Use after first capture. These are possible responses and evidence distinctions, not prescribed aesthetic answers. Record child-owned decisions, actual maker/support/material/date, direct view/touch or attributed description, artwork/represented sculpture status and actual audience. No speed, literacy, neatness, prescribed mood or handling requirement. Pause/follow-up is allowed. Neither check is a term grade.
Check AC
Fixed source: Little bend, little hill: actual original SubjectNest computer-created 2D graphic, 30 September 2026, purpose new check proposal. Broad curved ridge across far part, smaller mound near left from the marked near edge. No physically made sculpture, compound trial, unseen side, actual audience or given art meaning. Diagram identity/purpose may support a narrow actual graphic encounter; it is not a human/community sculptor encounter.
Possible response: “The bend is far from the near edge. I choose a broad oval near the right and a low mound far left because they feel like two islands to me.” Child makes/directs approved broad separate forms or an actual original drawing, and records the sculpture UNMADE 3D PLAN if appropriate. Any coherent own form/space choice and personal meaning is valid. Keeping a source feature while changing another is valid; no exact imitation, geometric label or colour emotion is required.
Look for one source-bound detail; own art decision and intent; coherent actual making/drawing or explicitly unmade plan; truthful status/support. A compound problem is not a conceptual failure. If only development is observed, record D01; C01 needs actual artwork communicating own idea, including original drawing. Adult physical shaping is separately recorded from child direction.
Next teaching: if source/own invention blur, compare “given far ridge” with “my new oval”. If position unclear, name near edge and reference objects, one relationship at a time. If physical status unclear, show an actual drawing and name the represented sculpture still unmade. Revisit art making later when access/setup is suitable; do not turn a missing material event into failure.
Check AD
Fixed source: Pair from above and beside: actual original SubjectNest 2D graphic, 30 September 2026, purpose compare illustrative viewpoints. Same proposed low oval left and mound right. Top view gives footprints; oblique suggests a low oval and raised mound. Both maintain left/right from the marked near edge. These are invented views, not measured photos. Height, unseen sides, compound result, cultural origin and viewer action remain unknown as physical facts.
Possible response: “Both have the oval left of the round form. The side-ish drawing suggests a hill, but I don’t know what a real piece would do. I choose three low forms with a wide middle gap, looking from the near edge, because I like a little open space.” Child can produce original physical art, an actual drawing or a stated unmade proposal, with status accurately recorded. Another personal composition/view is equally valid. An original drawing can communicate the idea while its sculpture remains unmade.
Look for shared source relation or bounded view convention/unknown; original form/space/meaning; actual art or development status; correct maker/support/use distinction. Optional P01 requires actual sharing of child’s artwork with a freely willing audience and a record. SELF-REVIEW is not audience evidence. E01 may be narrow evidence of the actually encountered computer diagram and its documented compare-views purpose; no invented human maker, community importance or wider coverage.
Next teaching: mask one source view, name what it represents, then compare the second without assuming physical truth. Use an actual safe form/view later only if available; attribute reports. If imagined audience becomes actual, practise “I want to show” versus “they agreed and actually viewed”. If expression is hard to access, accept one chosen gap and a pointed/dictated reason without enlarging the task or supplying the answer.
Conservative code judgement
D01: observed developing/playful form/space/view choices. C01: actual original artwork communicating own intent; physical compound, child-directed adult shaping and drawing contributions explicitly separated. P01: actual willing audience only. E01: actual encountered work identity/purpose plus child experience/observation/idea/feeling; supplied original graphic offers a narrow known purpose, not cultural/community breadth. Retain support and unavailable evidence; review the current full programme and several actual samples before achievement reporting.