Each is an invented practice example, not a fact about an actual child, class, place or object. The adult's worked choice is a model to critique; the child chooses their own solution. The same daily art goal and two-cue access rule apply to both. Do not use Check Q's seed-pod cart or Check R's station clock as models before their days. A source called real in a lesson must actually be observed and dated; these cards never supply such evidence.
| Day | Worked context 1 | Worked context 2 |
|---|---|---|
| 41 | Fictional underwater toolbox: choose its round latch as focus; name it yellow and place three short dashes beside it. In monochrome, round latch + dashes remain. | Imaginary bakery robot: choose its square button; call it blue and give it a wide double outline. No real appliance rule is taught. |
| 42 | Invented bicycle drawing: version A puts diagonal lines on the basket; version B puts them on the bell. To draw attention to the bell, choose B and say that is an intention, not a viewer result. | Paper-space house: first outline the roof; second outline the door. Choose the door option for a “find the entrance” art story; no real safety sign. |
| 43 | Story geology box: fictional source says “I found a zigzag edge.” Art card gives the zigzag a named purple patch plus a heavy line; source remains made up. | Pretend kitchen garden: fictional source says “a leaf has three points.” Mark one point green + dotted; do not claim a real plant observation or species. |
| 44 | Imaginary sports kit: first card has a plain ball and patterned bag; revision moves broad dashes to the ball to highlight it. | Fictional bus book: first page names a red window; revision adds an arched frame so a monochrome copy still locates it. Not a real bus route or sign. |
| 45 | Unrehearsed check: no model of the seed-pod cart is given before first child responses. After capture, a teacher may discuss two-cue variations from the separate key. | Transfer later: invent a moonlit chair with a crescent handle, make two cue placements, and explain one choice. This is not the held source. |
| 46 | Imaginary basket drafts: first a blue square; now the same square with a thick border. Say exactly what changed, without calling the second “better”. | Fictional drawing of a ferry: first a long hull; proposed now version adds a name label to the round window. Both are made today; no historical child work. |
| 47 | Game board token: keep the oval body, replace colour-only focus with oval + dotted rim because the maker wants the rim found in grey print. | Invented market stall: keep the striped awning but move a wide outline to the fruit crate because that is the new intended focus; no claim about real shopper attention. |
| 48 | Paper puppet: artist explanation: “Find the pocket by the dotted square. I added the dots after drawing the plain square.” | Fantasy machine: artist explanation: “Find the large lever by the paired lines. I kept those lines because they show my chosen part.” Neither proves a viewer did so. |
| 49 | Own work route: if a child privately shows an original garden-card to a willing teacher, record the teacher's exact response; no public display required. | Real work route: only a school-cleared credited local artwork with a reliable statement of purpose can replace the source slot. An invented “community mural” story cannot. |
| 50 | Unrehearsed check: no model of the station clock is given before first child responses. Use the separate key after capture. | Transfer later: invent a paper aquarium dial with a triangular pointer; revise the pointer's second cue and say why. This is not the held source. |
When an example attracts a child's interest, invite their own purpose and part. A teacher can use the same language in a construction corner, story time, outdoor table, quiet desk or remote family chat without changing the visual art target. None of these swaps tests the maths display, science claim, road/school safety skill, product function or viewer comprehension.