Goal/codes: use mark spacing/density to make two distinct invented surface ideas; AC9AVAFD01 and AC9AVAFC01 if made. Prepare: close/spaced marks, blank card.
- 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.”
- 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.
- 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.
- 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.
- 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.
- Close · 2 min. “My marks are close/spaced so my picture ___.”