Visual Arts · Days 71–80Foundation Visual Arts · T2 W15–16 · Lesson sequence

Ten optional 25-minute sessions: welcome 3 + model 4 + together 5 + child art 7 + notice 4 + close 2. The new art process is paper construction: fold location, open/closed reveal and chosen viewpoint. It builds on Weeks 13–14 line choices while offering a different making action. Week 15 has its own call/response music and quantity partition; Week 16 has its own dry design station and separate real capacity comparison. An art fold, two pictured parts or a paper stand provides none of those other-subject results.

Use the three routes per day, worked context swaps, A4 exact text/tactile alternatives and materials. An adult prepares broad blunt paper pieces and handles any cutting/fastening. Children may make, direct an adult or describe an exact plan without handling paper. Record actual maker, fold handler and tool support; a described unmade idea is PLAN ONLY. A work that exists but has not been folded or stood has those events NOT TRIED. No purchase, screen, colour, crease pressure, public share, personal disclosure or sensory contact is required. The optional reveal viewer shows an invented screen plan; it cannot prove physical making or stability.

Week 15 · Day 71 · Where shall our picture open?

Goal/codes: explore a fold position as an original art choice; AC9AVAFD01. Prepare: fold doors, broad clean card, adult-prepared loose flap if safe.

1. Welcome · 3 min. “A paper picture can open. Where would you put its door?” Offer left-opening or bottom-opening, then the child's own idea.
2. Model · 4 min. Show an adult-made broad blank rectangle with a side fold and another with a lower fold. Open each slowly if welcomed. Name hinge edge, outside face and revealed inside area. Neither is a real door or an approved access sign.
3. Together · 5 min. Child chooses which edge would open in a made-up sky picture. Ask “What part could appear when it opens?” Accept words, AAC, sign, pointing or direction; adult repeats the selected edge without selecting for the child.
4. Child art · 7 min. Child tries/directs two fold positions with blank broad paper or describes both. Choose one position and add one original outside mark if wanted. A prepared flap can remove crease effort while the child owns the choice.
5. Notice · 4 min. Record chosen hinge edge, intended reveal and actual fold handler. If the paper was never opened, record the choice and opening NOT TRIED. Offer a simpler broad hinged model later.
6. Close · 2 min. “My picture opens from ___ so ___ can appear.”

Week 15 · Day 72 · Outside and inside belong together

Goal/codes: develop an outside/inside image pair for one chosen art idea; AC9AVAFD01/AC9AVAFC01 if made. Prepare: outside/inside plan, fold doors.

1. Welcome · 3 min. “What shall we see first? What shall we find inside?”
2. Model · 4 min. On an unrelated adult model, put one plain circle on the outside and a long curved line inside. Say “I want the circle to become a moon over a path when the flap opens.” This is an invented interpretation, not astronomy, story evidence or a required design.
3. Together · 5 min. Child proposes a different pair: one outside mark and one inside mark. Ask how the two could belong to the same idea. Do not award a score for using two parts or counting marks.
4. Child art · 7 min. Child makes/directs an outside and an inside picture on a broad hinged blank, or states exact location and marks in a plan. They can use simple shape, line or a child-chosen word read by an adult. Name an intended connection.
5. Notice · 4 min. Record what is visible closed, what is added when open, child's idea and who marked. A private or abstract idea is welcome; no universally correct surprise or colour meaning.
6. Close · 2 min. “First ; inside ; together my idea is ___.”

Week 15 · Day 73 · Hide a part, reveal an idea

Goal/codes: revise flap location or image placement to control a chosen reveal; AC9AVAFD01/AC9AVAFC01 if made. Prepare: reveal plan, original broad paper work if available.

1. Welcome · 3 min. “Which part do you want someone to notice after the flap opens?”
2. Model · 4 min. On a new adult picture, a broad bar sits partly outside a lower flap and a wide arch sits inside. Move the bar fully inside, open again, and explain that the reveal changed because the image placement changed. This is a making demonstration, not real audience feedback.
3. Together · 5 min. Child names a feature they would keep visible and one they would reveal. If a feature is hidden only partly, ask whether that fits the child's intended idea; no compulsory complete hiding.
4. Child art · 7 min. Child tries/directs two placements of their own large mark, or describes them, then chooses one. Adult secures a flap only where approved; do not create pinch points, small fasteners or require another person to handle the work.
5. Notice · 4 min. Record first/second placement, intended reveal and actual opened view if tried. If the chosen flap covers a wanted mark, invite the child to decide whether to move flap or mark.
6. Close · 2 min. “I kept ___ visible and revealed ___ because ___.”

Week 15 · Day 74 · Make our folding artwork

Goal/codes: create an original folding paper artwork that communicates a child-chosen idea; AC9AVAFD01/AC9AVAFC01 if made. Prepare: making record, blank art canvas, approved prepared hinged paper.

1. Welcome · 3 min. “Choose an idea for your own opening picture: a journey, a joke, a quiet place, or your idea.” These are invitations; a child may choose something else or keep its meaning private.
2. Model · 4 min. Show only the physical sequence on blank spare paper: name the hinge, mark outside, open, mark inside. Keep the child's picture unmodelled. Ask before helping with their paper.
3. Together · 5 min. Child directs the order of their own work and names one chosen reveal. Adult reads back “outside ; inside ; hinge ___.” Clarify only an unclear location, without inserting an art answer.
4. Child art · 7 min. Child makes or directs the full work using broad paper and locally approved tools. Try an open/closed view if chosen and safe. With no making, describe exact marks/locations and how the view would change; mark PLAN ONLY.
5. Notice · 4 min. Record original idea, actual marking/folding support and whether closed/open views were actually seen. A partially made work is kept as a first version, not falsely completed by an adult.
6. Close · 2 min. Choose private keeping, a later willing viewer or practice reuse; no public display required.

Week 15 · Day 75 · Fresh Check W

Goal/codes: independently choose a fold/reveal arrangement for a new fictional art brief; AC9AVAFD01/AC9AVAFC01 if made. Prepare: Check W, fresh A4 page; key closed.

1. Welcome · 3 min. “Here is a new made-up picture idea. You decide how its flap opens.”
2. Model access · 4 min. Read the exact brief and blank fields. Demonstrate response mode using an unrelated blank sheet, without choosing this brief's hinge or picture placement.
3. Independent plan · 5 min. Child proposes two different fold/placement plans, both retaining the brief's supplied crescent and broad oval, then chooses one for a stated reveal.
4. Child response · 7 min. Child makes/directs/describes the chosen plan. State what the brief supplied, what the child chose, what would show closed/open, and why. Neutral scribe reads back without suggestions.
5. Self-check · 4 min. Ask “What is there first?” and “What appears when it opens?” Capture first response and actual fold/making status before opening the key.
6. Close · 2 min. Use the separate key for a next teaching move. Paper theatre is fiction; no performance, ticket safety, audience or object-count outcome is inferred.

Week 16 · Day 76 · A picture can have more than one view

Goal/codes: explore a front and side view of a broad paper form; AC9AVAFD01. Prepare: two-view fold form, adult-prepared broad low folded-paper form if approved.

1. Welcome · 3 min. “What do you notice from here? What might you notice from the side?”
2. Model · 4 min. Adult turns an original low folded-card form on a stable clear tabletop, or describes its views exactly. From front there is a broad face; from side a bend and the other broad face turning away. No plant, animal, vessel or real community object is represented.
3. Together · 5 min. Child chooses two safe viewing positions or two described views. They may stay seated; the adult can turn the work. Ask which face they would mark first and why.
4. Child art · 7 min. Child adds/directs an original mark to one chosen face and considers what another view would show. With no material, describe the selected face, mark and second-view relationship. The child need not copy the adult's shape.
5. Notice · 4 min. Record views actually available, child's mark/face choice and actual handler. A diagram of a stand does not establish that a real work stood.
6. Close · 2 min. “From ___ I want ___ to be visible.”

Week 16 · Day 77 · A mark across a bend

Goal/codes: develop an art mark that changes its visible appearance across a folded face; AC9AVAFD01/AC9AVAFC01 if made. Prepare: across a bend, prepared broad form or flat plan.

1. Welcome · 3 min. “Could one mark travel across a paper bend?”
2. Model · 4 min. Adult draws/directs one broad curved path across a flat spare fold line, then folds it if approved. A front view shows one section; a side view reveals another. Say the mark is part of one artwork, even though the view differs.
3. Together · 5 min. Child chooses whether their own mark should stop before the bend or continue across it. Ask what a second view might add. A geometric fold diagram is not a test of independent spatial mathematics.
4. Child art · 7 min. Child tries/directs a mark across one broad safe crease or describes exact sections on each face. They may revise where the line meets the bend. Keep their reason separate from actual physical fold behaviour.
5. Notice · 4 min. Record continuity or deliberate break, mark placement, intended two-view effect and actual form if made. If a fold hides the intended feature, offer a fresh position choice.
6. Close · 2 min. “My mark stops/continues at ___ so ___.”

Week 16 · Day 78 · Make a low tabletop paper artwork

Goal/codes: create an original broad folded-paper artwork with a chosen viewing effect; AC9AVAFD01/AC9AVAFC01 if made. Prepare: art canvas, making record, approved prepared low fold form.

1. Welcome · 3 min. “Make a paper artwork with a front and side you want someone to notice.” Offer an abstract path, imagined skyline or learner-chosen subject.
2. Model · 4 min. Show safe handling with a blank broad prepared form on a clear table. Adult handles fastening. Demonstrate no stability or capacity claim in advance; a folded artwork may stay flat or need an approved backing.
3. Together · 5 min. Child chooses two faces and one mark relationship, and directs where any adult help is needed. Ask permission before changing the child's work.
4. Child art · 7 min. Child makes/directs the original work, or describes an exact form-and-mark plan. If safe and welcomed, adult places the made form on the approved tabletop and records STOOD / DID NOT STAND / NOT TRIED, only for that moment. No push, load, vessel, water or strength test.
5. Notice · 4 min. Record child's idea, actual maker/folder, actual view and observed standing status separately. A work laid flat can still communicate an art idea; do not silently repair it or score physical handling speed.
6. Close · 2 min. Child chooses one view to keep in a drawing/description or locally consented photo. No camera is needed.

Week 16 · Day 79 · Choose a view to share

Goal/codes: choose a view that communicates an art idea; AC9AVAFD01; real-work response AC9AVAFE01 and actual sharing AC9AVAFP01 only if observed. Prepare: real source/audience slot, making record.

1. Welcome · 3 min. “Which view would you like a willing person to see? You may keep your work private.”
2. Model · 4 min. If a cleared real paper/sculptural artwork is available, credit the maker and reliable documented role/context before describing its visible views. Otherwise use the adult's invented blank form and keep real-work evidence not observed. No community motif or cultural meaning is supplied by the pack.
3. Together · 5 min. Child distinguishes a visible feature from the maker/source's stated purpose when encountered. For their own work, choose front, side, open or closed and an exact art reason.
4. Child art · 7 min. Child optionally shows/directs a view of their original made work to an actual willing viewer. Viewer may say what they noticed; record the exact reply. If unmade or unshared, child describes the intended view and source evidence remains separate.
5. Notice · 4 min. Record actual source/context response, chosen view, audience/consent and exact reply separately; mark missing events not observed. Audience agreement is not required for strong art choice.
6. Close · 2 min. “I chose ___ view because ___.” A different viewer's response can inform a later revision.

Week 16 · Day 80 · Fresh Check X

Goal/codes: independently choose two views and an original mark relationship for a fresh fictional paper form; AC9AVAFD01/AC9AVAFC01 if made. Prepare: Check X, fresh A4 page; key closed.

1. Welcome · 3 min. “This new made-up paper form has two faces. What could your picture show from each view?”
2. Model access · 4 min. Read the exact ridge-form source and blank choice spaces. Demonstrate only a response mode on unrelated paper; do not offer this source's mark location or view choice.
3. Independent plan · 5 min. Child selects an original mark idea for the form and states what would be visible from each of two views. The child may continue a mark across the bend or deliberately stop it.
4. Child response · 7 min. Child makes/directs/describes the plan, chooses a view for an intended art purpose, and names actual making/folding/standing status. Neutral adult reads back exactly.
5. Self-check · 4 min. Ask “What is your mark idea?” and “What could the other view show?” Capture first response before key/feedback. A paper ridge does not prove a real landform, tested structure or container capacity.
6. Close · 2 min. Use key to plan another art opportunity; do not turn this one sample into a Prep grade or require a public audience.