Each pair is a worked adult model, then a child changes it. The two options in a row sample the same day's art decision across different parts of life; neither is a mandated picture or a claim about a real object. Do not rehearse the held Paper Fan Form or Robot Postcard before their first checks. Draw, speak, point, use AAC, direct an adult or use locally approved broad materials. A caregiver can do any row without purchase by describing shapes in the air. Ask the child what they want their viewer to notice; do not ascribe fixed meanings to colours, shapes or cultures.
| Day · art choice | Worked bridge 1 | Worked bridge 2 |
|---|---|---|
| 21 · invented source/edge | Library creature: draw one imaginary body with a square-ended arm; call the notch “an opening in my drawing,” not a leaf fact. Change the end to round if the child wants a softer silhouette. | Map monster: on an imaginary map, turn one edge of a made-up island inward to create a bay-shaped opening; say this is invented geography, not a real coast. |
| 22 · contour/fill | Story title card: outline a broad made-up moon so the page shows through its centre; choose it because the child wants to see words inside. | Sports game token: fill a large abstract badge so it stands out on a plain page; no team logo or colour meaning is assumed. |
| 23 · gap | Imaginary doorway: draw two large blocks close to leave a thin doorway-shaped gap for a story character; say only the gap width changes. | Park map fantasy: place the same two large circles farther apart to make a broad path for an imaginary journey, without claiming safe real access. |
| 24 · compose/revise | Book cover: outline a big bent form beside a filled circle; widen their opening so a title can sit between them. Record the child's revision if different. | Quiet sign: use two filled abstract forms, then outline one so the central blank space becomes more visible to the child; ask what their sign is meant to say. |
| 25 · transfer after collection | Kitchen tale: after Check K is saved, draw an invented spoon-shaped moon with an outlined handle and a gap to a star; choose which part leads the eye. | Space game: after collection, fill a broad invented planet shape and leave a clear opening beside a second form; explain the intended scene, not a real astronomy fact. |
| 26 · material proposal | Picture-book layer: propose BROAD PAPER for a temporary large background; state “whether it lies flat is unknown until a safe real look.” | Museum-play label: propose BROAD CARD for an adult-held display panel; state “whether this specific card is stiff enough is unknown until approved inspection.” |
| 27 · front/behind | Garden fantasy: draw an invented oval cloud in front of a zigzag hill; hide part of the hill's edge and name that visible change, without identifying a real plant. | Transport tale: put an angular invented sail in front of a broad curve on an imaginary boat picture; switch the order to see the curve's edge emerge. |
| 28 · cut-free revision | Game screen concept: place/draw a broad curve before a rectangle, then move the rectangle in front to reveal less curve; child explains what this helps show. | Bedtime mural plan: draw two wide shapes apart, then overlap them to turn an open gap into a shared middle; preserve both states if the child agrees. |
| 29 · source/audience boundary | Local gallery possibility: if a named cleared actual work and source-stated purpose/importance are supplied, attribute the maker, role and one observed line/shape choice; otherwise write “full encounter held” rather than inventing a community meaning. | Private audience possibility: if a willing adult actually sees the child's work, record when/where and the child's chosen explanation; a puppet conversation remains rehearsal only. |
| 30 · transfer after collection | Market poster fantasy: after Check L, switch which of two broad abstract fruit-like forms appears in front; name the edge that disappears without claiming a real product. | Ocean story: after collection, choose whether an invented curved wave or angular boat-like block leads an image; state actual placement only if locally approved and completed. |
Bridge back to each child: “Your idea can be different. Which edge, filled area, opening or front piece should a viewer notice, and why?” A child may pass on a personal example and select a fictional one. An adult records the child's answer and exact mode, not an assumed interpretation.