Ten practical Visual Arts sessionsFoundation Visual Arts · T2 W19–20 · Lesson sequence

Each script totals 25 minutes: invite 3, source/model 4, choose 5, make/direct 7, notice/record 4, close 2. Adults can pause or continue a short component later; the fresh checks do not impose timed completion. Teach one chunk at a time, read child prompts aloud and accept point/sign/AAC/dictation. Routes in LEARNER-CARDS retain the same art goal, with making status recorded honestly. Adult cutting/fixing is preparation, not child evidence.

Week 19 · Day 91 · A strip that disappears

Goal/codes: Discover front/behind crossings and choose a first art idea. AC9AVAFD01. Partial/conditional evidence only.

Prepare: crossing-source; one adult-prepared panel; one broad strip.

1. Invite · 3 min. Offer the blank broad panel: “Want to make a strip hide, pop out, or stay on top?” Let the child choose material/directing/drawing route.
2. Source/model · 4 min. Read diagram A left to right: front, behind, front. Cover one crossing at a time. Adult demonstrates just one crossing on separate scrap and names which paper covers which.
3. Choose · 5 min. Child chooses a new first-strip route at three bands, one decision at a time. Repeat exact directions; do not supply an aesthetic pattern. Ask “What could this suggest for your art?” Abstract play is enough.
4. Make/direct · 7 min. Child places or directs the strip; alternatively draws/flat-collages the crossings or makes an unmade plan. Stop if it snags; adult adapts the prepared setup. Ask “Where is your strip visible?”
5. Notice/record · 4 min. Child points/describes one actual crossing and a personal idea. Separate depicted plan from physically made strip; record adult contribution. No success/strength claim.
6. Close · 2 min. Keep dated first art stage privately. Say “Tomorrow we can try one part and decide what to keep.”

Week 19 · Day 92 · Try one part, choose what stays

Goal/codes: Use one actual small making try to keep/change an art choice. AC9AVAFD01. Partial/conditional evidence only.

Prepare: making-try; chosen broad strip; actual setup checked by adult.

1. Invite · 3 min. Recall yesterday’s choice in a single sentence. “Which little part would you like to try?” A change is optional.
2. Source/model · 4 min. Adult contrasts a prediction with a record: “I think this might show here” versus “Here is what we actually saw/did.” No supplied diagram is a tested result.
3. Choose · 5 min. Child selects one reachable crossing or spacing choice and predicts what part will remain visible. A no-material route chooses a question that needs trying later, keeping NOT TRIED.
4. Make/direct · 7 min. Try that part once, or direct adult action. Observe actual slipping/tearing/placement/visible portion only; adapt/stop safely. Do not turn this into a timed race or claim a fair ramp test.
5. Notice/record · 4 min. Child keeps or changes their choice and links it to the actual event or an honestly untried plan. “I kept this because…” can be pointed or dictated. A torn piece may become a chosen collage part.
6. Close · 2 min. Date the trial record with maker/support and next move. No general material, strength or movement conclusion.

Week 19 · Day 93 · Make a small original panel

Goal/codes: Compose crossings, space and a second strip for an original art idea. AC9AVAFD01 / AC9AVAFC01. Partial/conditional evidence only.

Prepare: panel-plan/art-canvas; first stage and optional second broad strip.

1. Invite · 3 min. Let child choose intent: an invented path, a rhythm of hiding/showing, a feeling, or “I like these shapes.” No universal colour/symbol meanings.
2. Source/model · 4 min. Show two original plans with different second-strip positions, without selecting a winner. Explain that the second strip can repeat or change crossing order.
3. Choose · 5 min. Child chooses one/two strips, crossing directions and space. Ask only “Where do you want room?” Adult maps instructions before any attachment.
4. Make/direct · 7 min. Child makes/directs/draws the original panel. Keep a removable layout until agreement; adult fixes only requested ends after checking suitability. Unmade plan stays PLAN ONLY.
5. Notice/record · 4 min. Child selects one visible arrangement choice and says/signs how it relates to their intent. A viewer may read it differently; no correctness grade for meaning.
6. Close · 2 min. Preserve dated stage and child explanation privately; return spare broad paper for reuse.

Week 19 · Day 94 · A mark that is yours

Goal/codes: Choose an original broad mark/contrast and decide whether it helps an art intention. AC9AVAFD01 / AC9AVAFC01. Partial/conditional evidence only.

Prepare: original panel; broad accessible drawing tool or dictated mark plan.

1. Invite · 3 min. Offer “Keep it plain, or add your own mark?” Keeping plain is a real decision.
2. Source/model · 4 min. Show only generic adult-made broad curve/short straight mark on spare paper. Identify them as this teacher’s invented marks, not cultural motifs or named traditions.
3. Choose · 5 min. Child invents/selects a mark position/scale/contrast, or keeps plain. Ask “Which part do you want noticed?” No copied artist/community design.
4. Make/direct · 7 min. Try a removable marked broad strip, make a drawing/flat collage or direct it. Record actual tool/mark and visible covering; do not describe hidden parts as directly seen.
5. Notice/record · 4 min. Child compares current work with their earlier dated stage and keeps/change intention or mark. Read attributed description if direct view unavailable; preserve source status.
6. Close · 2 min. Keep original stages for tomorrow; store fresh AA out of sight.

Week 19 · Day 95 · Fresh AA: Turn the crossings

Goal/codes: Transfer crossing/intent choices to a fresh orientation, with honest making status. AC9AVAFD01 / AC9AVAFC01. Partial/conditional evidence only.

Prepare: held check-aa-turn plus STUDENT-CHECKS AA; key concealed.

1. Invite · 3 min. Introduce fresh AA only now: two horizontal bands and a separate vertical strip. Say “This is a new plan. You choose what to make.”
2. Source/model · 4 min. Read exact source facts neutrally: upper and lower bands; separate vertical strip; no chosen crossing or made result. Clarify front/behind vocabulary without demonstrating an answer.
3. Choose · 5 min. Child selects the vertical strip’s front/behind decisions at two crossings and an original art idea/use. All choices may vary; one front and one behind meets the interlacing request, while all-front is accurately named stacked.
4. Make/direct · 7 min. Child makes/directs/draws a small response or records an unmade plan. Adult does agreed mechanical help only. Capture first response and actual status; no worked model/key feedback during capture.
5. Notice/record · 4 min. Child indicates one source fact and one chosen art decision; says what was actually tried/made. Record any support and uncertainty. Mark missing evidence not secure, not wrong person.
6. Close · 2 min. Close first check capture. Give specific next teaching only after capture; further practice can continue later, with check-day worked choices held until then.

Week 20 · Day 96 · Choose a stage worth keeping

Goal/codes: Select dated own art stages and distinguish record from invented illustration. AC9AVAFD01 / AC9AVAFC01. Partial/conditional evidence only.

Prepare: two actual dated child-owned stages or labelled fictional maker-stages; private permission.

1. Invite · 3 min. Invite child to choose two earlier art stages they are willing to revisit; no ranking or sharing requirement. Declining own samples opens fictional practice.
2. Source/model · 4 min. For own samples name actual date/maker/process; for supplied stages say FICTIONAL ILLUSTRATIONS, not your work or tested paper. Do not retrofit dates to undated work.
3. Choose · 5 min. Child chooses one visible art change and why it mattered to them, or one question about fictional stages. Mask unrelated details and use exact reports where needed.
4. Make/direct · 7 min. Place/direct/draw chosen stages in order. If only current work exists, make a new dated stage now; do not invent a previous physical stage. Keep actual and fictional sources separate.
5. Notice/record · 4 min. Child says “This shows…” and “This cannot show…” with one point each. It may show a curve added; it cannot prove a willing audience or paper strength.
6. Close · 2 min. Save selection privately with source/status. Tomorrow make a small guide to a choice you own.

Week 20 · Day 97 · My three-picture maker card

Goal/codes: Create an original short visual guide to one art choice/process. AC9AVAFD01 / AC9AVAFC01. Partial/conditional evidence only.

Prepare: maker-card; chosen panel/status record; broad drawing or child-directed scribe.

1. Invite · 3 min. “What would you like your card to help someone notice or try?” Private self-guide is a complete purpose.
2. Source/model · 4 min. Read generic stages: choose a crossing, place/direct the strip, choose finish/use. They illustrate a possible route; actual child stages may differ.
3. Choose · 5 min. Child selects three small pictures/diagrams with short dictated labels for their actual method or planned method. Adult preparation is labelled adult-owned, not attributed to child.
4. Make/direct · 7 min. Child draws/directs/collages the three-picture card, one field at a time. Include exact crossing direction, a child art choice and a made/plan status. Writing/spelling are not goals.
5. Notice/record · 4 min. Child uses their own card privately to recall one step. Check front/behind diagram against actual work or plan without changing their art intent. Guide is not a school safety instruction.
6. Close · 2 min. Keep card with dated art privately; ask permission only if an actual willing viewer route is chosen tomorrow.

Week 20 · Day 98 · Let the card do one job

Goal/codes: Try a maker card privately or with a willing person; record what actually happens. AC9AVAFD01 / AC9AVAFC01 / AC9AVAFP01 conditional. Partial/conditional evidence only.

Prepare: card/panel; optional willing viewer under agreed privacy/access conditions.

1. Invite · 3 min. Child chooses self-walkthrough, private adult/peer viewer, or keep card private. Audience sharing remains optional.
2. Source/model · 4 min. If willing person agrees, adult confirms location/attribution and one gentle task: “Can this card help you point to my chosen crossing?” No public display or performance.
3. Choose · 5 min. Child chooses the exact card section and question; a private self-review asks the same practical question. Adult does not prompt the viewer to praise or infer child intent.
4. Make/direct · 7 min. Use the card for the chosen job, pausing/reading alternative as needed. Record exact viewer response/action if freely given, or NOT OBSERVED. Self-review is not audience sharing.
5. Notice/record · 4 min. Child keeps/changes one part based on actual use or a question still untried. Art meaning may differ between maker/viewer; neither is a wrong aesthetic answer.
6. Close · 2 min. Store only necessary private notes. Offer keep, quiet approved desk display or willing-recipient gift; no delivery is promised.

Week 20 · Day 99 · A choice I can teach

Goal/codes: Revise/keep the guide and respond to an actual maker’s purpose when available. AC9AVAFD01 / AC9AVAFC01 / AC9AVAFE01 conditional. Partial/conditional evidence only.

Prepare: child card; optional teacher’s actual original completed work/maker/date and stated purpose.

1. Invite · 3 min. Child recalls one actual use observation or an untried question. “Which bit would you keep or make clearer?”
2. Source/model · 4 min. If available show teacher’s actual original paper art, maker/date/process, and why that maker uses it. Child can describe own experience/response. Without actual encounter mark relevant evidence NOT OBSERVED.
3. Choose · 5 min. Child chooses one revision to their card/art or keeps it with reason. Do not copy the teacher’s motif; artist purpose is particular to that maker, not everyone.
4. Make/direct · 7 min. Child makes/directs original revision or a labelled plan. Point to front/behind accuracy; keep style and meaning theirs. An approved private display requires actual agreement/status.
5. Notice/record · 4 min. Child uses the revised card for one step and states a next teaching question. This does not replace integrated W20 music/number/science portfolio evidence.
6. Close · 2 min. Save new actual date and status; keep fresh AB hidden until tomorrow.

Week 20 · Day 100 · Fresh AB: A new maker story

Goal/codes: Use a fresh fictional stage source to create an original maker-card response and truthful use status. AC9AVAFD01 / AC9AVAFC01. Partial/conditional evidence only.

Prepare: held check-ab-stages and STUDENT-CHECKS AB; key concealed.

1. Invite · 3 min. Introduce AB now: labelled invented dated pictures, not anyone’s actual making record. Offer three response routes and pauses.
2. Source/model · 4 min. Read source facts only: 4 May two vertical bands; 5 May horizontal strip front left/behind right; 6 May same crossings plus curved mark lower right. Do not give an art interpretation or next choice.
3. Choose · 5 min. Child identifies one bounded visible change and invents their own panel/three-picture card choice. Ask what the pictures cannot prove; no prescribed feeling or design.
4. Make/direct · 7 min. Child creates/directs a short original card/panel or unmade plan. Capture first response/status before any key/model feedback. Actual physical making must be separately recorded.
5. Notice/record · 4 min. Child indicates one source fact, one owned art decision and made/plan/private/audience status. A chosen recipient is not evidence delivery or willingness occurred.
6. Close · 2 min. End first capture; use separate key for next teaching, not a term grade. Allow later short follow-up without imposed completion speed.