Ten teacher-run Visual Arts starts · 25 minutes eachFoundation Visual Arts · T1 W5–6 · Lesson sequence

Use the invented source pages and adult safety gate, or their no-print alternatives. Each day totals 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. Offer and switch A/B/C routes. Art intent and formal choices belong to the child; an adult controls material selection and any sharp/physical preparation. A printed geometric form is not a real plant/animal or real maker work. Record optional actual child process, source encounter and willing audience separately rather than assuming them from a plan.

Week 5 · Day 21 · An invented form and a real-source boundary

Target/codes: distinguish a child-chosen visual idea from a claimed living observation, then notice one form feature; AC9AVAFD01. Prepare: fictional source choice, optional approved actual living source only through source gate.

1. Welcome · 3 min. Recall last fortnight's size/crop/open area. This week asks what an edge and an open notch can do in an original image.
2. Model · 4 min. Show the INVENTED FORK FORM: one broad vertical body, three rounded arms, two clear notches. Say, “I can describe this drawing. I cannot call it a leaf or species observation.” Leave REAL SOURCE: EMPTY.
3. Try together · 5 min. Child follows one outside edge by looking, adult description, air trace, AAC or a locally approved large fixed raised outline. Point to one clear notch; avoid assuming it represents a plant part.
4. Child choice · 7 min. Child changes one imagined edge direction or opening on a blank page and says what they want the image to suggest. A child with a genuinely approved plant source may separately point to its actual feature; record source/view/date, then let them transform it artistically.
5. Notice · 4 min. Record the child's edge/opening choice and its source type. If an invented notch is called a real leaf observation, ask what actual source would need to be seen.
6. Close · 2 min. “My invented form has ; a real source would need .”

Week 5 · Day 22 · Contour or filled silhouette?

Target/codes: compare two visible treatments of the same invented form and choose one for an idea; AC9AVAFD01 and AC9AVAFC01. Prepare: contour/silhouette, broad dry drawing route or exact description.

1. Welcome · 3 min. Reopen yesterday's invented form; keep its outer shape the same today.
2. Model · 4 min. Show CONTOUR as an outside line and FILLED SILHOUETTE as a solid body. Neither printed version has real tactile texture. Say the choice can change what the viewer sees first without a universal meaning.
3. Try together · 5 min. Child points to where the white interior remains visible in contour and where the filled area takes space. A neutral adult can describe this precisely.
4. Child choice · 7 min. For a fictional storybook page, child draws/directs one treatment, gives a purpose (“I want the gap to stand out,” “I want a bold dark shape,” or their own), and may compare a second treatment. Actual marking is optional and school-approved.
5. Notice · 4 min. Record treatment + child intention + what is visible. If an adult filled it for them, log that physical handler rather than attributing the process to the child.
6. Close · 2 min. “I chose ___ so a viewer might notice ___.”

Week 5 · Day 23 · The shape of the gap

Target/codes: arrange two unchanged forms to choose a narrow or wide negative-space gap for an original image; AC9AVAFD01 and AC9AVAFC01. Prepare: gap-between, broad fixed forms or spoken/tactile outline.

1. Welcome · 3 min. A blank opening between forms can be a deliberate shape, not leftover space.
2. Model · 4 min. Compare NARROW GAP and WIDE GAP. The large shapes are unchanged; only distance/placement differs. This is an art arrangement, not a measurement.
3. Try together · 5 min. Child traces or identifies the space between edges without touching unknown material. Ask how the gap's outline changes when the forms move apart.
4. Child choice · 7 min. Child makes or directs a new invented pair, keeping their forms large and fixed while choosing a gap for a fictional book cover, poster or personal imaginary scene. Ask what they want a viewer to notice in the gap.
5. Notice · 4 min. Record which gap, one placement action/decision and intention. If a viewer is only imagined, call it intended effect, not observed attention.
6. Close · 2 min. “The space between my forms looks ___ because I placed them ___.”

Week 5 · Day 24 · Make a contour-and-gap artwork

Target/codes: combine a chosen contour/fill with a deliberate between-shape gap into an original art image; AC9AVAFD01 and AC9AVAFC01. Prepare: contour/silhouette, gap-between, art choice record.

1. Welcome · 3 min. Invite a non-personal purpose: an invented library tale, game scene, garden fantasy or child's own safe idea. This is art, not a Science observation record.
2. Model · 4 min. Make two broad abstract forms on a blank page: one outline and one filled. Leave a clear notch-shaped gap. Name each decision without telling children what it must mean.
3. Try together · 5 min. Child suggests a different outline/fill or gap choice; adult restates their plan and checks which feature was theirs.
4. Child choice · 7 min. Child draws, arranges fixed broad shapes or directs an adult to create a new image with one chosen treatment and one gap. Invite one revision after looking; save the first plan if permitted. No tracing of real art or plant features is required.
5. Notice · 4 min. Record intended idea, visible formal choices, actual maker/handler and any revision. If the work remains spoken/drawn planning, do not claim child physical collage handling.
6. Close · 2 min. Child chooses whether to keep, privately show later or discard the practice image.

Week 5 · Day 25 · Fresh Check K

Target/codes: independently use contour/fill and an open gap in a new invented form for a stated art idea; AC9AVAFD01 and AC9AVAFC01. Prepare: Check K, large page; keep public key closed until first work is saved.

1. Welcome · 3 min. Call this a new art-choice puzzle, not a neatness or species test.
2. Model access · 4 min. Read the source and describe two empty idea spaces. On unrelated blank paper show accepted speech, AAC, sign, point, draw or exact scribe response; do not demonstrate the held form solution.
3. Independent plan · 5 min. Child chooses how to make one gap noticeable and which treatment to explore; no adult content hint.
4. Child response · 7 min. Child shows two different visual ideas, chooses one for an imagined viewer and states what they want it to communicate. Record first work and who physically drew/placed.
5. Self-check · 4 min. Ask “Where is your opening?” and “What did you choose to fill or outline?” without pointing to an answer. Collect before teaching moves.
6. Close · 2 min. Preserve first response, then consult key; next week moves into broad material/layer choices.

Week 6 · Day 26 · Paper or card for an art layer?

Target/codes: choose a broad candidate surface/process for an art purpose without inventing a material property; AC9AVAFD01 and AC9AVAFC01. Prepare: paper/card candidates, only approved actual large clean samples if local gate passes.

1. Welcome · 3 min. Week 6 integrated lesson asks whether a holder works. This Visual Arts lesson asks how a large layer might look in an image; keep the records separate.
2. Model · 4 min. The page labels BROAD PAPER and BROAD CARD but states actual properties are UNKNOWN UNTIL APPROVED REAL INSPECTION. Propose a material for a colourless shape without claiming it is stronger, softer or rougher.
3. Try together · 5 min. Child asks one question they could answer from a safe approved real view/touch or adult description, and one thing the printout cannot tell. No one must touch.
4. Child choice · 7 min. Child chooses a broad material candidate and whether to draw a contour or arrange a filled layer for an imagined picture. If approved samples exist, compare only what was actually seen/felt/described; note source and handler.
5. Notice · 4 min. Record the purpose-linked proposal and property evidence source or unknown. If child says “card is always best,” ask best for which art decision and what was actually inspected.
6. Close · 2 min. “I might choose ___ for ; I still need to check .”

Week 6 · Day 27 · In front, behind, or apart?

Target/codes: choose layer order for two broad shapes and state a visual intention; AC9AVAFD01 and AC9AVAFC01. Prepare: layer order, adult-prepared large fixed cards if physical route approved.

1. Welcome · 3 min. A collage is built from chosen pieces; drawing an overlap is a plan unless pieces are actually arranged.
2. Model · 4 min. Show CURVED PIECE front and ANGLED PIECE front. Name which edge disappears in each drawing; the page does not prove how either material bends or stays attached.
3. Try together · 5 min. Child identifies front/behind by visible edge, exact description or adult-controlled broad fixed pieces. Invite an “apart” idea if that better serves their own image.
4. Child choice · 7 min. Child makes or directs a two-layer arrangement for an invented scene. If adult-approved, child may place large blunt pieces on stable paper; otherwise direct/draw/spoken-plan. No glue or cutting is required.
5. Notice · 4 min. Record layer order, child intention and exact physical placer if any. If the paper falls or shifts, describe what happened instead of silently fixing it into a claimed success.
6. Close · 2 min. Save or describe the selected order for tomorrow's collage.

Week 6 · Day 28 · Make and revise a cut-free collage

Target/codes: create an original layered art image and revise one visible decision from inspection; AC9AVAFD01 and AC9AVAFC01. Prepare: layer order, art choice record, school-approved large shapes or no-material route.

1. Welcome · 3 min. Child chooses a fictional audience/idea: a story scene, game-card image, quiet sign or another invented topic. The art need not function as a holder.
2. Model · 4 min. Arrange a large curved shape before an angular one, then change only which is front. Say what edge is now visible; do not judge one as universally better.
3. Try together · 5 min. Child proposes a different one-feature revision; adult points to exactly what will stay and change.
4. Child choice · 7 min. Child makes or directs a cut-free image with at least two large forms, a chosen contour/filled area and a deliberate overlap/gap. They keep or revise one feature and explain their intention. Physical placement only with school approval.
5. Notice · 4 min. Record first and revised visual state, child's reason, actual material handler and any unknown. A photo/retention requires school permission; an adult note suffices otherwise.
6. Close · 2 min. Ask whether the child wants to make the work available to a private willing audience later; a pass is fine.

Week 6 · Day 29 · Real maker, source, and chosen audience

Target/codes: respond to a rights-cleared actual artwork and, optionally, share own work with a willing person; AC9AVAFE01 and AC9AVAFP01 only where each event actually occurs, with AC9AVAFD01 for the child's comparison. Prepare: real source gate, art choice record, approved work/access description if available.

1. Welcome · 3 min. Give a private observation, adult description, AAC/sign or pass route. Do not ask a child to disclose home art, heritage or feelings.
2. Model · 4 min. If the school has a cleared work, name its real maker, title/source and permission, plus one authorised source statement about why this work matters to a particular person or community. If source context is absent, hold the full code claim; use invented geometry only to practise questions.
3. Try together · 5 min. Ask “What can we actually notice?” separately from “What does the maker/authorised source say about purpose or importance?” Keep unknown cultural meaning unknown; do not invite motif copying or claim to speak for a community.
4. Child choice · 7 min. Child responds in a chosen route to the documented purpose/importance and perhaps compares one formal choice to their own work without imitation. They may separately share their own art with one real willing person, choose a private future share, rehearse with a puppet or pass.
5. Notice · 4 min. Record actual maker/source, source-stated role and child's response only if encountered; record actual audience/response only if sharing happened. A plan or puppet does not meet audience evidence.
6. Close · 2 min. Follow local retention/display permissions; keep child and maker rights visible.

Week 6 · Day 30 · Fresh Check L

Target/codes: plan or create a new two-layer collage to communicate a child-selected idea, with honest material/audience status; AC9AVAFD01 and AC9AVAFC01. Prepare: Check L, large page, separate public key closed until first work is saved.

1. Welcome · 3 min. This is a new invented postcard problem. There is no one “correct-looking” robot.
2. Model access · 4 min. Read the held shape names and blank spaces; on unrelated blank paper show speech, AAC, sign, point, drawing or adult-scribed route without offering a collage solution.
3. Independent plan · 5 min. Child decides two different broad layer arrangements and a material/process question; note any needed adult approval.
4. Child response · 7 min. Child shows two ideas, chooses one for their intended viewer/idea, names which piece is in front and says whether any physical material action actually happened. No approved making means plan only/NOT TRIED.
5. Self-check · 4 min. Ask “Which edge can your viewer see?” and “Who actually placed or marked it?” without supplying a preferred answer. Collect first work before key.
6. Close · 2 min. Preserve child-selected work privately if permitted; optional later real sharing is separately recorded only if it happens.