# Ten child-facing choices · the art goal stays the same

Read one route aloud, show it, or let the child choose and switch. A means a broad visual/drawing route; B offers exact description, AAC, sign, pointing or an adult scribe; C uses large fixed or adult-controlled tactile pieces **only if locally approved**. No route requires speech, scissors, a particular hand grip, public display or a purchase. Ask the child what *their* image is meant to show; these are invitations, not style scores. The adult records who actually made a physical mark or placement. The [daily scripts](LESSONS.md) keep the 25-minute pace.

## Day 21 · Invented form and source

**Shared target:** notice and choose an edge/opening in an invented image while keeping a real-life observation separate.
- **A · Look and draw:** Find one notch in the printed fork form; draw a changed edge for an imaginary object.
- **B · Hear and direct:** Hear “one body, three rounded arms, two open notches”; point, sign, use AAC or tell a scribe which edge to change.
- **C · Trace or gesture:** Follow a large fixed raised outline if approved, or trace its route in the air while an adult describes where the opening begins and ends.
**Home:** With no print or kit, describe an imaginary shape in the air. If you notice a real plant, say what you actually saw; an adult records the source only if safe and wanted.

## Day 22 · Edge or filled body

**Shared target:** choose contour or filled silhouette for a child-stated visual purpose.
- **A · Draw:** On a blank page, try an outline and a filled patch of an invented broad form; circle the choice for your idea.
- **B · Compare by description:** Hear which interior stays white in CONTOUR and which is filled in SILHOUETTE; indicate your choice and intended effect by AAC, sign, point or scribe.
- **C · Large-form choice:** If approved, point to or direct an adult to place a broad fixed outline and a broad filled card form; choose one without needing to handle either.
**Home:** Make a finger outline in the air and describe how a filled version would look. No drawing tool is needed.

## Day 23 · Space between

**Shared target:** choose a gap between two unchanged large forms to support an original idea.
- **A · See and arrange:** Draw two simple large forms close, then farther apart; choose which opening suits your imagined cover or scene.
- **B · Hear and direct:** Hear NARROW GAP and WIDE GAP with their unchanged shapes; direct the adult to move one form closer or farther, then state why.
- **C · Fixed/tactile route:** With approval, feel or point across a wide safe fixed gap; compare it with an adult-made narrow gap. Without approval, gesture two palms close/far.
**Home:** Two hands can make a gap in the air; choose close or wide for an imaginary doorway in a story.

## Day 24 · Own contour-and-gap image

**Shared target:** compose an original image with a chosen edge/fill and a deliberate opening, then consider one revision.
- **A · Draw:** Make two broad invented forms, fill or outline one, leave an opening, and alter one feature if it helps your idea.
- **B · Author by direction:** Tell or show an adult the two shapes, the chosen treatment, the opening and one possible change; the adult labels any physical mark they made.
- **C · Broad pieces:** If permitted, place or direct placement of two large blunt fixed pieces with an opening; choose a revised position. No touch is required.
**Home:** Describe two shapes for an imaginary library poster and what space should stay open. An adult can make a note, with the child's permission.

## Day 25 · Check K

**Shared target:** independently show two different treatments of the fresh Paper Fan Form, choose one and explain its intended idea.
- **A · Draw:** Use the blank idea spaces on [Check K](STUDENT-CHECKS.md#check-k--day-25--paper-fan-form) to draw two options and mark your choice.
- **B · Communicate:** Have the source read exactly; give two options by speech, AAC, sign or pointing. A neutral adult records your own choices without suggesting them.
- **C · Direct arrangement:** If approved, choose and direct broad fixed shapes for two ideas; an adult records what was actually moved and by whom.
**Home:** After the check has been collected, explain to someone willing how the same made-up form could look different. The home chat is practice, not the first check response.

## Day 26 · Candidate material for an image

**Shared target:** propose a broad paper/card layer for an art purpose and name what has or has not been actually inspected.
- **A · Plan:** Draw where a broad layer might sit; name BROAD PAPER or BROAD CARD as a candidate without guessing its properties.
- **B · Ask:** Use AAC, sign, point or tell a scribe which candidate you want to examine and one question a real safe inspection could answer.
- **C · Optional sample:** With local approval, look at or touch only an adult-selected large clean sample; record exactly what was seen/felt or described. Passing on touch is fine.
**Home:** Name a paper-like item you have permission to look at, or use the printed candidate names. Say “unknown” for anything you did not check.

## Day 27 · Layer order

**Shared target:** choose which of two broad invented pieces appears in front for a visual intention.
- **A · Draw:** Sketch CURVED PIECE in front, then ANGLED PIECE in front, and select one for your image.
- **B · Describe edges:** Hear which edge disappears in each order; point, sign or use AAC to say which order serves your idea.
- **C · Direct large shapes:** If approved, move or direct an adult to move two broad blunt shapes. Tell the adult when to stop; record the actual placer.
**Home:** Cross two forearms or imagine two clouds; say which one should look in front in your invented picture.

## Day 28 · Cut-free collage and revision

**Shared target:** make or direct an original two-form image, then change one visual decision for a reason.
- **A · Draw/arrange:** Create a first state with overlap or gap, a contour or fill, then revise one chosen edge or position.
- **B · Sequence by words:** Tell or show the adult the first arrangement, the one change and why; an exact scribe record is valid evidence of your art decisions.
- **C · Large approved pieces:** If safe and wanted, place or direct broad adult-prepared pieces on a stable surface, then revise one. No adhesive or cutting is needed.
**Home:** Describe a before-and-after for an invented game card or story scene. Keep the first idea in an adult note only if the child wants it kept.

## Day 29 · A real maker and a willing viewer

**Shared target:** notice a real rights-cleared maker's work **if available**, and choose whether/how to share one's own image.
- **A · Look privately:** Look at a cleared real work, its maker/source label, one visible formal choice and a source statement about why it matters to particular people. If work or context is not cleared, ask a question of an invented geometry page instead and leave real-work evidence blank.
- **B · Accessible description:** Hear an authorised neutral description, maker attribution and source-stated role; respond by AAC, sign, point or private scribe note. Unknown meaning stays unknown.
- **C · Controlled encounter:** Use an approved large accessible reproduction/description without touching a work; independently choose a real willing viewer, a later share, private keeping or pass.
**Home:** If a willing person actually sees the child's own work, an adult may record that event with consent. A plan or puppet rehearsal is not an audience encounter.

## Day 30 · Check L

**Shared target:** independently plan two layer orders for the fresh Robot Postcard, choose one for an idea and distinguish plan from actual making.
- **A · Draw:** Fill the two empty idea spaces on [Check L](STUDENT-CHECKS.md#check-l--day-30--robot-postcard) and mark which order you chose.
- **B · Communicate:** Have the fresh source read exactly; give two orders and one reason by speech, AAC, sign, pointing or neutral scribe.
- **C · Approved large pieces:** If permitted, direct two large prepared shapes for both orders; name who actually placed or marked them. Otherwise answer as a plan.
**Home:** After collection, explain a different imaginary postcard to a willing person. No child is asked to publish or photograph their work.