# Desk review · teacher, learner, assessor and funder

**Source review on 29 September 2026:** the official [QCAA Visual Art 2025 v1.3 PDF](https://www.qcaa.qld.edu.au/downloads/senior-qce/syllabuses/snr_visual_art_25_syll.pdf), January 2026, identifies Unit 1 as **Art as lens**, with areas of study rather than a Topic 1 (printed pp 22–26). The [QCAA landing page](https://www.qcaa.qld.edu.au/senior/senior-subjects/syllabuses/the-arts/visual-art) shows v1.3 as current. The [QAGOMA collection record](https://collection.qagoma.qld.gov.au/index.php/objects/43676) names Koji Ryui, *Petit pois #2* (2022), sculpture medium and artist copyright. Our source capsule uses short paraphrased metadata, not the image or distinctive composition. We cannot infer an artist's unquoted intention from a gallery description.

## Seat 1 · teacher arriving with five minutes

Open [Day 1](LESSONS.md#day-1--see-it-then-say-what-you-think) and the [observation-window PDF](print/observation-window.pdf). Prepare one blank folded card, plain pencil and paper. A's printed original line drawing covers a room without props. The teacher can model “rectangle, diagonal, flap” as visible and “cautious” as a *possible reading*. The six 25-minute stages specify what to say, see, make and collect. A worked [optional swap](DAILY-EXTRAS.md) supports a longer block. On check days, reveal the fresh G/H sheets only with their student page and keep the public key away until first responses. Neutral reading/tactile layout is access support; suggesting a crop is a content prompt and belongs in a log.

## Seat 2 · learner/art-maker/audience

Follow Day 4: place a frame over the original card, make a full view and a close crop, then write or dictate “I enlarged the fold; I lost the opposite edge and true scale.” This is a meaningful choice even if the student does not make an emotional claim. The [crop-window diagram](print/crop-window.pdf) shows an original image and a different original crop; the [exact-text alternative](print/TEXT-ALTERNATIVES.md) says what appears and what is outside. A tactile frame over raised straight/diagonal strips preserves the same observation, choice, gain/loss and evidence. Reading or handwriting ability is considered separately from visual-art reasoning. The learner can keep personal context fictional, use quiet text, or decline any personal explanation.

Fresh Check A uses a **new arch**, not the practice folded card. The model response uses visible curve/uprights/opening, a purposeful crop/line change, a possible audience reading and a limit. Fresh Check B uses **new stepped tabs**, asks for a three-frame transformation plus process trace, and tests the difference between attribution and permission to republish an artist image. A different original artwork and viewpoint can satisfy the same evidence. The [key](teacher/ANSWER-AND-NEXT.md) gives criteria and one worked exemplar, not an aesthetic ranking of students.

## Seat 3 · assessor or potential funder

Defensible output: **ten original 25-minute scripts, 30 same-target routes, 20 worked supplementary swaps, 20 context bridges, two fresh public formative checks with separate worked feedback, six original A4 looking/making aids, two original A4 check stimulus sheets, searchable PDFs and exact text/tactile descriptions**. The media ledger records why QAGOMA's work and QCAA pages are linked rather than redistributed. These outputs do **not** establish classroom uptake, learning gain, teacher time saved, cultural approval, QCAA endorsement, a completed Unit 1 folio or secure assessment. A full 55-hour unit still needs sustained artist research, multiple media, authentic experiences and school-designed assessment.

## Mechanical, print and human limits

`python3 verify_pack.py` reads the pack and checks source/scope markers, ten six-stage timings, daily routes/swaps/bridges, check-stimulus isolation, local links, eight A4 vector semantics, searchable PDF text, exact-text alternatives and SHA-256 inventory. Intentional regeneration is `python3 print/generate_print.py --write`, followed by visual page inspection and `python3 verify_pack.py --write-manifest`. A mechanical pass cannot judge every student's response, accessibility in a real room, fine-motor burden, live gallery rights or whether a visual choice communicates as intended. Teacher classroom pilot and learner feedback are pending.