# Ten teacher-run Visual Arts sessions · 25 minutes each

Every day totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. Offer any of the [three same-goal routes](LEARNER-CARDS.md); swap during a lesson without changing the art question. The optional [offline browser activity](digital/README.md) is a choice, never a prerequisite. Read [fiction/school gates](MATERIALS.md) before making. A child may direct or describe an artwork with no physical material; record this as plan/idea evidence and keep physical maker, real viewer, safety response and mathematics evidence separate. Adults decide approved materials, real signs and actual art-source permissions.

## Week 7 · Day 31 · What can we see, and what stays unknown?

**Target/codes:** notice an invented image feature without treating it as an actual instruction; AC9AVAFD01. **Prepare:** [unknown cue](print/unknown-cue.pdf) or exact reading, blank page.

1. **Welcome · 3 min.** Revisit last week's edge/layer choices. This week asks how an image might help a viewer follow a question; no real sign is being taught here.
2. **Model · 4 min.** Show the fictional Paper Planet shelf and its LOOP–SQUARE card. Say, “I can see a loop and a square. I do not know what its maker means. This is not our school's sign.” Keep **MEANING UNKNOWN** visible.
3. **Try together · 5 min.** Children name one seen mark and one unanswered question via look, exact description, sign, AAC or a fixed approved tactile outline. Ask what an adult would need to learn the real meaning of a real school sign; defer to the local safety lesson.
4. **Child choice · 7 min.** Child invents a different harmless question about a fictional story shelf and chooses what part of an image to show first. They may sketch, gesture or direct an adult; do not have them assign the LOOP–SQUARE card a safety meaning.
5. **Notice · 4 min.** Record observed art feature, child idea and unknown meaning separately. If someone states a sign rule, ask which authorised real source would be needed.
6. **Close · 2 min.** “I notice ___; I would ask ___ rather than guess.”

## Week 7 · Day 32 · Which panel does a viewer meet first?

**Target/codes:** arrange a two-panel fictional image so a viewer has a child-chosen viewing path; AC9AVAFD01 and AC9AVAFC01. **Prepare:** [two-panel path](print/two-panel-path.pdf), optional [offline panel switch](digital/README.md), large blank rectangles.

1. **Welcome · 3 min.** A story image can change from one panel to another. The viewer needs a path but may not follow the one we imagined.
2. **Model · 4 min.** Point to NOTICE then ASK across, then the same blank panels down. Trace an intended path with a finger/voice, without claiming either layout is always easier for everyone.
3. **Try together · 5 min.** Child directs the adult to read left-to-right or top-to-bottom. Adult follows and asks what visual cue could help them find the first panel; do not preassign a right answer.
4. **Child choice · 7 min.** Child creates or directs two simple invented scenes for a parcel-sorting station, imaginary ferry dock or own fictional place: first something is noticed, then a question is brought to a chosen adult or helper. They choose panel route and a non-official visual cue such as a small number or linking line. No safety outcome is claimed.
5. **Notice · 4 min.** Record child-selected first panel, cue and intended viewer path. If a real willing viewer checks it, note their exact route; otherwise say **untested intention**.
6. **Close · 2 min.** “I hope my viewer begins at ___ because ___.”

## Week 7 · Day 33 · Keep one detail, change one detail

**Target/codes:** use continuity and change across two panels to communicate a fictional art idea; AC9AVAFD01 and AC9AVAFC01. **Prepare:** [two-panel path](print/two-panel-path.pdf), [unknown cue](print/unknown-cue.pdf), blank art record.

1. **Welcome · 3 min.** Ask how a viewer might tell that two panels belong to one invented story without every part being identical.
2. **Model · 4 min.** Draw a plain round button on a fictional box in both panels; move the box to the other side in panel two. Say “button stayed; place changed.” This is a visual story decision, not proof a real object moved.
3. **Try together · 5 min.** Child spots the repeated detail and changed position by visual, precise reading or adult-controlled broad shapes. Ask for a different change that would still let a viewer recognise the invented box.
4. **Child choice · 7 min.** Child makes/directs two panels about an imaginary parcel tag, puppet prop or self-chosen non-personal subject, keeping one cue and changing one. Ask what idea this change might communicate; an adult scribe retains the child's words.
5. **Notice · 4 min.** Record the same/changed feature, intended idea and actual mark maker. If both panels are identical, ask what changed for the viewer after collecting the first attempt.
6. **Close · 2 min.** “My viewer can follow ___ because it stays; ___ changes.”

## Week 7 · Day 34 · Make and revise a two-panel question card

**Target/codes:** compose an original two-panel image for an invented question and revise one visible route/continuity choice; AC9AVAFD01 and AC9AVAFC01. **Prepare:** [two-panel path](print/two-panel-path.pdf), [art/viewer record](print/art-viewer-record.pdf), approved broad paper or no-material route.

1. **Welcome · 3 min.** Offer a fictional parcel station, puppet theatre, missing paper ticket or child's own safe imaginary question. Do not ask for personal safety experiences.
2. **Model · 4 min.** On unrelated blank boxes draw a pair: an invented kite token noticed, then the same token held beside a question card. Mark the first panel with a large “1”; say the child may choose another route.
3. **Try together · 5 min.** Child suggests one improvement to the adult model: alter panel order, repeated detail or connecting cue. Adult names precisely what stayed and what changed.
4. **Child choice · 7 min.** Child draws, directs an adult or verbally maps two panels with their own noticed object/question, a clear first panel and one retained detail. They revisit one feature and keep or change it for a reason. Any physical marking/placing is local-approved and logged by handler.
5. **Notice · 4 min.** Record first/revised state, child intention and actual maker. A planned viewer route is not a tested viewer response.
6. **Close · 2 min.** Child chooses private keeping, later willing share or practice discard; no public display is required.

## Week 7 · Day 35 · Fresh Check M

**Target/codes:** independently design two panel-path options for a new fictional unknown cue and choose one for an intended art message; AC9AVAFD01 and AC9AVAFC01. **Prepare:** [Check M](STUDENT-CHECKS.md#check-m--day-35--fictional-shelf-card), [large page](print/check-m-shelf-card.pdf), separate educator key closed.

1. **Welcome · 3 min.** “This is a new picture puzzle. We are judging your art choices, not whether you know a real sign.”
2. **Model access · 4 min.** Read the fresh source and two blank response panels. On unrelated blank paper show how to respond by drawing, AAC, sign, pointing or exact scribe; do not model the held image solution.
3. **Independent plan · 5 min.** Child decides two possible panel paths or visual cues without adult content hints.
4. **Child response · 7 min.** Child shows two image plans, chooses one, identifies what a viewer should look at first and one detail that stays/changes. Child leaves the cue's actual meaning unknown.
5. **Self-check · 4 min.** Ask “Where would the viewer begin?” and “Which part did you keep or change?” without pointing to a preferred panel. Collect first work before opening the key.
6. **Close · 2 min.** Save exact access/neutral prompt/handler note; next week compares story change with visual repetition.

## Week 8 · Day 36 · A story changes; a beat returns

**Target/codes:** compare a changing two-panel story with a grouped repeating visual unit as art structures; AC9AVAFD01. **Prepare:** [sequence or repeat](print/sequence-repeat.pdf), exact text/tactile route.

1. **Welcome · 3 min.** Recall a two-panel picture where something changed. Ask what might happen if a small group of marks came back again and again.
2. **Model · 4 min.** Show OPEN BOX then CLOSED BOX as one invented story change. Separately show **ARCH, BAR | ARCH, BAR**. Mark the unit boundary. Do not call a one-time change a repeat.
3. **Try together · 5 min.** Child points, says, signs or directs where the repeated group begins/ends and which box state changed. A wrong guess prompts another exact reading, not a neatness judgement.
4. **Child choice · 7 min.** Child chooses whether an imaginary page needs a changing picture or repeating marks, and states a viewer purpose. They can sketch, direct two broad forms or use the optional no-material description. If they choose a repeat, invite another *whole* unit without a colour-only cue.
5. **Notice · 4 min.** Record art intention separately from mathematical recognition of a whole repeating unit; the mathematics pack gathers its own evidence.
6. **Close · 2 min.** “My page changes/returns because I want a viewer to ___.”

## Week 8 · Day 37 · Build a grouped visual beat

**Target/codes:** create a child-authored visual strip with a named recurring two-mark unit and an art choice about grouping; AC9AVAFD01 and AC9AVAFC01. **Prepare:** [visual unit](print/visual-unit.pdf), optional [offline visual strip](digital/README.md), blank strips.

1. **Welcome · 3 min.** A repeating visual beat can give a viewer a path across a page. No cultural rhythm or decoration is supplied.
2. **Model · 4 min.** Read **ARCH, BAR | ARCH, BAR | ARCH, BAR**. Circle only the first two marks as the unit; show spaces between units. Explain that a child can choose different marks, but the same ordered group must return if claiming this repeat.
3. **Try together · 5 min.** Child identifies one whole unit and predicts the next whole unit by pointing, AAC, sign, voice or approved broad fixed cards. Name any support; a single last mark is not the whole unit.
4. **Child choice · 7 min.** Child invents two non-cultural broad marks and creates/directs at least three repeats. They choose closer or wider **between-unit** gaps or another visual grouping decision, then explain what they hope the viewer notices. Adult-prepared shapes are optional; no purchase.
5. **Notice · 4 min.** Record exact unit, number of full repeats, art spacing/intention and actual marker/placer. Separate a copied adult strip from child-authored choices.
6. **Close · 2 min.** “My small part is ___; I grouped it so ___.”

## Week 8 · Day 38 · Translate a visual beat to quiet action and back

**Target/codes:** keep a chosen visual unit recognisable while mapping it to a safe silent action and back; AC9AVAFD01 and AC9AVAFC01. **Prepare:** [quiet transfer](print/quiet-transfer.pdf), optional [offline visual strip](digital/README.md), local movement/access check.

1. **Welcome · 3 min.** Invite a seated, still, non-contact route. No child must perform, hear a rhythm, make a sound or touch another person.
2. **Model · 4 min.** Show original ARCH, BAR as marks. Suggest a silent raised-hand cue for ARCH and still hand for BAR, then redraw ARCH, BAR. Call the action mapping **one invented option**, not a universal sign.
3. **Try together · 5 min.** Child proposes or chooses two distinguishable safe actions, AAC symbols or adult-described cues. Adult repeats the mapping and asks whether the ordered unit stayed the same when it returned to marks.
4. **Child choice · 7 min.** Child translates their own Day 37 visual unit to an approved quiet action/tabletop sequence and back to a new strip, or directs an adult with no movement. They choose one art revision in spacing or scale while preserving mark order if claiming the same unit.
5. **Notice · 4 min.** Record the original and returned visual order, exact child mapping, chosen art revision and actual mover/marker. Do not claim Music/Dance achievement or an independent maths transfer from a prompted imitation.
6. **Close · 2 min.** Ask which version they would show a viewer and why.

## Week 8 · Day 39 · Real maker, intended viewer and chosen share

**Target/codes:** respond to a rights-cleared real artwork's documented role and refine/share an original visual strip if chosen; AC9AVAFE01 and AC9AVAFP01 only if each real event happens, with AC9AVAFD01 and AC9AVAFC01 for the child's art decisions. **Prepare:** [real source/audience gate](AUTHENTIC-SOURCE-SLOT.md), [art/viewer record](print/art-viewer-record.pdf), child's own work privately available only if permitted.

1. **Welcome · 3 min.** Offer private looking, exact adult description, AAC/sign, or pass. Nobody is asked to perform a community's pattern or disclose family heritage.
2. **Model · 4 min.** If a named cleared work and source-stated purpose/importance for particular people are available, credit the maker and state only authorised context. Otherwise say real-maker encounter is held and model a question using our invented strip.
3. **Try together · 5 min.** Ask “What can we see?” separately from “What does the maker or authorised source say?” Keep unknown meaning unknown; do not copy a restricted motif.
4. **Child choice · 7 min.** Child responds to the documented role if encountered, then may refine one part of their own strip and choose a real willing private viewer, later share, puppet rehearsal or pass. Adult helps only under school policy.
5. **Notice · 4 min.** Record actual maker/source/context/child response only if seen; actual viewer/response only if sharing occurred. Record child revision and physical handler separately.
6. **Close · 2 min.** Respect privacy, retention and display consent; “not shared” is a valid status.

## Week 8 · Day 40 · Fresh Check N

**Target/codes:** independently create two visual strip options from a fresh two-mark source, choose one for an intended art effect and keep any claimed unit honest; AC9AVAFD01 and AC9AVAFC01. **Prepare:** [Check N](STUDENT-CHECKS.md#check-n--day-40--path-strip), [large page](print/check-n-path-strip.pdf), separate educator key closed.

1. **Welcome · 3 min.** “Two unfamiliar marks; your art choices matter. You can answer without making a sound or touching a card.”
2. **Model access · 4 min.** Read only the source mark names and blank unit/strip spaces. On unrelated paper show speech, AAC, sign, drawing, pointing or neutral scribe access, without making a held repeat.
3. **Independent plan · 5 min.** Child chooses a two-mark order and two ways to group/show it; no adult choice hint.
4. **Child response · 7 min.** Child gives two distinct strip options with at least two complete repeats of their chosen unit, chooses one and states what they want a viewer to notice. They identify actual handler or PLAN ONLY.
5. **Self-check · 4 min.** Ask the child to point to one whole repeated part and a space/scale choice. Collect first response before key or corrective teaching.
6. **Close · 2 min.** Keep art intention separate from the mathematics teacher's pattern judgement and any later audience share.