only the child’s chosen line/shape relation. For fresh G/H, present the source and brief neutrally; do not build a solution before the first response.

## Which shape is in front?

**File:** `print/overlap.svg` / `print/overlap.pdf`.
**Exact image content:** Upper image: circle has the continuous front outline and covers the square. Lower image: square is front and covers the circle.
**Verbatim printed text in layout order:** SUBJECTNEST · FOUNDATION VISUAL ARTS | Original picture choices · paper, tactile or directed route | D · WHICH SHAPE IS IN FRONT? | Trace the continuous front outline. | CIRCLE IN FRONT | Circle covers part of square. | SQUARE IN FRONT | Square covers part of circle. | Original resource · CC BY 4.0 · Source and access notes in pack.
**Tactile build:** Fix each broad line or shape to a numbered card. For the two-line cards, place TOP above BOTTOM and keep the named endpoints. For left/right cards, fix SQUARE at the centre while the child directs CIRCLE. For overlap, put an opaque card in front so its continuous outline covers the back edge. For four-tile cards, make a raised divider after tile 2. For a blank area, record only the child’s chosen line/shape relation. For fresh G/H, present the source and brief neutrally; do not build a solution before the first response.

## Again or change a tile?

**File:** `print/pattern.svg` / `print/pattern.pdf`.
**Exact image content:** Upper four tiles circle square / circle square. Lower four tiles circle square / triangle square. Tile three alone changes.
**Verbatim printed text in layout order:** SUBJECTNEST · FOUNDATION VISUAL ARTS | Original picture choices · paper, tactile or directed route | E · AGAIN OR CHANGE A TILE? | REPEAT · two matching pairs | 1 | CIRCLE | 2 | SQUARE | 3 | CIRCLE | 4 | SQUARE | CONTRAST · third tile changes | 1 | CIRCLE | 2 | SQUARE | 3 | TRIANGLE | 4 | SQUARE | Only position 3 changes from circle to triangle. | Original resource · CC BY 4.0 · Source and access notes in pack.
**Tactile build:** Fix each broad line or shape to a numbered card. For the two-line cards, place TOP above BOTTOM and keep the named endpoints. For left/right cards, fix SQUARE at the centre while the child directs CIRCLE. For overlap, put an opaque card in front so its continuous outline covers the back edge. For four-tile cards, make a raised divider after tile 2. For a blank area, record only the child’s chosen line/shape relation. For fresh G/H, present the source and brief neutrally; do not build a solution before the first response.

## My image, my choice

**File:** `print/choice-share.svg` / `print/choice-share.pdf`.
**Exact image content:** Blank image area and fields for intended idea, maker, willing audience, actual sharing, puppet rehearsal or pass.
**Verbatim printed text in layout order:** SUBJECTNEST · FOUNDATION VISUAL ARTS | Original picture choices · paper, tactile or directed route | F · MY IMAGE, MY CHOICE | Choose one line or shape relation to show an idea. | My line / shapes: | My intended idea: _____________________ | Maker: ______________________________ | Willing audience: ______________________ | Shared / puppet rehearsal / pass | Original resource · CC BY 4.0 · Source and access notes in pack.
**Tactile build:** Fix each broad line or shape to a numbered card. For the two-line cards, place TOP above BOTTOM and keep the named endpoints. For left/right cards, fix SQUARE at the centre while the child directs CIRCLE. For overlap, put an opaque card in front so its continuous outline covers the back edge. For four-tile cards, make a raised divider after tile 2. For a blank area, record only the child’s chosen line/shape relation. For fresh G/H, present the source and brief neutrally; do not build a solution before the first response.

## New G paper tunnel

**File:** `check/fresh-g.svg` / `check/fresh-g.pdf`.
**Exact image content:** Two straight horizontal lines labelled TOP and BOTTOM. Brief asks to bend bottom while keeping top straight. No revised line is shown.
**Verbatim printed text in layout order:** SUBJECTNEST · FOUNDATION VISUAL ARTS | Original picture choices · paper, tactile or directed route | G · NEW PAPER TUNNEL | START: two straight horizontal lines. | TOP | BOTTOM | Bend the BOTTOM line. Keep TOP straight. | My changed line: _______________________ | I chose it because: _____________________ | Original resource · CC BY 4.0 · Source and access notes in pack.
**Tactile build:** Fix each broad line or shape to a numbered card. For the two-line cards, place TOP above BOTTOM and keep the named endpoints. For left/right cards, fix SQUARE at the centre while the child directs CIRCLE. For overlap, put an opaque card in front so its continuous outline covers the back edge. For four-tile cards, make a raised divider after tile 2. For a blank area, record only the child’s chosen line/shape relation. For fresh G/H, present the source and brief neutrally; do not build a solution before the first response.

## New H two paper gardens

**File:** `check/fresh-h.svg` / `check/fresh-h.pdf`.
**Exact image content:** Four numbered starting tiles: triangle circle / triangle circle. Brief asks second pair to start with a square while retaining its circle. No answer is shown.
**Verbatim printed text in layout order:** SUBJECTNEST · FOUNDATION VISUAL ARTS | Original picture choices · paper, tactile or directed route | H · TWO PAPER GARDENS | START: two matching pairs of tiles. | 1 | TRIANGLE | 2 | CIRCLE | 3 | TRIANGLE | 4 | CIRCLE | Make the second pair START with a SQUARE. | Keep its CIRCLE. Change one tile. | My four tiles: _________________________ | I changed tile ___ because _____________ | Willing audience / puppet rehearsal / pass | Original resource · CC BY 4.0 · Source and access notes in pack.
**Tactile build:** Fix each broad line or shape to a numbered card. For the two-line cards, place TOP above BOTTOM and keep the named endpoints. For left/right cards, fix SQUARE at the centre while the child directs CIRCLE. For overlap, put an opaque card in front so its continuous outline covers the back edge. For four-tile cards, make a raised divider after tile 2. For a blank area, record only the child’s chosen line/shape relation. For fresh G/H, present the source and brief neutrally; do not build a solution before the first response.

**Evidence limits:** These alternatives support a child's art idea and explanation. They do not demonstrate visual acuity, perception of original art, tool control or consent to display. An authorised real-art encounter and observed chosen material processes remain separate.