Visual Arts · Days 61–70Foundation Visual Arts · T2 W13–14 · Lesson sequence

Ten 25-minute sessions, each welcome 3 + model 4 + together 5 + child art 7 + notice 4 + close 2. Use the three equivalent routes for each day, the eight A4/text aids or the optional offline mark lab. A precise child-directed description is plan only until a physical work is made. Record the child's idea, actual mark maker, support, source and date when real, and actual willing viewer if any. No touch of a plant, family disclosure, screen, colour discrimination, physical mark or public share is required.

The formal art focus is visual texture through mark length, direction and spacing, with a careful line between what a source states or an approved real view shows and what the illustrator invents. The integrated Week 13 story source and Week 14 plant observation have their own HASS and Science evidence. A made-up boat picture cannot prove a child's family knowledge; a drawn mark or changed drawing size cannot prove a real plant changed. Earlier Visual Arts work explored scale, placement and co-authorship; this fortnight builds an original mark vocabulary and honest source notes.

Week 13 · Day 61 · What the story says, what the illustrator chooses

Goal/codes: distinguish a source-stated art subject from a child-invented visual detail; AC9AVAFD01. Prepare: boat source/choice card, exact read-aloud.

1. Welcome · 3 min. “An illustrator can use a story and still make their own art choices. We need to know which is which.”
2. Model · 4 min. Read the integrated source carefully: in the made-up story, Mika and Sol make cardboard boats; Ren showed how to fold the front; Sol made a paper flag. The text does not say the boat's colour, surface marks or shape of flag. On the aid, label “cardboard boat” story says and “short lines on side” artist chooses. These fictional people are not children's families.
3. Together · 5 min. Child sorts two spoken statements: “Sol made a paper flag” is stated; “the flag has dots” is an illustrator's invention. Accept exact speech, pointing, sign, AAC or fixed broad labels. Do not ask a child for a personal family or migration story.
4. Child art · 7 min. Child chooses one story-stated object and one invented visual mark decision for an original boat illustration or exact plan. They may choose short, long, close or spaced lines; no borrowed cultural motif. Adult reads the choice back and labels each part.
5. Notice · 4 min. Record story fact, child-added art mark and actual marker/handler separately. If a child thinks the colour was in the story, reread the exact source and leave that field unknown.
6. Close · 2 min. “The story says ; my picture adds .”

Week 13 · Day 62 · Short marks and long marks

Goal/codes: try mark length as an original visual texture choice for a fictional surface; AC9AVAFD01/AC9AVAFC01 if an art work is made. Prepare: short/long marks.

1. Welcome · 3 min. “A short line and a long line can change how a surface looks. No line tells us what a real object feels like.”
2. Model · 4 min. Show two adult-made plain card-boat sides: one has five short upright marks, one three long upright marks. Say exactly what differs in the picture; do not claim one is actual corrugation or a universal feeling.
3. Together · 5 min. Child identifies short/long by sight, spoken length comparison, AAC or broad fixed raised lines. Ask which they might choose for a made-up sail, book cover or boat side and why. Number of lines is supplied, not scored.
4. Child art · 7 min. Child tries/directs/describes two mark lengths on an invented object and chooses one for an intended look. An approved dry drawing route is optional; words or AAC can specify mark length and place exactly.
5. Notice · 4 min. Record actual chosen length/location and reason, not “rough/smooth” as a fact about a physical surface. If marks cannot be seen or touched, use exact length words; keep the goal.
6. Close · 2 min. “I chose ___ lines on ___ because I want the picture to ___.”

Week 13 · Day 63 · Marks close or far apart

Goal/codes: use mark spacing/density to make two distinct invented surface ideas; AC9AVAFD01 and AC9AVAFC01 if made. Prepare: close/spaced marks, blank card.

1. Welcome · 3 min. “We can put the same kind of marks close together or leave gaps. We choose what that does in our own picture.”
2. Model · 4 min. Show a fictional paper kite body with four broad dashes close together, then the same four dashes spread along its body. Name “close” and “spaced”; the count is supplied and there is no mathematical repeating-unit test.
3. Together · 5 min. Child points, signs or directs an adult to indicate the wider gap, then suggests where a group of marks could go in a different imagined object. Do not call one spacing more beautiful for everyone.
4. Child art · 7 min. Child makes/directs/describes two versions of a harmless imaginary surface, keeping mark kind the same and changing spacing. They choose one and give a visual purpose. Optional offline mark lab can display choices without paper.
5. Notice · 4 min. Record first/second spacing, chosen area and child's reason. If the source is a made-up object, label it invented, not a material property test.
6. Close · 2 min. “My marks are close/spaced so my picture ___.”

Week 13 · Day 64 · Make a source-aware story illustration

Goal/codes: create an original art response to the fictional boat source while naming an invented mark choice; AC9AVAFD01 and AC9AVAFC01 if made. Prepare: original illustration canvas, art/source record.

1. Welcome · 3 min. “You can show the made-up cardboard boat. You choose its marks; the story did not give us a photo.”
2. Model · 4 min. On unrelated spare paper, draw an adult example with a plain boat outline and short marks on its side. Say “cardboard boat” comes from the story; outline and marks are my invention. Do not copy a child or real cultural boat design.
3. Together · 5 min. Child proposes one alternate mark length, direction or spacing. Adult repeats that it is the child's choice, not a source fact. A child may choose the paper flag instead and leave its appearance open.
4. Child art · 7 min. Child makes/directs/describes their own fiction illustration, chooses at least one mark texture and says what part of the source it responds to. They may invent any harmless surface without turning it into a claim about the family's actual boat or their own family.
5. Notice · 4 min. Record stated source detail, art-added detail, visual purpose and actual maker. An adult model, traced teacher outline or adult-made final has support labelled; a verbal plan remains plan only.
6. Close · 2 min. Child chooses private keeping, later willing share or practice discard.

Week 13 · Day 65 · Fresh Check U

Goal/codes: independently choose two texture-mark options for a new fictional source and distinguish source from artist invention; AC9AVAFD01/AC9AVAFC01 if made. Prepare: Check U, A4 sheet; keep key closed.

1. Welcome · 3 min. “This is a new made-up card. Its source tells some things and leaves the surface open for your art choice.”
2. Model access · 4 min. Read the exact source and blank IDEA 1/2 spaces. Demonstrate response modes on unrelated blank paper, without proposing a lantern mark.
3. Independent plan · 5 min. Child chooses two different mark-length/spacing/direction ideas for the same chosen lantern area. Adult does not supply a texture.
4. Child response · 7 min. Child makes/directs/describes both, chooses one for a visual purpose, names one source-stated fact and one invented art choice. An adult can read back neutrally.
5. Self-check · 4 min. Ask “Which detail did the story give?” and “Which line choice is yours?” Save first response before key or corrective teaching.
6. Close · 2 min. Record route, handler and what remains unobserved; no real object/material test claim.

Week 14 · Day 66 · Look safely, then choose a mark

Goal/codes: select a visual mark response to one actually visible feature of a locally approved plant, or practise with a clearly fictional paper plant; AC9AVAFD01/AC9AVAFC01 as evidenced. Prepare: plant view / art note, local Science observation route and safety approval.

1. Welcome · 3 min. “Science will ask what we actually observed. In art we can choose marks to represent one feature. Our drawing is not the plant itself.”
2. Model · 4 min. If a safe plant is available, adult gives a literal live description from an approved point, without touching, tasting, picking or naming an uncertain species. Otherwise use the aid's labelled fictional paper plant with one oval leaf and a wavy edge. Say which route is in use.
3. Together · 5 min. Child identifies one visible edge/line/shape from that source via view, exact description, sign or AAC. If unseen, say “not visible today”; do not invent veins/flower/texture. Choose a broad short or long line that might represent it.
4. Child art · 7 min. Child makes/directs/describes a visual study of the selected feature with a chosen mark length/direction/spacing. If real, teacher records plant, date, viewing point and access separately; if fictional, mark art practice only. No handling of living material.
5. Notice · 4 min. Record exact visible source feature versus invented mark treatment and actual maker. The Science teacher records observation/prediction under separate conditions; no “plant changed” conclusion today.
6. Close · 2 min. “I saw/heard in the source ; I drew/chose .”

Week 14 · Day 67 · Keep a feature clear

Goal/codes: revise line spacing/weight to communicate the same source feature without altering the source fact; AC9AVAFD01/AC9AVAFC01 if made. Prepare: plant view / art note, art/source record.

1. Welcome · 3 min. “We can change our marks while the source feature stays the same.”
2. Model · 4 min. Using the fictional paper-leaf edge, adult draws a light widely spaced trace and a bold close trace of the same wavy edge. Say the paper source did not grow or change when my drawing changed.
3. Together · 5 min. Child identifies one line difference by exact description, broad fixed tactile model or view. Ask which version they would use to make their chosen feature easy to find, and why; no universal best answer.
4. Child art · 7 min. With a real approved plant source if available, child keeps the same named visible feature and makes/directs/describes two visual treatments. If an earlier record is unavailable, start two new art trials today; do not invent a “before” observation.
5. Notice · 4 min. Record source/view/date, first/second art mark, child reason, actual maker. Do not infer plant growth from bolder or larger marks.
6. Close · 2 min. “The feature stayed ; I changed my marks by .”

Week 14 · Day 68 · Look again without forcing a change

Goal/codes: make a second art study from an actual dated view when possible and keep visual-art changes separate from observed plant changes; AC9AVAFD01/AC9AVAFC01 if made. Prepare: plant view / art note, two dated source records from integrated Science if available.

1. Welcome · 3 min. “We can look again. Maybe the visible feature is the same, different or unclear.”
2. Model · 4 min. Show two teacher-made fictional line studies of the same oval paper leaf, one thin and one bold. Say “the art marks differ, but this model supplies no evidence a real plant changed.” Do not call them yesterday's child observations.
3. Together · 5 min. If a real approved same-view observation is available, reread its original date/view before a new safe look. Otherwise compare only the two fictional models and label science comparison not observed. Child identifies what source actually shows versus what mark treatment changed.
4. Child art · 7 min. Child makes/directs/describes a second study of the same chosen visible feature if real source access is safe, or an art revision from fiction. They may choose same marks or different marks. Science records dates/view/actual feature separately; no demanded growth story.
5. Notice · 4 min. Record second source status/date/view, art choice, real sameness/difference/uncertainty only if actual evidence supports it, and who marked. A change of scale or pen pressure alone is not a plant change.
6. Close · 2 min. “In my art I changed/kept ; the source actually showed /was unclear.”

Week 14 · Day 69 · Real artwork and an optional audience

Goal/codes: respond to a cleared real artwork's documented role and optionally share a child's original study; AC9AVAFE01/AC9AVAFP01 only if each event occurs. Prepare: authentic source/audience gate, art/source record.

1. Welcome · 3 min. Offer exact description, view, AAC/sign, quiet/private response or pass. No family history or cultural identity is required.
2. Model · 4 min. If a named rights-cleared artwork and source-stated purpose for particular people are available, credit maker and context. Otherwise explicitly hold real-work evidence and use only the fictional paper plant as an art question. Do not copy a restricted botanical/cultural work.
3. Together · 5 min. Ask what is visible versus what the maker/authorised source states. Texture marks can be an artist's decision; they do not prove a real surface feels a certain way.
4. Child art · 7 min. Child responds specifically to the real work if encountered, then may privately show own original study to a willing viewer or keep it private. Record an actual viewer's exact response only if sharing happened.
5. Notice · 4 min. Record source/permission/child response and actual audience/consent separately, marking missing events not observed. Do not reuse a school plant photo or child work publicly without approval.
6. Close · 2 min. Thank the child for a specific art choice, regardless of share status.

Week 14 · Day 70 · Fresh Check V

Goal/codes: independently choose a line treatment for the same stated feature in two fresh fictional dated source cards, distinguishing art-mark change from source change; AC9AVAFD01/AC9AVAFC01 if made. Prepare: Check V, A4 sheet, key closed.

1. Welcome · 3 min. “These are made-up paper garden cards, not observations of a living plant. Your lines are an art choice.”
2. Model access · 4 min. Read only the cards' exact same edge fact and blank response spaces. Demonstrate drawing/direction/AAC mode with unrelated marks, not the held edge.
3. Independent plan · 5 min. Child chooses two distinguishable line treatments of the same source edge and which one they want to use for a chosen visual purpose. Adult offers no cue type or inferred growth.
4. Child response · 7 min. Child makes/directs/describes both, states what the fictional cards say stayed the same, what they changed in art and why. Record actual marker or plan only.
5. Self-check · 4 min. Ask neutrally “What did the source say?” and “What did you change?” Save first response before key or re-teaching.
6. Close · 2 min. Use key for next art teaching, not a Science change result, a biology fact or a term grade.