# Materials and practical preparation

## Small classroom kit

- Stable table; clean blunt-edged card base roughly A5; two or three **broad** prepared card relief pieces (e.g. a bar, disc or arch), sufficiently large for local age/safety rules. Adult checks edges and fixes every piece firmly before rubbing. No loose small pieces, wire, string, staples, food, natural specimens or found objects.
- Thin ordinary paper and a school-approved broad crayon, suitable holder or established tool. Adult may hold the base and paper in place away from the child's hand. Touch and side-of-crayon grip are optional. No hand-over-hand contact without the learner's agreement and relevant plan.
- Large coloured/drawn spare paper for a complete collage route when rubbing is unavailable. Adult prepares broad torn/cut patches on exact learner direction; pupil scissors only if already locally approved and supported. Prepared dry adhesive or adult-controlled glue as approved. Loose paper arrangements can stay unglued.
- The [eight original A4 aids](print/TEXT-ALTERNATIVES.md) are optional. No printing, device, home purchase or recycled packaging collection is required. Use plain paper and exact live descriptions.

**Before Day 81:** test the chosen card height, top paper and crayon on the actual table. Place a thin top sheet over the fixed card, hold the paper edge with hands clear of the tool, and use the side of the approved broad crayon or established adapted tool for a few short comfortable passes on a small area. Lift the paper and inspect/describe the marks that actually appeared. No ink/paint is put on the master. If raised edges do not show usefully, alter the adult setup once or choose drawn-paper collage. Do not require harder pressure, rubbing over fragile objects or enduring an uncomfortable sensation. Record an actual trial result privately; the supplied SVG diagrams are not trial evidence. Prep time is outside the 25-minute learner session: allow adult preparation/fixing and one trial before class. Avoid a shared station queue by using ready bases or learner-controlled adult turns; a child waiting can plan their placement.

## Three process states

1. **MASTER:** raised forms firmly fixed to a backing; a drawing of it is a master plan. Broad relief under the top paper influences where crayon marks may appear. No ink is applied to or transferred from the master.
2. **RUBBING:** top paper actually rubbed with the approved tool over the master. The observed marks may be incomplete or differ between attempts. Label a drawn imitation `DRAWN PAPER`, never an actual rubbing. Do not infer the master's exact material, size, hidden features or success from a diagram alone.
3. **COLLAGE:** actual paper patches arranged/attached by the child or on their exact directions. An oral/screen description is `PLAN ONLY`. A loose unglued arrangement can be a made artwork; note `ARRANGED, NOT ATTACHED`.

Record `master planned/made · rubbing tried/not tried and actual marks · collage arranged/attached/plan · maker/tool/support`. Support does not erase child authorship; adult choices supplied without child direction are recorded separately.

## Sources, places and audiences

All practical rubbings are restricted to **original clean classroom card masters**. No coins, leaves, bark, graves, monuments, artworks, public surfaces, heritage objects or cultural objects are offered. No pupil collects materials outside. Do not test a real place-care action during VA just because it appears in a picture.

Our fictional Courtyard C shows a broad path from lower centre to upper centre, one rounded growing patch on each side, and a bench at upper right. Nobody, a locality, weather, plant name, action history or permission is shown. The fictional shelf scene for fresh Z is a different indoor source. A teacher may instead use a private dated observation of a school-approved familiar place. Record only visible verified features and distinguish them from the child's invented art marks, care proposal and actual action. Do not publish real routes/photos or identifying location details.

For a desk display or postcard, ask the child first and ask the actual viewer/recipient. Agree place, duration, attribution and whether it stays private. No public exhibition/upload/posting/contact details are required. If no sharing happens mark audience `NOT OBSERVED`; an imagined recipient is a plan. A work about keeping a path clear does not replace school signage or authorize entry/action.

## Access and response

Offer large print, precise sequential live description, fixed raised outlines of the **same** source, quiet working space, a seated table and established sign/AAC/home-language route. Ask before touch. An adult can press/rub/tear/attach only at the child's exact chosen place and method. With no material, the child can specify forms, placement, intended marks and assembly in a plan; make/observe claims remain unrecorded. No format is a fixed learning style or diagnosis assumption.

Keep model and fresh check separate; do not place an adult solution beside a fresh source. Check-day making can continue in a short later session without requiring timed completion. PDFs are searchable but untagged; the exact linear alternatives are complete. Translation needs a fluent human check of locale, meaning and safety wording. [Local encounter form](AUTHENTIC-SOURCE-SLOT.md) and [curriculum claim boundaries](CURRICULUM-CROSSWALK.md) apply.