# The Arts teacher checks and next moves · keep separate

For each chosen form, record `art form | first choice | change | actual making/performance/tool/share | learner's explanation | access/support | next move`. **2** = intentional choice and explanation independently, **1** = after a model/prompt, **0** = not yet evidenced with access available. A silent or paper route is valued for thinking; do not turn it into an unobserved dance, music or media-technology performance claim. Never score neatness, volume, body shape, cultural conformity or public confidence.

| Day / form | Exact check / acceptable evidence | If not yet, teach and recheck |
| --- | --- | --- |
| 1 Dance | A three-part close/change/open phrase with a deliberate direction, level or size change. **Dance development/choreography** evidence needs actual accessible movement; a token path is choreography planning only. | Model two contrasting safe path marks; child chooses a third and performs if they consent. |
| 2 Drama | Sen and Lux have an imagined role/problem; changing an action changes the fictional scene. Puppets/AAC count when the learner makes dramatic choices. | Give one role and setting, then ask for a new action with a different fictional ticket. |
| 3 Media Arts | Three frames show a coherent order and one audience/framing choice. `AC9AMA2D01/C01` only if the learner actually directed/used approved offline media technology, not paper alone. | Hide one frame, ask what the viewer loses; if technology is available, capture only new paper shapes. |
| 4 Music | Six pulses, a different pattern from the model, and one identified change. Listening/playing evidence requires actual accessible sound/listening; silent marks demonstrate composition reasoning. | Use six tactile/visual boxes to hold pulse count, then try an optional gentle sound. |
| 5 Visual Arts | Two drafts with a deliberate shift in line, size or position and a reason about viewer attention. No “prettiest” answer. | Compare two different arrangements of the same marks; child directs a third. |
| 6 Dance | Phrase preserves start apart, curve toward and stop with space; one expressive change is named. `AC9ADA2P01` only for an actual accessible movement sequence shared informally. | Rehearse one path at a time with the child controlling pace and stop. |
| 7 Drama | Same missing-ticket situation is shown from two roles by changing line/action; an actual puppet/gesture/AAC scene is shared privately for `AC9ADR2P01`. A written plan alone is preparation. | Ask “What does Lux know?” and model one changed line in a new scene. |
| 8 Media Arts | Near detail and whole view of the **same paper work**, intentional order and stated audience. Media development/construction/share codes require an approved offline tool and actual informal share of media work; paper frames alone do not satisfy them. | Try one crop of a new paper shape on an approved tool, then compare the viewer's information. |
| 9 Music | A four-pulse answer differs from the call, making eight pulses together; learner identifies one revision. `AC9AMU2P01` requires music sounded to a chosen audience, with listening/playing evidence marked separately. | Keep the call fixed and choose only the four answer marks; optional soft performance next. |
| 10 Visual Arts | Original drawing guides a viewer toward the tray; child shows first/revised version and explains one line/shape/scale/spacing change to a chosen audience. | Give a fresh viewer question and let the child choose one mark to adjust. |

**Cross-form boundary:** Two blocks per form do not amount to full achievement in any of the five subjects. The Year 1 pack uses some shared Years 1–2 band codes, but these Year 2 tasks use new objects, purposes and progression. All five form-specific `P01` codes are observed only when the relevant art is actually shared, even privately; a general Day 10 visual work cannot supply the other four.

**Fresh transfer:** Offer a new imaginary purpose, such as “help a visitor see where a clean tool goes.” Let a child choose a form, create one new choice and explain its effect. Keep the form-specific evidence conditions above.

Original teacher criteria © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).