# Foundation Visual Arts · Term 1 Weeks 9–10 · Days 41–50

Ten **25-minute** sessions. Each follows **welcome 3, adult model 4, try together 5, child art 7, notice 4, close 2**. A teacher can read the quoted words directly. Use one of the three same-goal routes on each [learner card](LEARNER-CARDS.md), changing route without changing the art question. The eight [A4 aids](print/TEXT-ALTERNATIVES.md) have exact spoken, tactile and no-print equivalents. The [optional offline art-choice tool](digital/README.md) can support Days 42/47. No screen, colour recognition, physical mark or public share is required. A spoken/directed artwork is recorded as **plan only** until a work is actually made. Record the child's choices and adult handling separately.

The new idea is **colour with a second cue**: a named colour can sit beside a distinctive shape, line or word, so one art idea remains available in a monochrome copy. Do not teach a fixed colour–feeling code. An intended viewer response is a hope, not a result. Keep [Week 9's actual object counts](../../../term-1/week-09-show-what-we-found.md) and [Week 10's portfolio evidence](../../../term-1/week-10-what-changed.md) separate from these invented art examples and independent Visual Arts observations.

## Week 9 · Day 41 · One mark, more than one cue

**Goal/codes:** explore a colour plus named-mark choice for an imagined picture; AC9AVAFD01. **Prepare:** [colour and cue](print/colour-and-cue.pdf), blank page or exact description.

1. **Welcome · 3 min.** Say, “Last week we made a path and a beat. This week we can choose a colour and a mark together. What might a viewer notice?”
2. **Model · 4 min.** Read the invented card: “BLUE CIRCLE, with dots; ORANGE TRIANGLE, with long lines.” Show that each remains different if printed without colour. Say the names rather than asking a child to guess a hue.
3. **Try together · 5 min.** Cover the colour words; invite a child to identify circle/dots and triangle/lines by sight, exact reading, fixed broad tactile outline or AAC. Reveal the words. Ask which part made their answer possible.
4. **Child art · 7 min.** Child selects a harmless imagined object—parcel, watering can, toy tunnel or own idea—and proposes one colour plus one non-colour cue for its important part. Draw, direct an adult, point to options or describe a plan. Do not infer an emotion from their colour.
5. **Notice · 4 min.** Record chosen part, colour name, second cue and who actually made the mark. If the second cue cannot yet be named, offer a two-option shape contrast and try again without choosing for the child.
6. **Close · 2 min.** “My important part is ___; you can find it by ___.”

## Week 9 · Day 42 · Which part comes forward?

**Goal/codes:** try two colour/mark choices to draw attention to one part of an invented work; AC9AVAFD01 and AC9AVAFC01 when a child makes an artwork. **Prepare:** [two attention choices](print/two-attention-choices.pdf), optional [offline choice tool](digital/README.md).

1. **Welcome · 3 min.** “Artists can try one idea two ways. We can say what *we hope* a viewer sees first.”
2. **Model · 4 min.** Show the invented toolbox card twice: one labelled **bright striped handle / plain box**, one **plain handle / striped box**. Name that this is a visual attention experiment, not a real viewer test. In monochrome, stripe placement still changes.
3. **Try together · 5 min.** Child points, signs or directs where the stripes are in each option, then chooses what an artist might want noticed. Accept more than one reason; do not tell the child which must look best.
4. **Child art · 7 min.** Child creates or directs two versions of a fictional library cart, garden marker, game token or own harmless object. They place one distinctive mark and choose colour names if useful. Ask which version they would use to draw attention to a named part, and why.
5. **Notice · 4 min.** Record option A, option B, chosen part and reason. If both options are the same, ask for *one* feature to move or change. Do not report viewer success without an actual willing viewer.
6. **Close · 2 min.** “I chose ___ because I want someone to notice ___.”

## Week 9 · Day 43 · Show one thing we found

**Goal/codes:** develop a child-authored art card about a chosen observation without inventing the observation; AC9AVAFD01, AC9AVAFC01 if made. **Prepare:** [what I found card](print/what-i-found-card.pdf), an approved actual observation or the explicitly fictional model.

1. **Welcome · 3 min.** “A picture can show a detail we noticed. We must say whether our source was real or made up.”
2. **Model · 4 min.** Use only the labelled fictional source: “In my story I found a square handle on a round box.” Mark the square handle with a named green patch *and* crosshatch; leave the round box plain. State that this is not a real class finding or data display.
3. **Try together · 5 min.** Child identifies source status **FICTIONAL** and points to the detail by shape/hatch, exact reading or tactile line. Ask how the model would change if a teacher had an actual dated object observation.
4. **Child art · 7 min.** Child chooses their own approved real source from the class tray or uses an invented finding. Adult records source/date if real; never supplies a count the child did not observe. Child makes/directs one art card with a chosen detail, colour name and second cue. The art message is “look at this detail”, not a statistic.
5. **Notice · 4 min.** Ask what was actually seen versus added by imagination; note physical maker. If no authentic source is available, retain **fictional**. The maths teacher handles one-to-one display evidence in the integrated block.
6. **Close · 2 min.** “This part came from ___; I chose ___ so it stands out.”

## Week 9 · Day 44 · Make a small display card

**Goal/codes:** refine a child-authored visual message with colour plus a second cue; AC9AVAFD01 and AC9AVAFC01 if made. **Prepare:** [blank display card](print/display-card.pdf), [art record](print/art-record.pdf).

1. **Welcome · 3 min.** “Choose *one* part for your viewer to find. We can keep the rest quiet.”
2. **Model · 4 min.** On spare paper make an invented wheeled basket: label the round wheel **red + dotted**, leave the basket plain. Revise by enlarging the dots. Say the first and revised choice without claiming anyone saw the wheel first.
3. **Try together · 5 min.** Invite a child to suggest another second cue—short lines, a border or a shape label—and ask how a colour-free copy would still show the chosen part.
4. **Child art · 7 min.** Child makes/directs their own display card from Day 43 or a new fictional context, showing an important part and an intentional colour/non-colour pair. They choose one revision. A no-material description can be exact enough for an adult to recreate, but is logged **plan only** if no work is made.
5. **Notice · 4 min.** Record first/revised choices, intended message, actual maker and support. Do not hang work or identify a child in public without school approval and the child's assent.
6. **Close · 2 min.** Child chooses private keeping, later willing share or practice discard.

## Week 9 · Day 45 · Fresh Check Q

**Goal/codes:** independently plan two attention choices for a new fictional art source, choose one, explain its two cues; AC9AVAFD01, AC9AVAFC01 only if made. **Prepare:** [Check Q](STUDENT-CHECKS.md#check-q--day-45--imaginary-seed-pod-cart), [A4 response](print/check-q-seed-cart.pdf), keep [key](teacher/KEY-AND-NEXT.md) closed.

1. **Welcome · 3 min.** “This is a new, made-up art card. There is no one correct colour.”
2. **Model access · 4 min.** Read source and blank response areas only. On unrelated paper show how to draw, direct, sign, use AAC or dictate without modelling a solution.
3. **Independent plan · 5 min.** Child decides two different ways to show the same chosen cart part. Give no cue placement or colour suggestion.
4. **Child response · 7 min.** Child records/directs both, chooses one, names intended focus and explains a colour plus non-colour cue or two distinct non-colour cues if colour is not useful.
5. **Self-check · 4 min.** Ask neutrally, “Where is your chosen part in each?” and “How can it be found without the colour?” Save first work before teaching.
6. **Close · 2 min.** Record access and actual maker; open key after capture to plan next teaching.

## Week 10 · Day 46 · Look back without guessing growth

**Goal/codes:** notice and describe one visual choice in an earlier own artwork or a labelled fresh model; AC9AVAFD01. **Prepare:** [first–now view](print/first-now-view.pdf), child's own approved earlier work if available.

1. **Welcome · 3 min.** “We can look again and decide what to keep or try. An old piece is not a test score.”
2. **Model · 4 min.** Show two labelled teacher-made *fictional* basket drafts: first a blue square without a second cue; next the same square with a wide outline. Describe precisely what changed, not “better”.
3. **Try together · 5 min.** Child points, hears, signs or feels the outline difference and says which feature stayed. Ask what evidence an actual earlier piece would give; do not invent a child's earlier intention.
4. **Child art · 7 min.** Child chooses an approved own earlier work from Weeks 1–9, or starts a new first draft today labelled **new evidence**. They name one part to keep and one colour/non-colour decision to try. No previous work is required.
5. **Notice · 4 min.** Record source/date if known, original choice if documented, today's stated choice and prompt support. Avoid “improved” unless a clearly defined change is observed; no longitudinal result from the fictional pair.
6. **Close · 2 min.** “I might keep ___ and try ___.”

## Week 10 · Day 47 · Make a revision with a reason

**Goal/codes:** make or direct a revised visual choice for an intended message; AC9AVAFD01 and AC9AVAFC01 if made. **Prepare:** [first–now view](print/first-now-view.pdf), [art record](print/art-record.pdf), optional [offline choice tool](digital/README.md).

1. **Welcome · 3 min.** “A revision is a choice. You may keep your first idea if you can tell why.”
2. **Model · 4 min.** On unrelated invented toy map, replace a colour-only star with star + thick outline, saying “I want this star found even in a colour-free copy.” This is a design intention, not a viewer claim.
3. **Try together · 5 min.** Child gives one alternate revision or argues to keep the original; adult repeats the child's reason exactly. Allow a named-colour swap, line change, shape change or label.
4. **Child art · 7 min.** Child uses Day 46 idea to make/direct a second version or a documented plan. They choose **keep/change**, name important part, pair colour with another cue or use two independent cues, and state intended viewer. Do not overwork a child who prefers a small edit.
5. **Notice · 4 min.** Put first/now side by side only with child permission. Record exact changed feature, reason, who marked and whether both versions are actual works. If no old sample exists, both are today's drafts.
6. **Close · 2 min.** “I kept/changed ___ because ___.”

## Week 10 · Day 48 · Choose a way to explain the art

**Goal/codes:** prepare a concise art explanation for a chosen audience; AC9AVAFD01/AC9AVAFC01 as evidenced, AC9AVAFP01 only on actual willing share. **Prepare:** [art record](print/art-record.pdf), private conference route.

1. **Welcome · 3 min.** “An artist may explain a choice in words, signs, pointing or a short description.”
2. **Model · 4 min.** With teacher's own fictional basket say, “Look at the wheel. I used dots as well as a red name. I changed the dots to make them larger.” Do not claim a viewer followed this.
3. **Try together · 5 min.** Child asks the teacher one neutral question about the model or corrects the teacher's description using visible evidence. Separate what the work shows from what the maker says they meant.
4. **Child art · 7 min.** Child chooses one of their works or plans and prepares a two-part explanation: **what to find** and **why I chose a cue**. They may rehearse privately, sign, use AAC, direct an adult, or choose to share later. No public performance requirement.
5. **Notice · 4 min.** Record whether an actual audience was present, their exact response if any, and any adult prompting. Rehearsal to a puppet is preparation only.
6. **Close · 2 min.** Child selects private teacher, willing peer, approved family channel, later or no share.

## Week 10 · Day 49 · Real maker, choice and willing viewer

**Goal/codes:** respond to a cleared real work's documented role and optionally share a child's own work; AC9AVAFE01 and AC9AVAFP01 **only when those events occur**. **Prepare:** [authentic source and audience gate](AUTHENTIC-SOURCE-SLOT.md), [art record](print/art-record.pdf).

1. **Welcome · 3 min.** Offer viewing, exact description, AAC/sign, quiet space and pass. No child is asked to reveal cultural identity, family history or a feeling.
2. **Model · 4 min.** If school-cleared work and reliable maker/context are present, credit the maker and state only the documented purpose for named people. Otherwise say “We have no cleared real work today,” and use only the labelled invented basket to rehearse an art question. No AC9AVAFE01 claim on fallback.
3. **Try together · 5 min.** Ask “What can we actually see?” then “What does the maker or authorised source tell us?” Do not copy a restricted work or assign it a meaning from appearance.
4. **Child art · 7 min.** Child gives a specific response to real work if encountered; may privately show their original card to a willing viewer, or choose later/no share. Adult records only actual event and exact viewer response. A private one-to-one viewer counts if truly willing; a hypothetical viewer does not.
5. **Notice · 4 min.** Note maker/source/context and child response if real encounter occurred, and actual viewer/action if sharing occurred. Otherwise mark each **not observed**. Protect work under school privacy/retention rules.
6. **Close · 2 min.** Thank the child for their art decision whether or not they shared.

## Week 10 · Day 50 · Fresh Check R

**Goal/codes:** independently revise a new fictional first art draft for a named visual purpose, retaining evidence of before/now/why; AC9AVAFD01 and AC9AVAFC01 if made. **Prepare:** [Check R](STUDENT-CHECKS.md#check-r--day-50--imaginary-station-clock), [A4 response](print/check-r-clock.pdf), separate key closed.

1. **Welcome · 3 min.** “Here is an artist's made-up first draft. You choose what to keep and what to change.”
2. **Model access · 4 min.** Read the fictional source and blank response labels. Demonstrate response modes on unrelated paper only; do not propose a clock cue.
3. **Independent plan · 5 min.** Child identifies one feature of the supplied first draft and decides a changed or deliberately kept choice for one intended part.
4. **Child response · 7 min.** Child makes/directs a now version, names what stayed/changed and why, and gives colour plus independent cue or two independent cues without colour. Adult does not invent an earlier child intention; the given first draft is **teacher-made fiction**.
5. **Self-check · 4 min.** Ask “Which part should be found?” and “What would remain if the page had no colour?” Record answer before opening key.
6. **Close · 2 min.** Save exact child response, access and support. Use the key for next teaching, not a term grade.