# Ten optional, runnable 25-minute Visual Arts starts

Each session totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. Prepare broad fixed cards and the linked A4 page. Read the [three same-target routes](LEARNER-CARDS.md) for that day and let the child switch or pass. Art choices belong to the child; the adult checks safety and records only observable evidence. These invented diagrams do not replace a [school-authorised real artwork encounter](AUTHENTIC-SOURCE-SLOT.md). Locally approved material exploration is identified separately; no child must touch, cut, paint, perform, disclose or share publicly.

## Week 3 · Day 11 · Same shape, different size

**Target/codes:** keep an invented triangle's three corners and frame constant, enlarge or reduce its size for a chosen visual focus; AC9AVAFD01, AC9AVAFC01. **Prepare:** [A scale window](print/scale-window.svg), one broad small and one broad large triangle, [A practice](MATERIALS.md#a--the-same-shape-can-change-size).

1. **Welcome · 3 min.** Recall a shape can move from the first fortnight; now keep its identity and change only size.
2. **Model · 4 min.** Show two same-size paper frames. Put the small triangle in one and large triangle in the other. Name three corners in each; no child must count aloud.
3. **Try together · 5 min.** Child identifies which takes more of its frame by pointing, AAC, tactile frame/card comparison or words. Ask what stayed the same.
4. **Child choice · 7 min.** Child makes or directs a small or large triangle in an invented library display, choosing what they want a viewer to notice. Offer both candidate layouts; accept another coherent size.
5. **Notice · 4 min.** Record the chosen triangle, frame and child's stated intention. Do not claim an actual viewer looked there.
6. **Close · 2 min.** Keep both frames available; tomorrow a frame can show only part of a shape.

## Week 3 · Day 12 · Whole shape or a cropped part?

**Target/codes:** distinguish a complete invented shape inside a frame from one cut by the frame edge; AC9AVAFD01, AC9AVAFC01. **Prepare:** [B whole/part](print/whole-part.svg), large fixed frame with broad oval card, [B practice](MATERIALS.md#b--a-frame-can-show-only-part).

1. **Welcome · 3 min.** Show a whole oval on paper. Ask whether all of its outline can be followed.
2. **Model · 4 min.** Keep the same oval card; slide part behind a broad frame mask. Name which arc is hidden. The frame changes what is shown, not the oval's original shape.
3. **Try together · 5 min.** Child compares whole and part by visual, spoken or fixed tactile outline. An adult moves the card only as directed.
4. **Child choice · 7 min.** Child chooses whole or part for a fictional paper parcel image and makes an outline or directs a masked card.
5. **Notice · 4 min.** Ask “Can we see all its edge?” Record what the image actually shows, separate from an imagined outside part.
6. **Close · 2 min.** Save the frame choice. Tomorrow look at the area that has no drawn shape.

## Week 3 · Day 13 · Leave room on purpose

**Target/codes:** compare a crowded frame with one that deliberately leaves an open region, and explain why; AC9AVAFD01, AC9AVAFC01. **Prepare:** [C open area](print/open-area.svg), broad fixed rectangle and three large invented shapes, [C practice](MATERIALS.md#c--an-open-region-is-a-choice).

1. **Welcome · 3 min.** Point to an area without a drawn shape on an invented card. Open paper is part of the image plan.
2. **Model · 4 min.** Put the same two large shapes close together, then spread them to leave a broad clear region. Keep shape names and count stable.
3. **Try together · 5 min.** Child names or indicates where a large card could sit without covering either shape. No precise left/right term is required.
4. **Child choice · 7 min.** Child makes an invented menu cover with a clear region for an eventual title or an equally coherent open purpose. A blank title area is a plan, not a printed title.
5. **Notice · 4 min.** Record which region was left open and the child's reason; do not score how much white paper remains.
6. **Close · 2 min.** Keep the chosen arrangement; combine size, frame and open region tomorrow.

## Week 3 · Day 14 · Compose a notice image

**Target/codes:** combine a chosen size or crop with one deliberate open area in an original fictional image; AC9AVAFD01, AC9AVAFC01. **Prepare:** [D image plan](print/image-plan.svg), frames and large fixed shape cards, [D practice](MATERIALS.md#d--a-picture-plan-can-hold-two-choices).

1. **Welcome · 3 min.** Invite a fictional purpose: a paper notice for a quiet reading corner, repair station or shared table. No actual school sign is made.
2. **Model · 4 min.** Use a broad triangle that fills much of a frame while leaving a clear band. Name each decision without assigning a fixed meaning to size.
3. **Try together · 5 min.** Child offers a different combination; adult lays out the two choices and asks what they intended to show.
4. **Child choice · 7 min.** Child draws, arranges or directs an original frame. They may choose small/large, whole/part and a space to leave clear. Record their own purpose.
5. **Notice · 4 min.** Compare the visible result with the child's intention. If a requested open region was covered, invite a revision rather than correct it for them.
6. **Close · 2 min.** Put the image plan away. Tomorrow's fresh check uses a new shape and new constraint.

## Week 3 · Day 15 · Fresh Check I: paper shelter emblem

**Target/codes:** independently change size of a new five-corner form while holding its shape and frame; AC9AVAFD01, AC9AVAFC01. **Prepare:** [public Check I](STUDENT-CHECKS.md#check-i--new-paper-shelter-emblem), [I A4](check/fresh-i.svg), broad five-corner card. Keep the [teacher key](teacher/KEY-AND-NEXT.md) closed until first response.

1. **Welcome · 3 min.** Say this is a new picture puzzle to inform the next lesson, not a neatness test.
2. **Access · 4 min.** Give two equal frames: the first has a small five-corner form; the second is blank. Read “make a larger version in the second frame while it keeps five corners.” Do not point to an answer.
3. **Independent plan · 5 min.** Child decides what must stay and what will change using a chosen route.
4. **Child response · 7 min.** Child draws, places or directs the second five-corner form and identifies the change. A neutral adult records the first response without adjusting it.
5. **Self-check · 4 min.** Ask if the form still has five corners and which fills more frame. This is a question, not corrective coaching.
6. **Close · 2 min.** Save the first response; only then open the key. The next two lessons explore **marks and materials**, a different decision.

## Week 4 · Day 16 · Marks made by a process

**Target/codes:** choose a surface mark and, where safe school approval exists, explore how one physical tool/process makes it; AC9AVAFD01, AC9AVAFC01. **Prepare:** [E mark trials](print/mark-trials.svg), dry broad marker and/or school-approved large sponge/card edge on fixed paper, [material gate](MATERIALS.md#school-gated-physical-material-exploration), [E practice](MATERIALS.md#e--drawn-marks-are-proxies-for-processes).

1. **Welcome · 3 min.** Compare an original page of printed dots and dashes. Say those prints show possible marks, not a felt texture or the act of making.
2. **Model · 4 min.** On paper, the educator demonstrates a dry broad pen dab versus short pull. If cleared, show one approved physical alternative; identify exactly which process was observed.
3. **Try together · 5 min.** Child selects a mark by looking, hearing description, AAC or tactile fixed sample if approved. Never press a sample onto skin.
4. **Child choice · 7 min.** Offer actual making with a cleared material, accessible stabilised tool and opt-in handling **only after local safety/access approval**. Otherwise child draws or directs a paper plan for the mark; record it as planning only.
5. **Notice · 4 min.** Record visible mark choice and, separately, any observed child handling/process. Do not infer tactile perception from labels or a printed proxy.
6. **Close · 2 min.** Clean/put away according to local practice; keep only permitted work. No material route is a prerequisite for tomorrow.

## Week 4 · Day 17 · Few marks, many marks

**Target/codes:** keep an invented shape and marked region fixed while comparing sparse versus dense marks; AC9AVAFD01, AC9AVAFC01. **Prepare:** [F few/many](print/few-many.svg), fixed broad shape with removable mark strips, [F practice](MATERIALS.md#f--density-changes-a-surface-plan).

1. **Welcome · 3 min.** Show the same outlined rectangle twice. Both contain dots; one has three, the other has many separated dots.
2. **Model · 4 min.** Explain “few” and “many” as count comparison within the same region. It is a visible/labelled density decision, not a claim of actual roughness.
3. **Try together · 5 min.** Child chooses a card and explains by count, pointing, AAC or fixed raised samples. Exact counting is not the art target.
4. **Child choice · 7 min.** Child draws or directs marks inside an invented paper parcel label, choosing sparse or dense for their own intended effect. Approved actual marking is optional.
5. **Notice · 4 min.** Record which has more marks and what child meant to emphasise. A unique alternative distribution can be valid if explained.
6. **Close · 2 min.** Save both options for a larger composition.

## Week 4 · Day 18 · Make and revise a small image

**Target/codes:** compose an original image with one size/crop/open-space choice and one surface-mark choice, then revise one feature after inspecting it; AC9AVAFD01, AC9AVAFC01. **Prepare:** [D image plan](print/image-plan.svg), [E marks](print/mark-trials.svg), [F few/many](print/few-many.svg), broad fixed paper.

1. **Welcome · 3 min.** Offer invented prompts: a paper tool box, travelling library card or water refill reminder. A child may invent another non-personal context.
2. **Model · 4 min.** Adult makes a small oval in one frame and a sparse mark region, then increases oval size only. Say which feature changed and what stayed.
3. **Try together · 5 min.** Child directs an alternate one-feature revision using cards; adult names the child's decision without saying the revised work is better.
4. **Child choice · 7 min.** Child makes or directs their own two-feature image, then can keep or revise one feature. Cleared physical materials are optional; paper direction remains valid idea evidence.
5. **Notice · 4 min.** Save before/after if permitted and child's stated intention. Do not turn a functional prompt into a rule about what art must do.
6. **Close · 2 min.** Ask whether the child would like this work available for an actual willing audience next time; a no is enough.

## Week 4 · Day 19 · Real maker, real source, chosen sharing

**Target/codes:** respond to a school-authorised real work through observation and source-stated context; optionally share own work with a willing person; AC9AVAFE01 and AC9AVAFP01 only if respective events occur. **Prepare:** [source slot](AUTHENTIC-SOURCE-SLOT.md), [G encounter log](print/encounter-share.svg), a real cleared work/access description if available, child's work if they wish.

1. **Welcome · 3 min.** Offer observation, quiet description, tactile access only if authorised, or a pass. No child must speak for a maker or disclose family art.
2. **Model · 4 min.** Name the approved real maker/source and one visible or source-stated fact. If no cleared work is present, say the encounter is held and use an unrelated original diagram to practice questions only.
3. **Try together · 5 min.** Ask “What do we actually notice?” and “What does the maker/source say?” Record unknown meaning as unknown.
4. **Child choice · 7 min.** Child responds by drawing, speaking, AAC or directing a description. They may separately show their own image to one actual willing person, plan later sharing, rehearse with a puppet, or pass.
5. **Notice · 4 min.** Log real work and maker if encountered; log actual audience only if sharing happened. Paper puppet rehearsal and planned sharing do not count as actual audience evidence.
6. **Close · 2 min.** Ask whether any chosen work should be retained under school policy. Protect maker and child rights.

## Week 4 · Day 20 · Fresh Check J: window for a paper wheel

**Target/codes:** independently crop an invented round form at a frame edge and preserve a purposeful open region; AC9AVAFD01, AC9AVAFC01, AC9AVAFP01 only if actually shared. **Prepare:** [public Check J](STUDENT-CHECKS.md#check-j--new-window-for-a-paper-wheel), [J A4](check/fresh-j.svg), broad fixed round form. Keep key closed until first response.

1. **Welcome · 3 min.** Explain the new frame choice is a low-stakes art probe; there is no single beautiful answer.
2. **Access · 4 min.** Present a blank frame and an invented round paper wheel. Read the two conditions: show only part of the wheel at the frame edge; leave one clear region for a possible word later. Do not position the form for the child.
3. **Independent plan · 5 min.** Child decides where the crop and open region will be; they can respond by drawing, directing or fixed tactile cards.
4. **Child response · 7 min.** Child creates or directs the picture and says where the missing continuation would be. Record first response and whether any actual willing person later sees it.
5. **Self-check · 4 min.** Ask “Can we see the whole wheel?” and “Where is the space you kept clear?” Do not reveal the key until after first response.
6. **Close · 2 min.** Keep child-approved work, open key, and plan the next genuine material and real-art encounters where held.