# The Arts · ten new 12-minute blocks · two per art form

Use [clean learner cards](LEARNER.md), [five-form workbench](../print/arts-workbench.pdf) and staff [evidence notes](ASSESSMENT.md). The first fortnight already explored fold/open dance, a missing ticket drama, three-frame return media, sorting-cue pulse, and a tool-library label. These ten activities give **new expressive problems** linked loosely to directions and regrouping. Each has **2 min notice + 7 min make/try + 3 min show = 12 minutes**. Choice of seated/standing/partner-directed movement, low/silent sound, offline media technology, no filming of learners, no compulsory performance or touch. Paper plans are useful but do not prove an unheard sound, unperformed movement or unused camera/editor. No First Nations cultural form, symbol, language or music is invented.

## Day 11 — Dance: turn, travel, pause

**Codes:** `AC9ADA2D01`, `AC9ADA2C01`; `AC9ADA2P01` only if shared. **Setup:** two large direction arrows and a clear space or tactile tabletop path.

1. **Notice · 2 min:** Ask how a short movement can show “begin, turn, pause” without words.
2. **Make · 7 min:** Learner chooses three movements/gestures and varies pathway or level safely; rehearses, then changes one element for clarity. A seated gesture phrase is a full route.
3. **Show · 3 min:** Invite informal share or private teacher view; learner names which movement signals the turn. Record what actually moved.

**Access/home:** Seated/standing/partner-directed or tabletop plan; home gesture phrase with optional adult audience. **Limit:** tabletop arrows alone are choreography planning, not performed dance.

## Day 12 — Drama: two people hear one direction

**Codes:** `AC9ADR2D01`, `AC9ADR2C01`; `AC9ADR2P01` if shared. **Setup:** original paper characters Ari and Mo and a note “Put the box by the table”; no real child role required.

1. **Notice · 2 min:** Ask what “by the table” leaves open in a fictional scene.
2. **Make · 7 min:** Learner uses voice, gesture, puppet or typed dialogue to enact two different plausible interpretations, then adds a precise direction without blaming either character.
3. **Show · 3 min:** Informally share or show privately; listener states what changed in the imagined situation.

**Access/home:** Puppets, AAC dialogue or adult reader; home paper characters. **Limit:** a written script alone is composition evidence, not shared drama.

## Day 13 — Media Arts: crop and caption a paper model

**Codes:** `AC9AMA2D01`, `AC9AMA2C01` only with actual school-approved offline media tool; paper storyboard is preparation. **Setup:** original paper square/circle, plain background, offline camera or slide editor on school device; no people or personal data in frame.

1. **Notice · 2 min:** Show the same two paper shapes with near/far framing; ask what a viewer notices first.
2. **Make · 7 min:** Learner captures or constructs two different crops, adds a short caption for an imaginary audience, and checks no person/name is visible. Paper frame substitute is allowed but labelled plan.
3. **Show · 3 min:** Compare what each frame/caption emphasises; record actual tool use if it occurred.

**Access/home:** Adult operates offline tool at child direction; enlarged/tactile paper frames; home paper crops with no upload. **Limit:** paper-only route is not evidence of media-technology use.

## Day 14 — Music: a turn and a rest

**Codes:** `AC9AMU2D01`, `AC9AMU2C01`; `AC9AMU2P01` if played/shared. **Setup:** four pulse boxes, soft tap surface or voice/hum option, consent to low volume.

1. **Notice · 2 min:** Demonstrate four evenly spaced pulses with one silent/rest pulse; ask how the gap changes a listener's expectation.
2. **Make · 7 min:** Learner selects a four-pulse pattern with one rest, performs softly or directs a partner's sound, listens, then moves the rest and compares.
3. **Show · 3 min:** Share a low-volume version or privately demonstrate; learner identifies the audible/silent position without equating louder with better.

**Access/home:** Tactile pulse boxes, visual beats, AAC choice, silent notation for planning; home soft tapping only if welcome. **Limit:** silent notation does not show listening/playing.

## Day 15 — Visual Arts: three readable symbols

**Codes:** `AC9AVA2D01`, `AC9AVA2C01`; `AC9AVA2P01` if shared. **Setup:** three blank destination cards (water, rest, materials) and thick pen/tactile line materials; these are original generic symbols, not cultural motifs.

1. **Notice · 2 min:** Ask how a symbol can differ by shape/line, not colour alone.
2. **Make · 7 min:** Learner experiments with two shapes for one destination, chooses three distinct symbols, then labels them in words for an imaginary route aid.
3. **Show · 3 min:** A new viewer matches symbols to labels; learner records one confusion and revises a line/shape.

**Access/home:** Raised line, collage, large marks, adult handling at direction; home scrap paper. **Limit:** a private plan is not informal sharing until another viewer actually sees it.

## Day 16 — Dance: revise the pathway

**Codes:** `AC9ADA2D01`, `AC9ADA2C01`; `AC9ADA2P01` only if shared. **Setup:** a safe clear route or tabletop guide plus two contrasting path marks, straight and curved.

1. **Notice · 2 min:** Ask how a straight versus curved pathway changes the feel of a short phrase.
2. **Make · 7 min:** Learner performs or directs a 3-part phrase on one path, then changes path or level while keeping the beginning gesture. Rehearse both safely.
3. **Show · 3 min:** Peer/teacher sees one or both versions; learner names the changed element and intended effect.

**Access/home:** Seated arms, wheelchair-accessible space only if checked, partner movement at direction; home tabletop as planning. **Limit:** no performance evidence without observable expressive movement.

## Day 17 — Drama: repair a mistaken stock count in role

**Codes:** `AC9ADR2D01`, `AC9ADR2C01`; `AC9ADR2P01` if shared. **Setup:** original fictional storekeepers Ari and Mo, paper groups of ten and one vague line “There are lots more now.”

1. **Notice · 2 min:** Ask how a character could react when a count seems to change after a ten-pack is opened.
2. **Make · 7 min:** Create a short scene: one character worries, the other explains the **same amount, new grouping** using gesture/prop/dialogue; roles may swap. Keep the count simple and check it.
3. **Show · 3 min:** Informal or private share; listener identifies the character's problem and how the scene resolved it.

**Access/home:** Puppets, AAC lines, adult reader, no compulsory public performance. **Limit:** maths correctness supports the prop, while dramatic situation/role is the Arts evidence.

## Day 18 — Media Arts: two frames, one changed grouping

**Codes:** `AC9AMA2D01`, `AC9AMA2C01`; `AC9AMA2P01` if shared. **Setup:** 1 paper ten-strip and 10 single paper squares, plain background, offline school-approved camera/slide editor; no learners filmed.

1. **Notice · 2 min:** Ask how two frames can show a change of grouping without implying the amount grew.
2. **Make · 7 min:** Learner creates before/after images or slides of 1 ten then 10 ones, adds labels and checks all pieces are visible. Paper-only two-frame plan is permitted but recorded separately.
3. **Show · 3 min:** Invite an informal small audience and ask what the two-frame sequence communicates; record actual tool/presentation use.

**Access/home:** Adult controls camera under learner direction; tactile pieces or text-frame plan; home paper only, no upload. **Limit:** no Media Arts technology/presentation claim from a paper storyboard alone.

## Day 19 — Music: a four-pulse question and answer

**Codes:** `AC9AMU2D01`, `AC9AMU2C01`; `AC9AMU2P01` if played/shared. **Setup:** eight pulse boxes, low-volume tap/voice choice, optional ear-rest area.

1. **Notice · 2 min:** Play a soft four-pulse “question” with a rest; ask what an answer could repeat or change.
2. **Make · 7 min:** Learner chooses a four-pulse response, practises after the call, changes one element (rest position or timbre), and listens for contrast.
3. **Show · 3 min:** Perform quietly in pair or privately; listener identifies repeat/change from actual sound.

**Access/home:** Visual/tactile pulse tokens, AAC sequence choices, partner sound at direction; home optional quiet performance. **Limit:** drawn pulse boxes alone are a composition plan, not listening/playing evidence.

## Day 20 — Visual Arts: a route sign for a viewer

**Codes:** `AC9AVA2D01`, `AC9AVA2C01`; `AC9AVA2P01` if shared. **Setup:** fresh blank route-sign card, original water/rest/materials symbols from Day 15 or new learner-made ones, high-contrast marks.

1. **Notice · 2 min:** Ask which element a viewer should notice first when seeking a rest place.
2. **Make · 7 min:** Learner arranges symbol, directional arrow and text label with a clear visual order; tries a second layout if first is crowded. No real school sign is installed.
3. **Show · 3 min:** A viewer points to the intended destination; learner records one interpretation and revises a visual choice if needed.

**Access/home:** Large tactile shapes, collage, spoken layout with adult scribe; home imaginary sign. **Limit:** a peer test is local evidence of readability, not universal accessibility certification.