The teacher reads the exact fictional source and neutral question. The child can draw, direct broad prepared shapes, point, sign, use AAC or dictate. A neutral scribe records the child's own placements, reason and physical handler without suggesting an art solution. Keep the separate teacher key closed until each first response is saved. These are short formative Visual Arts samples, not secure tests or term grades. They do not test independent counting, equal sharing, real permission or actual audience response.
Check S · Day 55 · Imaginary paper orchard
New fictional source: A pretend paper orchard starts with ten broad plain round paper marks. They are supplied to you; the adult can count and prepare the set. No real plant, fruit or orchard was observed. The marks have no assigned tree or fruit meaning.
Your art task: Show two different whole pictures using the same supplied set. You may change where the marks sit, make one larger in a drawn version, or choose a tall/wide page. Choose one option and say what whole image you intend and what visible change made the options different. Use the large blank Check S page or exact words. There is no single correct image or required colour.
IDEA 1: where the supplied round marks sit / sizes / page direction:
_______________________________________________________________
IDEA 2: where the same mark ideas sit / sizes / page direction:
_______________________________________________________________
MY CHOICE: 1 / 2 MY INTENDED WHOLE PICTURE: _________________
VISIBLE DIFFERENCE AND WHY I CHOSE IT: ________________________
SOURCE: FICTIONAL MADE WORK / PLAN ONLY: ______________________
ACTUAL MAKER OR PLACER AND SUPPORT: ___________________________
The teacher may supply all ten broad marks without scoring a child's count. If a child enlarges one drawn mark, retain the given ten mark ideas rather than adding an eleventh. A plan without a made image remains labelled plan only.
Check T · Day 60 · Imaginary puppet workshop
New fictional source: Two pretend makers offer separate marks for an imaginary cardboard puppet picture. Maker A offers one wide V-shaped line. Maker B offers two plain round buttons. These are offers in a story, not marks made or approved by real children. No real puppet, tool or costume was used.
Your art task: Show two different placements that keep A's V and B's two circles recognisable in one invented whole picture. Choose one placement. Name which mark came from whom, what whole picture you intend and why you chose its placement. If two real makers wanted to make it together, what would they need to agree about before touching the same page? Use the large blank Check T page or exact words. There is no unique correct picture or required colour.
MAKER A OFFERS: ___________________ MAKER B OFFERS: ___________
IDEA 1: _______________________________________________________
IDEA 2: _______________________________________________________
MY CHOICE: 1 / 2 MY WHOLE PICTURE: ___________________________
WHY THAT PLACEMENT: ___________________________________________
BEFORE REAL CO-MAKING, THE MAKERS WOULD NEED TO: ______________
SOURCE: FICTIONAL MADE WORK / PLAN ONLY: ______________________
ACTUAL MAKER OR PLACER AND SUPPORT: ___________________________
The real-world permission answer supports conversation, but the Visual Arts observation concerns attributed marks, two distinct compositions and the child's art reason. A fictional answer is not evidence that a real peer gave permission.