# Ten 25-minute Dance starts · Unit 1 Moving bodies

Teacher setup each day: provide the movement, tabletop-directing and text/notation routes in [DAILY-CHOICES.md](DAILY-CHOICES.md); the learner can switch freely. Check the space and lead an appropriate local warm-up/cool-down **before and after any physical option**; timetable that according to your setting, not inside an unqualified card instruction. Follow access plans. None of these starts requires public performance, contact, filming, a body disclosure, a culturally specific dance or a device. The evidence target is the **choreographic reasoning**, not physical technique. Use [A–F](MOVEMENT-CARDS.md) for rehearsal; reserve [G/H](STUDENT-CHECKS.md) for their first-response days.

### Day 1 · A held direction can mean something

**Target:** Separate the stated H–R–R–H score from an inferred meaning, then link one count to a fictional purpose.

**Prepare:** [A](MOVEMENT-CARDS.md#a--four-count-signal), [path grid](print/path-grid.svg), four count cards, a marker. Offer seats/quiet paper access.

- **Launch · 2 min.** State that A is our own neutral composition card and that a paper marker is a full route. Invite a fictional purpose: alert a visitor to a right-hand desk.
- **Model · 4 min.** Put marker H on 1, R on 2, keep R on 3, return H on 4. Say “R on 3” is observable. “The visitor notices” is only possible, not certain.
- **Guided looking · 5 min.** Ask what would be lost if count 3 returned home. Put FACT beside the held R and POSSIBLE beside one audience reading.
- **Practice route · 7 min.** Learner chooses opt-in small movement, marker directing or score annotation. They state purpose, count evidence and one bounded reading; a partner may silently point to labels.
- **Audit · 4 min.** Teacher checks the four-count order and does not rate the learner's body. Correct “everyone looks right” to “a viewer may notice right because R is held on 3.”
- **Exit · 3 min.** Collect one fact/one inference and preview that tomorrow one path count changes.

### Day 2 · One changed path, one changed cue

**Target:** Compare B's far and near count-2 routes while holding counts 1, 3 and 4 constant.

**Prepare:** [B](MOVEMENT-CARDS.md#b--two-paths-same-four-counts), [path grid](print/path-grid.svg), two colour-independent marker rows.

- **Launch · 2 min.** Offer a fictional guide needing to direct attention towards either the far side or near edge; these are imagined spaces.
- **Model · 4 min.** Build H–F–R–H above H–N–R–H. Cover the matching counts. Name count 2 as the only different location.
- **Guided looking · 5 min.** Ask what a viewer can see at 2 and why a far-side purpose could favour F. Acknowledge more than one defensible answer with evidence.
- **Practice route · 7 min.** Learner directs, annotates or opts in to a comfortable direction gesture. They choose one route for a stated audience/context and name the changed count.
- **Audit · 4 min.** Count both four-beat versions, ask whether the claim predicts every viewer, and ensure no floor travel was demanded.
- **Exit · 3 min.** Save two route strips and one because-sentence; preview timing with locations unchanged.

### Day 3 · Arrival time changes the quality

**Target:** Keep C's H–R–R–H places fixed and explain how sustained versus sudden arrival at R may shift attention.

**Prepare:** [C](MOVEMENT-CARDS.md#c--time-and-dynamic-contrast), [time strip](print/time-strip.svg), pencil or marker. Optional original [four-count click](audio/four-count-click.wav) at comfortable level; printed counts are enough.

- **Launch · 2 min.** Distinguish a sudden *timing* from forceful bodily action. No one has to move fast or use audio.
- **Model · 4 min.** Draw a long line through count 2 for gradual arrival; draw an arrival mark at the start of 2 for the other version. Both rest at R for count 3.
- **Guided looking · 5 min.** Compare exactly what stays fixed and what changes. Ask which timing could make a fictional announcement feel less abrupt and why.
- **Practice route · 7 min.** Learner manipulates the time strip, directs a marker or opts into locally approved small movement. They record one possible reading tied to the mark.
- **Audit · 4 min.** Reject “stronger because it uses more force” if only timing changed. Check count sequence, comfort and no compulsory sound.
- **Exit · 3 min.** Collect two arrival marks and a limitation; preview a relationship to an object.

### Day 4 · Near an object, or turned towards it

**Target:** Compare D's approach and orientation to an object and justify one choice for a fictional communication purpose.

**Prepare:** [D](MOVEMENT-CARDS.md#d--relationship-to-an-object), [object map](print/object-map.svg), two separate paper markers.

- **Launch · 2 min.** Keep the invented lamp as a flat marker. No one needs a partner, real prop or contact.
- **Model · 4 min.** Version 1 moves the marker towards F and returns; Version 2 keeps it H and points an arrow F. Show that proximity and facing are different relationships.
- **Guided looking · 5 min.** Ask which choice may communicate “look at the lamp” without making the lamp itself a character. Require the exact count/arrow.
- **Practice route · 7 min.** Learner makes one relationship choice with cards, notation or opt-in movement and adds a safety/permission choice: “tabletop is enough here.”
- **Audit · 4 min.** Check that the proposal requires neither peer touch nor a hazardous move, and that the audience reading is possible rather than certain.
- **Exit · 3 min.** Save a map and one evidence sentence; G will ask for a new independent choice tomorrow.

### Day 5 · Fresh G formative check

**Target:** Independently adapt a new four-count route to a stated purpose and support a possible reading with count/space evidence.

**Prepare:** [Check A](STUDENT-CHECKS.md#day-5-check-a--new-g-passage), [fresh G sheet](check/fresh-g.svg), clean count cards. Keep the [teacher key](teacher/ANSWER-AND-NEXT.md) closed until first responses are saved.

- **Launch · 2 min.** Say this is public practice for feedback and any of the three routes is available; there is no performance grade.
- **Source access · 4 min.** Let learners read G or receive a neutral exact-text/tactile reading. Explain H/F/L/R labels only; do not choose an adaptation.
- **Independent plan · 5 min.** Learner marks score facts, purpose, one variable they will change and their route.
- **Independent response · 7 min.** Learner directs markers, annotates or opts into a teacher-approved small gesture; records a four-count revised score and evidence-led possible reading.
- **Self-audit · 4 min.** Check all four counts remain, one named element changed and no claim of universal effect or physical technique was made.
- **Submit · 3 min.** Save the first answer, then use separate worked feedback. Give extra access time locally as needed.

### Day 6 · Name the operation before judging it

**Target:** Distinguish E's left-right mirror from an early return, and explain how each manipulation changes a motif.

**Prepare:** [E](MOVEMENT-CARDS.md#e--motif-transformation), [motif-variation sheet](print/motif-variation.svg), four H/R/L cards.

- **Launch · 2 min.** Ask whether “reverse” refers to space or time. E is an original score, not a traditional movement vocabulary.
- **Model · 4 min.** Lay A H–R–R–H. Beside it lay H–L–L–H and label *lateral mirror*. Lay H–R–H–H and label *early return*. Count each aloud or show raised numerals.
- **Guided looking · 5 min.** Ask why reversing A's time order at this coarse location level gives the same sequence. Use two identical token rows to make the symmetry visible.
- **Practice route · 7 min.** Learner selects a transformation for a fictional queue-flow or exhibition purpose, directs/notes/opts in to small movement, and names the operation precisely.
- **Audit · 4 min.** Check all four counts, accurate label and specific changed count/direction. Do not score bodily alignment.
- **Exit · 3 min.** Collect original plus two transforms and one purpose sentence.

### Day 7 · A relationship can be chosen without contact

**Target:** Explain how D's mover–object orientation or F's side-to-side relation could focus attention without a partner.

**Prepare:** [D/F](MOVEMENT-CARDS.md), [object map](print/object-map.svg), paper object and mover markers; optional quiet room.

- **Launch · 2 min.** Ask “what can a viewer actually see?” A relation to space or object needs no second dancer.
- **Model · 4 min.** Keep mover H; turn its arrow towards the invented lamp at F on 2–3. Contrast a slide towards F. Both are compositional relationships; neither says the lamp is sacred or real.
- **Guided looking · 5 min.** In pairs only by consent, one person may describe a drawn version; otherwise self-check. Name the relation, counts and potential audience focus.
- **Practice route · 7 min.** Learner designs a two-marker or arrow score for a fictional library display, with movement/directing/analysis choice and a stated no-contact boundary.
- **Audit · 4 min.** Check observable position/facing evidence and a modest claim. If the physical route cannot be safely supported, use paper now.
- **Exit · 3 min.** Save the marked relationship and a question about how structure changes it.

### Day 8 · Repetition or contrast over eight counts

**Target:** Compare F's P|P and P|Q structures, keeping eight counts while explaining an attention purpose.

**Prepare:** [F](MOVEMENT-CARDS.md#f--repeat-and-contrast), [structure strip](print/structure-strip.svg), two P and one Q card.

- **Launch · 2 min.** Point out that the two phrases are ours; no known dance or genre is being performed.
- **Model · 4 min.** Place P H–R–R–H twice (P|P). Change second phrase to Q H–L–L–H (P|Q). Count eight in each, including both held counts.
- **Guided looking · 5 min.** Ask which structure might draw attention to one side twice and which might balance attention left/right. Tie claims to the second phrase.
- **Practice route · 7 min.** Learner directs cards, writes eight symbols or opts into a small comfortable phrase. They choose a purpose and annotate the changed phrase.
- **Audit · 4 min.** Check eight counts, correct P/Q sequence and possible rather than guaranteed audience effect. Paper route remains equally valid for reasoning.
- **Exit · 3 min.** Submit both structures plus a one-sentence comparison.

### Day 9 · Source authority before borrowing a move

**Target:** Distinguish source metadata, movement evidence and permission, then make an original A–F compositional choice without borrowing a work.

**Prepare:** [first-authority pathway](SOURCE-PATHWAY.md), [choice log](print/choice-log.svg), text-only titles of QCAA, Bangarra and Creative Australia pages. No external dance clip is required in this starter.

- **Launch · 2 min.** State that a company education page can identify its publisher and resources; it does not automatically authorise copying its dance or stories.
- **Model · 4 min.** Record “Bangarra publishes classroom resources” as source metadata. Put “how a specific work moves” and “may we perform/adapt it?” in separate unanswered boxes. Read Creative Australia protocol title.
- **Guided looking · 5 min.** Ask what would need watching, attribution, rights and cultural consultation before using a selected work. Do not have students mimic or speak for any culture.
- **Practice route · 7 min.** Learner records a rights/source question and makes a new original A–F marker/score choice for a fictional purpose, in any route.
- **Audit · 4 min.** Check own choice is clearly separate from third-party source fact and that permission is not assumed. Flag full-unit authentic repertoire as still to plan.
- **Exit · 3 min.** Save source question and original log; tomorrow's H is a fresh check.

### Day 10 · Fresh H formative check

**Target:** Independently compare a repeated and contrasting phrase in a new score, then justify one purposeful revision and its limits.

**Prepare:** [Check B](STUDENT-CHECKS.md#day-10-check-b--new-h-crossing), [fresh H sheet](check/fresh-h.svg), blank eight-count strip. Keep teacher feedback closed until first responses are saved.

- **Launch · 2 min.** Offer movement, directing or annotation, including silent access. It is a public formative check, not a school performance result.
- **Source access · 4 min.** Read or supply H exactly. Clarify N/F/L/R/H as tabletop labels; do not reveal a preferred second phrase.
- **Independent plan · 5 min.** Learner marks repeated and changed counts, chooses a purpose and selects one allowed variable to revise.
- **Independent response · 7 min.** Learner provides an eight-count score in markers or notation, or opts into teacher-approved small movement, and explains a possible audience reading with evidence and a limit.
- **Self-audit · 4 min.** Check eight counts, correct source facts, purpose/context, one justified change and no physical-skill claim from paper.
- **Submit · 3 min.** Save the first response before using the separate key; choose later lessons for actual genre history, repertoire and technique.