The target is a purposeful, evidence-led choreographic decision; each column asks for the same score/count/space evidence and a possible reading. Movement is always small-range, chosen by the learner and locally approved after a teacher-led warm-up and space check. Learners may observe, stop or switch to paper without explanation. Directing means moving objects, never directing someone else's body without consent. A peer may read/scribe neutrally, without supplying a decision. No camera, sound, public display, touch, fitness claim or personal disclosure is required in any of the 30 routes. The notation/analysis route is equivalent for this starter's reasoning target; it cannot show actual physical technique or expressive performance.
| Day | Opt-in movement route | Tabletop directing route | Notation/analysis route |
|---|---|---|---|
| 1 | If locally safe, choose a tiny H→R intention and held count 3; state how the hold may signal right-hand attention. | Slide a marker H–R–R–H; cite count 3 for a right-desk purpose. | Write H–R–R–H, box 3 and distinguish fact from possible audience inference. |
| 2 | Indicate far then near with two comfortable directions; compare only count 2 for a guide purpose. | Direct H–F–R–H beside H–N–R–H; choose one for a fictional far-side sign. | Write both scores; circle F versus N at 2 and justify a possible focus. |
| 3 | If appropriate, try a gradual versus early arrival within count 2 at comfortable speed; explain the timing, not force. | Slide marker gradually versus place it at R early, then hold 3; choose an announcement purpose. | Draw long versus start-of-count arrival marks on C; infer one possible timing effect. |
| 4 | Orient within a chosen range towards an imaginary object without contact; name count 2–3 relationship. | Move two paper tokens or a facing arrow; select approach or orientation to F. | Draw object at F, mover H and count-specific arrow; explain possible focus. |
| 5 | If chosen, show one small revision of new G after planning; submit a four-count score and reason. | Direct G with paper tokens, change one named variable and cite a count. | Annotate new G and a revised four-count score; explain purpose, reading and limit. |
| 6 | Opt into tiny left/right intention or earlier return; correctly name mirror versus early return. | Arrange A, lateral mirror and early-return rows; choose a purpose. | Write all three rows, circle changed count/side and explain one effect. |
| 7 | If suitable, orient to a chosen space/object marker without a person or prop; justify visible relation. | Place H and F tokens plus an arrow, or move a marker towards F; justify a viewer cue. | Diagram proximity versus facing at 2–3, and explain which relation fits purpose. |
| 8 | Choose a small comfortable P then P or P then Q phrase; count all eight and name directional pattern. | Place P/Q cards into two eight-count strips; explain repeated versus contrasting attention. | Write H–R–R–H twice and H–R–R–H/H–L–L–H; cite phrase two. |
| 9 | With an original A–F gesture only, state own count choice and a separate source-rights question. | Direct an original motif with tokens, then record publisher versus permission separately. | Annotate an A–F choice and two source boxes: known metadata, permission to confirm. |
| 10 | If chosen, make one small H revision after independent plan; provide eight counts and a limit. | Direct new H's two phrases, revise one element and cite exact count/space. | Annotate H, construct eight symbols and justify a possible reading with boundary. |