Keep with the educator, separate from learner making cards. There is no single correct artwork. Look for a child making an intentional choice, trying a variation and explaining or showing its effect for a chosen audience. A quiet, private, silent, seated or paper-token route can show genuine arts reasoning. Record the art form actually used; do not infer evidence for all five Year 1–2 band subjects from one Day 10 choice. Never rank children by neatness, volume, bodily performance, public confidence or device access.
| Day | Look for in this task | If not yet visible, offer this next |
|---|---|---|
| 1 | Two placements of circle/line/rectangle and a reason for where a viewer looks first. No copied sign/logo. | Move one large shape while keeping the others still; ask what changed. |
| 2 | Four beat positions in each version and one deliberate changed tap/rest. A silent composition shows composing but does not by itself show listening. | Place four numbered boxes and move one beat card at a time; optionally hear a gentle exact pattern. |
| 3 | A start, straight, curve and stop sequence, with a chosen expressive change. Physical mode is the child's choice under safety plans. | Use a finger/token path and ask which mark starts and which stops. |
| 4 | Two ordered frames with a title/intended viewer. If a real media tool was not used, do not mark AC9AMA2D01 observed. |
Swap frames and ask which order makes the intended message clearer. |
| 5 | Before/after sign and a stated viewer question or reason for one revision. Sharing can be private with teacher. | Ask one neutral viewer question, then let the child decide what to change. |
| 6 | Two imagined actions by paper characters and an explanation of how the fictional scene changes. | Move only Pip's paper puppet first; let the child choose Dot's response. |
| 7 | First/next/last frames and one purposeful revision for a viewer. Real halls/people are not photographed. | Cover a frame and ask what a viewer would miss, then offer it back. |
| 8 | Four original beat choices, one revised beat and chosen informal share. Record whether listening/playing evidence was actually heard or only visually composed. | Compare two beat cards side by side; invite a gentle sound or keep silent if needed. |
| 9 | Three deliberate movement/path choices with start and finish and a reason for one size/speed variation. Private or token sharing is valid. | Give three paper arrows and ask the child to order them for an intended idea. |
| 10 | Child chooses one art form, makes a first version, changes one feature for a stated viewer and shares/describes privately or informally. Mark only the relevant making/presenting code. | If no revision is named, ask “What might your viewer miss?” and let the child make a new version later. |
Formative rubric
For exploration, note whether the learner tried a material, sound, role, movement or frame and identified its effect. For making, note a deliberate order/selection linked to an idea. For revision, note what changed and why. For sharing/responding, note whether the learner conveyed intention to their chosen audience and listened/considered a question. For each, use independent / prompted / not yet observed, quote the child's explanation or describe the selected symbols, and record access tools. A presentation code is observed only when a work in that named art form is shared. Media creation/development needs actual suitable media tool use; a paper storyboard alone does not show the media-technology descriptions. Silent cards alone do not show music listening, playing or performance; a token dance plan alone does not show a performed dance sequence. Record valuable planning separately. These short samples do not certify band achievement.
Later unfamiliar rechecks: Offer a fresh original school-garden sign, a new four-beat rest–tap–rest–tap cue, a paper-token zigzag path, or two puppets trying to find a room. Ask for one purposeful variation and its audience effect. Choose a different prompt from the child's first check; do not rehearse the model answer and retest the same sign. Keep any real cultural arts work outside this invented set until its provenance, community authority and reuse rights are established.
Reuse: Original SubjectNest observation guidance © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Credit source/licence and mark changes.