# Year 3 Arts · optional Weeks 3–4 teacher sequence

Two sessions each in Dance, Drama, Media Arts, Music and Visual Arts. Share privately by choice. Actual movement, enacted drama, approved media technology and sounded music are recorded separately from paper planning; do not fabricate cultural forms.

Each Day 11–20 block is **12 minutes**: notice 2, try/make 7, show 3. Choose what fits the timetable; these are supplements, not a complete subject allocation. Prepare the stated safe materials, give the separate [learner card](LEARNER.md), and retain the [checks and next moves](ASSESSMENT.md) teacher-side. The original [print mat and text route](../print/TEXT-ALTERNATIVES.md) support spoken, visual, tactile and low-print access. Code links are partial and exact in the [crosswalk](../CURRICULUM-CROSSWALK.md).

## Day 11 — Dance: near and far path

**Codes:** `AC9ADA4D01`, `AC9ADA4C01`. **Prepare:** Clear school-approved space, no contact or forced public performance.

1. **Notice · 2 min.** Use the original prompt ‘near → far → still’. Ask what direction, space and timing could communicate a traveller finding a place.
2. **Try/make · 7 min.** Create a three-action dance phrase in a safe chosen body mode. Try one version, then alter the size or timing of one action. A token route is an optional plan, not performed dance.
3. **Show · 3 min.** Share an actual phrase privately if willing and name the changed element.

**Learner choices:** Seated or standing safe movement; wheelchair route under plan; hand or eye movement; paper pathway as planning.

**Home/low-material:** Use a small safe hand phrase or paper route at home.

**Evidence boundary:** Claim Dance movement only if a learner actually moves in an agreed accessible mode.

## Day 12 — Drama: the missing label

**Codes:** `AC9ADR4D01`, `AC9ADR4C01`. **Prepare:** Original character circles, blank paper book; private share okay.

1. **Notice · 2 min.** Invented characters Ivo and Peri need to sort a returned book with a missing label. Ask what each role knows.
2. **Try/make · 7 min.** Improvise a brief scene with role, space and a changed action: guess a box, then choose to ask the organiser instead. Use puppet, gesture, voice, sign or AAC.
3. **Show · 3 min.** Show how the changed action altered the fictional problem without casting a pupil as careless.

**Learner choices:** Two paper puppets; adult voices chosen by learner; AAC script fragments.

**Home/low-material:** Use two drawn circles as puppets; no costume or audience.

**Evidence boundary:** A written summary is drama planning until it is enacted or shared as a scene.

## Day 13 — Media Arts: frame the object

**Codes:** `AC9AMA4D01`, `AC9AMA4C01`. **Prepare:** School-managed offline camera or slide tool; crop paper only; no faces, names, voices or upload.

1. **Notice · 2 min.** Show two original paper shapes on a blank table. Ask how framing one closer changes what a viewer notices.
2. **Try/make · 7 min.** With a school-approved offline camera or slide tool, capture only the paper shapes in a wide and close frame, then order them for a fictional viewer. If no approved tool, make a paper storyboard labelled preparation.
3. **Show · 3 min.** Share the actual two-frame media work privately and explain the order, if technology was used.

**Learner choices:** Child directs an adult's approved device; enlarged screen; tactile paper framing before capture.

**Home/low-material:** Draw two blank frames as an honest paper plan; no family device required.

**Evidence boundary:** Without approved media technology, do not credit media production codes.

## Day 14 — Music: a pulse with a pause

**Codes:** `AC9AMU4D01`, `AC9AMU4C01`. **Prepare:** Paper pulse mat and soft surface, no recorded song or third-party melody.

1. **Notice · 2 min.** Offer an original gentle pattern of six pulses: tap, tap, rest, tap, rest, tap. Display six boxes at the same time.
2. **Try/make · 7 min.** Learner makes a different six-pulse pattern and changes one rest to a gentle sound or the reverse. Listen, feel a safe vibration, or follow visual pulse marks as an access route; note actual mode.
3. **Show · 3 min.** Play or sing a chosen pattern quietly if willing; point to the changed pulse.

**Learner choices:** Large pulse boxes; quiet soft tap; tactile pulse card; no forced sound exposure.

**Home/low-material:** Use pencil marks or a gentle tap; no instrument needed.

**Evidence boundary:** Do not claim auditory listening if only a visual/tactile route occurred.

## Day 15 — Visual Arts: direct the eye

**Codes:** `AC9AVA4D01`, `AC9AVA4C01`. **Prepare:** Blank paper; no copied brand or cultural motif.

1. **Notice · 2 min.** A fictional viewer needs to find a paper tool-return tray. Ask how line, size and empty space could guide attention.
2. **Try/make · 7 min.** Make two original tiny designs using only rectangles, arrows and a self-made symbol. Change one visual convention between drafts and ask a neutral viewer where their eye went first.
3. **Show · 3 min.** Choose a design and explain which choice served the intended viewer.

**Learner choices:** Thick pencil or tactile line; large paper; child-directed adult marks.

**Home/low-material:** Create two paper drafts with pencil or string lines.

**Evidence boundary:** A fictional viewer is not real audience research; actual feedback must be recorded separately.

## Day 16 — Dance: change the pathway

**Codes:** `AC9ADA4C01`, `AC9ADA4P01`. **Prepare:** Clear approved space and no contact, chase or public-show demand.

1. **Notice · 2 min.** A dancer must show ‘look → turn → arrive’ without touching anyone. Ask how a curved route changes the idea.
2. **Try/make · 7 min.** Compose and practise a three-action phrase with one direction and one timing choice; safely revise after a private teacher prompt. A tabletop token may plan a route first.
3. **Show · 3 min.** Perform privately to a chosen audience if willing, or record planning only; say what changed.

**Learner choices:** Hand, gaze, seated, rolling or standing safe movement under individual plan; private audience.

**Home/low-material:** A gentle small movement phrase works; paper only is a plan.

**Evidence boundary:** No movement/performance credit if the learner chose a paper-only route.

## Day 17 — Drama: another viewpoint

**Codes:** `AC9ADR4C01`, `AC9ADR4P01`. **Prepare:** Original paper puppets and fictional story only.

1. **Notice · 2 min.** Revisit Ivo and Peri but add invented organiser Meli, who does not know the label is missing. Ask how Meli's view differs.
2. **Try/make · 7 min.** Devise a two-part scene: first Ivo/Peri decide, then Meli learns the problem. Change one line or gesture to make the new viewpoint clear; rehearse with puppets if preferred.
3. **Show · 3 min.** Share the scene privately and identify the moment the viewpoint changes.

**Learner choices:** Puppet enactment; sign/AAC role lines; adult voices only on learner direction.

**Home/low-material:** Use three circles as puppets; a family member may be audience by choice.

**Evidence boundary:** Do not assess extroversion or vocal volume as drama quality.

## Day 18 — Media Arts: sequence for meaning

**Codes:** `AC9AMA4C01`, `AC9AMA4P01`. **Prepare:** Approved offline camera or slides; no person, name, voice, school layout, upload or family account.

1. **Notice · 2 min.** Original paper story: empty shelf → paper card in hand → returned card. Ask whether a viewer needs another frame.
2. **Try/make · 7 min.** Use approved offline media technology to make a two- or three-frame sequence of paper only. Compare two orders; choose the one that makes the action clearer. Paper storyboard is preparatory if no tool.
3. **Show · 3 min.** Share the actual media work with a chosen informal audience and ask one neutral question about clarity.

**Learner choices:** Adult operates school tool on direction; enlarged frame; tactile ordered cards before capture.

**Home/low-material:** Draw a storyboard if no approved tool; label it planning only.

**Evidence boundary:** No media production or sharing claim from a paper-only storyboard.

## Day 19 — Music: answer a quiet call

**Codes:** `AC9AMU4C01`, `AC9AMU4P01`. **Prepare:** Original pulse boxes and gentle sound only; no recording or copyrighted tune.

1. **Notice · 2 min.** Teacher offers an original soft four-pulse call: tap, rest, tap, tap, with visual/tactile marks.
2. **Try/make · 7 min.** Create a distinct four-pulse answer, join call and answer, then change the answer's ending. Practise in a personally comfortable sound mode; silent composition remains an honest alternative.
3. **Show · 3 min.** Play/sing the eight-pulse exchange privately if willing; identify the changed ending.

**Learner choices:** Soft tap; adult plays child-selected rhythm; tactile beat tokens; visual count.

**Home/low-material:** Mark eight boxes or tap softly by choice.

**Evidence boundary:** Do not equate a silent composition with performed music or claim heard evidence from a visual route.

## Day 20 — Visual Arts: a revised sign

**Codes:** `AC9AVA4C01`, `AC9AVA4P01`. **Prepare:** Blank paper and pencil; no named real school sign, copied brand or cultural design.

1. **Notice · 2 min.** Fresh fictional viewer: a new person needs to notice a return-tray direction on a busy notice. No existing logo or sign is shown.
2. **Try/make · 7 min.** Make a new original line-and-shape sign, get a neutral chosen viewer response, then revise one visual decision. Label the before and after with the reason.
3. **Show · 3 min.** Share both privately and state what the revision intended to improve.

**Learner choices:** Tactile string line; bold marker; adult makes directed marks; AAC reason.

**Home/low-material:** Draw two signs on scrap and ask a trusted adult a neutral viewing question.

**Evidence boundary:** Sharing can be private; ‘effective for all viewers’ needs broader real testing.

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