Each row contains two worked practice responses preserving the day's art decision. They are options, not answers to impose. Change fiction to a child-chosen theme; do not infer interests from identity. Adult can make on exact direction or keep an unmade plan. Actual rubbing outcomes must come from the real paper, never this invented example. Check-day examples are explicitly AFTER first check capture only, using a different source. Home bridges are in learner routes.
| Day | Worked swap 1 | Worked swap 2 | Preserve and boundary |
|---|---|---|---|
| 81 | Pretend snail: child says “disc above, broad bar below”; adult fixes exactly and records adult-fixed master. | Abstract art: child chooses arch at left, disc low right; with no card scribe MASTER PLAN. | Original composition and maker/status; no story or tactile handling required. |
| 82 | Actual class trial: child selects a visible curved edge after the adult describes it; records that observed edge only. | No rubbing tool: child chooses a broad drawn stripe for pretend river; label DRAWN PAPER. | Child mark choice; a drawn stripe cannot prove rubbing. |
| 83 | Invented giant: child selects upper patch and long patch below, asks adult to prepare broad pieces. | Abstract patches: child directs rectangle over disc edge, then keeps small part of disc visible; record actual arrangement or plan. | Selected parts and overlap; no whole-master inference from hidden marks. |
| 84 | Space creature: child places long patch upright, round patch beside it and dictates “quiet visitor.” | No-story collage: child keeps two patches apart because “I like the gap”; chooses no title. | Original intent/visible decision; adult does not require narrative. |
| 85 | AFTER first check capture only: new broad U-form with one diagonal bar; child chooses diagonal behind U and labels unmade plan. | AFTER first check capture only: new block with one notch; child proposes a small rubbing, says actual marks are not known, and plans a desk picture. | Fresh Y remains held; process and composition transferred to unrelated forms. |
| 86 | Fictional bus waiting place: supplied seat left; child chooses curved rubbing patch for the seat and empty room beside it. | Approved actual classroom shelf observed today: child names verified lower shelf; artist invents large arrow-like curve, recorded as art decision. | Exact supplied/dated feature versus invented art; no public safety sign claim. |
| 87 | Fictional book corner: child assembles two broad pieces with a clear gap and says “room to return books.” | Imagined pond view: child chooses edge mark and unmarked space, says “leave growing things here”; no plant names or actual action. | Communicated care proposal; no action/authority invented. |
| 88 | Private creature art: child adds broad backing and chooses keep it for me; audience NOT OBSERVED. | Care postcard: child moves title above patches and asks teacher if a willing class reader wants it; permission WAITING. | Adaptation/use; receipt is not recorded until it happens. |
| 89 | Actual willing viewer says “I notice the gap”; child keeps gap because that supports chosen room-to-grow idea; quote actual words only. | No viewer available: child self-reviews patch size and directs bigger drawn contrast; label SELF-REVIEW, not audience response. | Feedback-grounded revision/retention; no required positive response. |
| 90 | AFTER first check capture only: new fictional coat corner has rail at upper edge; child chooses vertical drawn patch beneath and plans private work. | AFTER first check capture only: new fictional toy box centre; child uses broad patch beside it for return-space idea, keeps PLAN ONLY and audience NOT OBSERVED. | Fresh Z remains held; new source-aware care composition and truthful status. |
All outside subjects require their own actual evidence. Place art does not assess a data count, Media Arts crop, actual care action, outdoor participation or Country/Place knowledge. Materials/local gate applies.