# Year 4 The Arts · two blocks in each of five art forms · learner choices

Pick the response route that helps you show your own idea: speak, sign, use AAC, point, draw, move a paper piece, make, type or direct a trusted adult where the task allows. You may work quietly or pass on public movement, sound, filming and sharing. The teacher will say when a card is **REAL**, **MODEL**, **PLAN**, or an actual **PERFORMANCE/PROGRAM RUN**. Keep that label with your work. These activities do not ask for private home, health, identity or access information. [Original source cards](../MATERIALS.md) and [text/tactile aid](../print/TEXT-ALTERNATIVES.md) are available; nothing must be bought.

## Day 11 — Dance: a near-far phrase

Create a four-count phrase meaning 'near, far, pause, return'. Use voluntary small/large movements, mobility-aid movement or a directed paper figure. Rehearse and change the use of space so the idea becomes clearer.

**Choose a route:** Seated/standing movement; hand dance; directed figure with performance label kept separate.

**Show:** Show the phrase privately if willing and name the changed element.

**Home/low-material:** Arrange paper arrows at home; actual dancing is optional.

## Day 12 — Dance: tempo changes meaning

Choose a tempo that communicates 'careful arrival' or 'excited discovery'. Rehearse and perform once for an agreed informal audience, then explain which element changed. A planning-only route remains available but is labelled PLAN.

**Choose a route:** Whole-body, seated or hand phrase; AAC rhythm cues; private teacher audience.

**Show:** Audience names the perceived change; dancer can accept or revise it.

**Home/low-material:** Use paper-count marks or a quiet voluntary move; no recording.

## Day 13 — Drama: a missing instruction

Improvise a 30-second scene in which one character wants a box and another has only a vague instruction. Use voice, puppet movement, AAC or directed action; shape a clearer turning point by adding a precise label.

**Choose a route:** Puppets; two-person improvisation by choice; AAC dialogue cards.

**Show:** Show or explain how the obstacle changed; keep the conflict fictional.

**Home/low-material:** Use two paper shapes as characters; no costume or partner needed.

## Day 14 — Drama: two possible endings

Devise two endings: one where the label helps and one where the character asks another question. Choose one, rehearse and perform to a consenting small audience or teacher. Explain why the ending changes the audience's view.

**Choose a route:** Puppet stage; seated actor; AAC/audio-free performance with gesture.

**Show:** Name the character choice and one performance adjustment.

**Home/low-material:** Plan two paper endings at home; no sharing required.

## Day 15 — Media Arts: framing a paper object

Make two still images of the same paper holder—one wide, one close—on an approved offline device. Compare what each makes salient and choose one for a fictional how-to message. If no device, draw two frames and mark PLAN.

**Choose a route:** Keyboard-accessible image choice; adult-operated camera directed by learner; paper storyboard.

**Show:** Show the pair or frames privately and name the changed meaning.

**Home/low-material:** Use paper frames at home; no family camera or account required.

## Day 16 — Media Arts: sequence responsibly

Arrange three frames into a short how-to for the fictional paper holder, add captions and, if an approved offline media tool is available, construct and privately share the sequence. Paper-only storyboard is a valid plan but not digital media construction.

**Choose a route:** Device editing with access support; paper storyboard; AAC caption selection.

**Show:** Explain one caption/sequence decision and check the audience's question.

**Home/low-material:** Make a paper sequence and show nobody unless you choose; no device/purchase.

## Day 17 — Music: a soft sound pattern

Compose a four-beat pattern using tap, clap or quiet voice and at least one rest. Sound it softly if willing; then change tempo or rest position and explain the effect. A silent symbol card remains a composition idea only.

**Choose a route:** Soft taps; AAC beat selection with a partner sounding by consent; silent notation.

**Show:** Perform or point to the changed beat and say what it communicates.

**Home/low-material:** Mark beats on paper; sound is optional and no instrument purchase is needed.

## Day 18 — Music: call and answer

Create your own two-beat answer to a teacher-made call. Rehearse and sound the four-beat pair informally, or direct a willing partner by AAC. Explain whether the answer repeated or contrasted the call.

**Choose a route:** Tap on paper; soft voice; partner plays a child-directed AAC score.

**Show:** Sound/describe the pair and one deliberate musical change.

**Home/low-material:** Use an original quiet tap pattern or make a paper score; no public performance.

## Day 19 — Visual Arts: line and texture trials

Experiment with three original mark types—straight, curved, broken—plus a paper texture made by repeated marks. Compare how pressure, spacing and line direction change the look; choose a mark for a fictional card-holder label.

**Choose a route:** Large grip pencil; tactile raised-line guide; adult scribe of child choice.

**Show:** Show one trial and describe the visual effect.

**Home/low-material:** Use any scrap paper and pencil; no kit or special pigment.

## Day 20 — Visual Arts: make and share a label

Create an original paper label for the fictional Share Shelf using your chosen line/texture treatment and a readable word. Decide where a viewer should look first, then share privately if willing and revise after one question.

**Choose a route:** Draw; tactile marks; dictate label placement to a maker.

**Show:** Point to the focal choice and one change made for the reader.

**Home/low-material:** Make a paper label at home or just describe it; no public display required.

Original SubjectNest lesson text and cards © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/); credit, link and indicate changes. Curriculum wording keeps separate ACARA terms.