# The Arts Years 1–2 band · ten optional Year 2 sessions

**Use:** Two genuinely different short sessions in each of **Dance, Drama, Media Arts, Music and Visual Arts**. Each is **notice 2 + make 7 + share 3 minutes**, a supplement rather than sustained arts study. Give only the [learner card](LEARNER.md) and original [choice–revision mat](../print/arts-aid.svg) or [text equivalent](../print/TEXT-ALTERNATIVES.md); hold [criteria and next moves](ASSESSMENT.md) separately. A private share to teacher or chosen partner is enough. Do not copy a song, logo, character, cultural motif or community-held design. First Nations art forms require actual works, authority, ICIP and local relationships; none is fabricated here.

**Week 1 domains:** paper-fold movement, an imaginary service kiosk, a three-frame tool-return message, a sorting rhythm and a tool-library label. **Week 2 domains:** a movement meeting, two dramatic viewpoints, camera framing of paper objects, rhythm response and a privately shared drawing. Offer seated, standing, rolling, hand/eye or paper-token movement; record actual bodily dance separately from planned pathways. Offer low-volume sound, visual beat cards and a quiet route; silent composition does not prove listening or performance. Media Arts codes require a **school-approved offline media technology** actually used to capture/organise original shapes or text. Paper frames are preparatory, with no media-tech code evidence. No child's image, name, voice or personal story is captured, and nothing is uploaded. Accept sign, AAC, tactile marks, large shapes and child-directed adult assistance. Map codes precisely using the [crosswalk](../CURRICULUM-CROSSWALK.md).

## Day 1 — Dance: fold and open in space

**Codes:** `AC9ADA2D01`, `AC9ADA2C01` with actual accessible movement. **Prepare:** clear space or tabletop arrow mat.

1. **Notice · 2 min.** Show a flat paper square and a fold, then say, “How could a movement phrase show close → open without pretending to be a particular cultural dance?”
2. **Make · 7 min.** Learner chooses three safe actions: begin small, change direction or level, finish open. Try standing, seated, rolling, hand or eye movement if safe; a paper token plans the path. Pause between actions so sequence is visible.
3. **Share · 3 min.** Child shows or describes the order and one expressive choice. Mark choreography/action only in the mode actually used.

**Home/low-material:** Trace the path on paper; no large room or public performance.

## Day 2 — Drama: a missing ticket at the kiosk

**Codes:** `AC9ADR2D01`, `AC9ADR2C01`. **Prepare:** original paper characters Sen and Lux, blank ticket.

1. **Notice · 2 min.** Set a fictional kiosk: Sen has a repair ticket; Lux cannot find theirs. Ask what each role might want, without casting a child as “bad.”
2. **Make · 7 min.** Pairs or solo learner with an adult puppet improvise two possible next actions: search together or ask the kiosk worker for a new number. Use role, imagined place, voice, gesture or AAC; change one action and see how the scene changes.
3. **Share · 3 min.** Child identifies role, problem and chosen action. Do not grade confidence or vocal volume.

**Home/low-material:** Two pencil circles as puppets and one scrap ticket.

## Day 3 — Media Arts: a three-frame return message

**Codes:** `AC9AMA2D01`, `AC9AMA2C01` **only with actual approved media-tool use**. **Prepare:** three blank frames, original paper tool/book symbols and offline school-managed camera or slide editor.

1. **Notice · 2 min.** Show three empty frames. Ask which order would help a viewer understand a tool returning to a shelf.
2. **Make · 7 min.** Child arranges original paper symbols into **take → use → return**, then directs/captures each frame with an approved offline tool; crop only the paper work. If no tool is approved, make the storyboard and label it **paper preparation**, not a media-technology outcome.
3. **Share · 3 min.** Child names intended audience and one framing/order choice. Teacher records exactly which technology, if any, was used.

**Home/low-material:** Paper storyboard is a valid making activity; no family device/account is expected.

## Day 4 — Music: a six-pulse sorting cue

**Codes:** `AC9AMU2D01`, `AC9AMU2C01` with listening/sound evidence. **Prepare:** six blank pulse boxes and a soft tapping surface.

1. **Notice · 2 min.** Teacher makes an original gentle example: **tap – tap – rest – tap – rest – tap**. Display six matching marks; allow a silent visual route.
2. **Make · 7 min.** Learner chooses a different six-pulse pattern of taps/rests and repeats it, then changes one place. Invite comparison of the two patterns by listening, touch or visual sequence; note the actual mode.
3. **Share · 3 min.** Child points to the changed pulse and, if willing, sounds it privately. Silent composition is recorded as composition/planning, not listening or playing evidence.

**Home/low-material:** Six pencil boxes; no instrument, recording or forced sound.

## Day 5 — Visual Arts: a tool-library label

**Codes:** `AC9AVA2D01`, `AC9AVA2C01`. **Prepare:** blank rectangle, thick pencil or tactile line materials.

1. **Notice · 2 min.** Ask, “How can line, size and spacing help a viewer find a tool-return label?” Show only original marks, never an existing brand sign.
2. **Make · 7 min.** Child creates two tiny drafts using one bold shape, one line and a short word or symbol. Change the position or scale of one mark to guide attention. An adult may make the selected mark under the child's direction.
3. **Share · 3 min.** Child chooses one draft and explains the intended visual path. Assess deliberate choice, not neatness.

**Home/low-material:** Reused paper and pencil; no paint or printer.

## Day 6 — Dance: two pathways meet

**Codes:** `AC9ADA2C01`, `AC9ADA2P01` with an actual accessible movement phrase shared informally. **Prepare:** two large path arrows and clear approved space.

1. **Notice · 2 min.** Revisit Day 1's close/open idea. Ask how two paths can meet without bodies touching or blocking a route.
2. **Make · 7 min.** Child composes **start apart → curve toward → stop with space**, changing tempo or size at one point. Try it in a safe body mode or plan on paper. An optional partner follows a parallel path with mutual agreement.
3. **Share · 3 min.** Child performs an accessible phrase privately or shows the paper plan. Only performed movement supports the dance-sharing code; no public audience is required.

**Home/low-material:** Two pencil arrows are enough for planning; movement is optional.

## Day 7 — Drama: change whose problem we see

**Codes:** `AC9ADR2C01`, `AC9ADR2P01` when the created drama is shared. **Prepare:** Sen/Lux puppets and a blank ticket.

1. **Notice · 2 min.** Ask, “What does Lux know that Sen does not yet know?” State that the kiosk story remains fictional.
2. **Make · 7 min.** Child makes a short scene first from Sen's view, then changes one line/action to show Lux's view. Keep the imagined place and problem recognisable; an adult can voice a puppet from the child's choices.
3. **Share · 3 min.** Child privately shows both versions and names the changed viewpoint. A script alone is preparatory until a dramatic scene is actually shared.

**Home/low-material:** Two paper circles and spoken/AAC lines.

## Day 8 — Media Arts: near and far paper frames

**Codes:** `AC9AMA2D01`, `AC9AMA2C01`, `AC9AMA2P01` **only with actual approved media technology and an informal share**. **Prepare:** original paper rectangle/circle and offline school-managed camera or slide editor.

1. **Notice · 2 min.** Show the same paper symbol at two sizes in a frame. Ask which gives a viewer more detail, without implying either is always better.
2. **Make · 7 min.** Child captures or arranges **near detail** and **whole scene** views of the paper-only tool-return story, then selects an order for the viewer. No face, name, voice, school layout or upload. Without approved technology, make labelled paper frames as a storyboard only.
3. **Share · 3 min.** Child shares the media work privately and states why one frame comes first. Record actual tool and audience; a paper-only route does not meet the media codes.

**Home/low-material:** Two paper frames; a family device is never required.

## Day 9 — Music: answer a four-pulse call

**Codes:** `AC9AMU2C01`, `AC9AMU2P01`; `AC9AMU2D01` when listening/playing is observed. **Prepare:** eight pulse boxes, soft sound option.

1. **Notice · 2 min.** Teacher offers original four-pulse call **tap – rest – tap – tap** at gentle volume, plus a visual card. Pause for a response.
2. **Make · 7 min.** Child selects a different four-pulse answer and combines call + answer. Practise with soft sound or visual/tactile beats; let the learner change one answer pulse for a new effect.
3. **Share · 3 min.** Child sings/plays or shows the sequence to a chosen informal audience. Claim music performance only if sounded by voice or instrument; silent cards show composition reasoning.

**Home/low-material:** Eight marks on paper; no song, instrument or recording.

## Day 10 — Visual Arts: a useful drawing for one viewer

**Codes:** `AC9AVA2C01`, `AC9AVA2P01`. **Prepare:** new blank card, one fictional viewer question and [key](ASSESSMENT.md).

1. **Notice · 2 min.** Offer a fresh fictional purpose: help someone find the return tray at the invented kiosk. Ask how a visual mark could guide the eye; do not show a ready answer.
2. **Make · 7 min.** Child independently chooses line, shape, scale and spacing for a drawing, then revises one part after a neutral viewer question such as “Where do I look first?” No copied logo or public sign.
3. **Share · 3 min.** Child shares first/revised version privately with teacher or chosen partner, states intended viewer and one reason for change. Do not rank beauty.

**Home/low-material:** One folded scrap sheet; adult asks a neutral question and records the child's change.

Original SubjectNest scripts, rhythm patterns, characters and marks © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).