Open after saving the child's independent first response. The model responses illustrate possible art choices, not a unique answer. A colour name alone is not the full two-cue target; a child may use two non-colour cues when colour is unavailable or unwanted. Do not convert a child-directed adult-made image into independently child-made work.
Each check is not a term grade. Use it for a specific next teaching move alongside other evidence.
Check Q · imaginary seed-pod cart
Possible response: “I want the oval pod box found. Idea 1: call it orange and add big dots on the oval. Idea 2: call it green and put a wide double outline around the oval. I choose idea 2 because I want the whole pod box noticed; in black and white the double outline still finds it.” Another child may choose the hook-shaped handle, both options may use no colour, and a reason based on a different chosen art effect may be sound. The options need an observable difference, the same named focus, and a non-colour finding clue in the selected one.
Look for: source held as fictional; child selects focus; two distinguishable placement/mark ideas; deliberate choice/reason; non-colour cue; actual maker/support labelled. “I like blue” can be a preference but does not yet explain how the chosen part is found. A perfectly neat drawing without a chosen purpose or difference is insufficient evidence of the intended decision. Record the exact utterance and prompts rather than a personality label.
Next teaching moves: If both options are identical, show an unrelated toy model with a changed border after capture and ask the child to invent a new difference. If colour is the only cue, photocopy an unrelated teacher drawing in greyscale or hide its colour name and ask for a shape/mark clue. If the child explains a clear two-cue option, invite a third context or a real willing viewer later; never claim audience success from the check alone.
Check R · imaginary station clock
Possible response: “The first sketch has a round face and small triangle pointer; it only calls the face blue. I keep the round face. I make a now version with a dark thick ring around the face and put three short lines beside it. I keep blue as a name, but the ring and lines still show the face without blue. I want the face found before the pointer.” A child can instead focus on the pointer and revise its size, outline, shape label or pattern. A justified keep is valid if the child can name a deliberate cue and why; no forced change for novelty.
Look for: accurate first-draft fact, named focus, actual first/now choice, something kept, something changed or deliberately kept with reason, independent cue and truthful source/maker label. The supplied first sketch belongs to the adult fictional source; do not call it the child's earlier work. A statement such as “now is better” alone does not identify an art decision. A plan can evidence idea development, but not physical making.
Next teaching moves: If first and now are confused, place the two unrelated draft descriptions side by side and name one thing that stayed. If the child invents an earlier blue triangle that is not in the source, reread the exact first draft before a second non-scored attempt. If the reason is only “nice”, ask what part the chosen cue is meant to help a viewer find. If the response is specific, offer an optional real willing viewer later and capture their actual route/reply. Neither check assesses full Prep Visual Arts achievement or a term report grade.
Short observation record
Check/date and source status: _________________________________
Child's exact focus/options or first-now words: _______________
Art reason and second cue: ____________________________________
Mode/access and neutral prompt: ________________________________
Actual physical maker/handler or PLAN ONLY: ____________________
Actual willing viewer/response or NOT OBSERVED: _______________
What remains unobserved: ______________________________________
One next teaching move: _______________________________________
Keep completed records in school custody under local policy. These blank public forms contain no child name or real results.