Goal/codes: explore how placement can make the same broad marks form different whole shapes; AC9AVAFD01. Prepare: ten-mark layouts or exact description; optional large fixed paper shapes.
- Welcome · 3 min. “Last term we chose two clues and revised a picture. Now we can move the whole idea around. What changes when marks spread or come close?”
- Model · 4 min. Show ten teacher-made broad square marks twice: a wide band and a tall band. Say “the supplied set is the same; the whole outline changed.” Count is given, not quizzed here. Do not say which viewers universally prefer.
- Together · 5 min. Child finds the wide and tall whole by sight, exact reading, AAC, or adult-described fixed shape. Ask where the edge of each whole lies and what kind of imagined scene each could suggest.
- Child choice · 7 min. Child makes/directs/describes two arrangements of the same supplied set for an invented bookshelf, train of paper squares, tower garden or own harmless place. They choose one for an art idea and name one visible difference. Adult may prepare or handle all marks.
- Notice · 4 min. Record child-selected arrangement/reason and actual marker/placer. If a mark is missing, adult can supply a consistent set; the art observation is about placement, not independent counting.
- Close · 2 min. “My whole picture is ___ because the marks sit ___.”