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.
- 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.”
- 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.
- 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.
- 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.
- 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.
- Close · 2 min. “I chose ___ lines on ___ because I want the picture to ___.”