Hold this and source-data.json until first C/D capture. Describe exact source facts without teaching a preferred interpretation/edit. Record source access, learner's first component and help; further components or teaching follow separately. Unfinished = not yet observed, another short sitting, no completion-speed score. There is no four-panel/all-bank/word/film quota. There is no unique phrase/order or required achieved audience effect.
C — independent source reading and open edit examples
Exact A black dot/yellow triangle; B same dot/triangle as flag on grey boat without a blue enclosing border; C same flag/boat inside a blue drawn picture border. The blue border belongs to the represented scene, not merely the ordinary panel edge. It reveals a new context, but it does not prescribe the learner's reading or audience reaction. All are original drawn fiction; no boat trip/photo or human account.
Independently enumerated valid examples (examples, not exhaustive answers or a learner checklist):
- Flag clue: keep A then B, leave C out or later, and explain that B supplies object/context for the dot/triangle. A made pair can be a final strip; no film is implied.
- Picture clue: select B then C, or C first with a different own reason, to draw attention to the enclosing picture border. An own caption such as “In a picture” can support the intention; exact words/order are not required.
- A different focus: crop B to the flag, change scale/placement or a word to foreground the dot. Retain declared identity/context where relevant; changing the represented idea intentionally is also valid if explained.
- Reverse/reject: C→B→A can withhold surrounding context progressively; give an own reason/purpose rather than score that order wrong. Reject the source or use an appropriate own original scene; record what source is actually used.
- Open reading: “a mark on a flag,” “a drawn boat,” an abstract shape or another supported interpretation can be substantive. Ask what visible fact supports it. A choice without an available explanation is participation, with explanation evidence open; never infer cultural significance or accomplished reader understanding.
Separate intention, actual made edit and actual reader response. A stated crop that has not been made is a plan. Guided adult production can preserve learner's actual design decisions; name adult marks/tool operation. Do not award independent camera/software skill from paper/adult action. A different reader interpretation can invite a useful revision rather than a single correct reading.
D — independent open designs
Exact seeds are separate A star-in-frame, B empty frame, C wavy line beside the right outside edge. No story order/action is supplied. Own outside-bank art is equally available; seeds are not an all-three quota.
Possible coherent designs include:
- Leave room: use B as a first frame, then an own image or A; intend a later reveal. A single first made component and reason can be captured without the second completed.
- Keep a clue outside: use C, then recrop/redraw so an own chosen clue enters or remains outside. Explain what is withheld; the source line's initial position is outside, not evidence that anything moved in reality.
- Change the meaning: use A, change the star's scale, number, border or words, and state an own different meaning. Do not require “reward”, a real sign or a culture-specific star meaning.
- Reverse/omit: A→B can represent disappearance, empty space or another stated idea. C alone can be an abstract still artwork. Accept words/no words, reordered/combined/rejected seeds and supported own meanings.
- Outside bank: an original drawn/described object, geometric pattern, imaginary place or private interest can be a valid source. Identify whether an image was actually made, adult-directed or remains planned; no requirement to copy a seed or invent a real reader.
These examples were checked independently against the seed facts. They are not fixed social/emotional interpretations or proof of reader response. Judge available representation/production/reasoning at its actual scope. One meaningful first component precedes any optional next component/later sitting.
Descriptive rubric · available evidence, not a grade
| Dimension | Not yet observed / next invitation | Developing evidence / useful move | Available coherent evidence / useful move |
|---|---|---|---|
| Source / representation | Source access or reading is unclear; describe one exact fact and invite a response. | Notices a crop/object/context with partly supported reading; ask which detail supports it. | Explains a supported own reading or purposeful change with source credited; encounter another appropriate actual work/context later. |
| Framing / order / words | Intended choice exists but its meaning relation is open; offer one image edge or word choice. | Makes/chooses a meaningful crop/order/word with a partial reason; compare one useful alternative. | Purposeful image/text/order decision and explanation of what is shown/withheld; try another supported reading without quotas. |
| Production / technologies | An unmade plan or adult-only preset work; keep learner tool/construction components open. | Actual learner decisions/work available with maker/tools/help partly named; clarify who did what. | Actual made media decisions/processes/manipulation attributed, including guided construction; actual tool operation remains observed at its demonstrated scope. |
| Purpose / intended reader | Own purpose is available but audience/purpose relation not yet explained; invite a choice including self/private art. | Connects an image choice with a hoped-for reader meaning; ask what supports that hope. | Makes/explains a representation for a specific intended reader/purpose; actual effect still conditional, not promised. |
| Responsible presentation / response | Private plan or no actual sharing/reader yet; keep P01/response open. | A chosen real informal sharing event occurs with source/privacy/help partly named; clarify credit/permissions. | Actual chosen responsible presentation and genuine available reader response attributed; compare intention and response if useful. No feedback is required for useful private work. |
Support can enable substantive learner reasoning; do not score voice, grip, vision, neatness, motor range, posture, speed, compliance, independent reading or child worth. Source/cultural breadth requires appropriate actual varied works/authority; one generated example does not complete E01/E02 or the achievement standard.
Ordinary-day next moves
- An object seems identical despite a claimed edit: ask the learner to identify the actual crop/word/order change; preserve a plan if no edit is made.
- Crop hides a useful clue: retain the intended mystery if wanted, or choose a wider frame/add an own clue; ambiguity is not automatically wrong.
- “Better” without a reason: invite one comparison about shown/withheld information, intended reader or a meaningful visual choice.
- Supplied source copied: copying can support practice; invite one purposeful own decision and credit the source, without inventing originality.
- Adult drew/operated: record actual adult action and learner choices, not independent child tool use. A no-material explanation remains useful response/planning.
- No audience: keep actual presentation/response open. If a willing reader later responds differently, quote/attribute the real response rather than rewrite it to match intention.
Partial formative Year 6/Years 5–6 band evidence only. Ten authored starts/two open cases do not certify Media Arts/year/all-state or classroom benefit.