Two 12-minute days each for Dance, Drama, Media Arts, Music and Visual Arts. All prompts and cue sounds are original. No learner must be filmed, perform publicly or copy a community’s cultural work. A private willing audience is enough for these small trials. Use the arts process card. For creation and performance codes, staff records actual movement, enactment, media work, sound or artwork; a script, storyboard or notation alone is a plan. All E-strand cultural-context links are partial precursors only because these prompts do not provide comparative works across cultures.
Day 11 · Dance: a canon of signals · AC9ADA6D01, AC9ADA6C01
Kit: open flat space or tabletop hand space, four-count cue card. 0–2: Model two simple gestures at comfortable range. 2–4: Pair chooses a message, such as “ready together,” and a one-beat delay. 4–10: Choreograph and perform a four-count canon: first mover begins, second enters a beat later; revise delay or level after a partner’s reading. 10–12: Check: record observed timing and whether it carried intended idea, not movement amplitude. Routes: whole-body; seated hands; assisted prop gestures. Response move: if simultaneous, mark count 1/2 with tactile cards. Home: describe the difference between together and one-after-another.
Day 12 · Dance: change energy, keep sequence · AC9ADA6E01, AC9ADA6P01
Kit: Day 11 phrase, quiet count. 0–2: Recall exact sequence. 2–4: Choose smooth or sharp energy without unsafe force. 4–10: Rehearse and perform both versions to a willing partner; listener reports one visible change and possible meaning. Avoid naming a cultural style without source and permission. 10–12: Check: actual performance observed; two self-created versions do not establish understanding across cultural contexts. Routes: travel; seated; hand/eye gesture with comfortable range. Response move: if only labels change, demonstrate an observable timing/force difference. Home: invent another safe energy change.
Day 13 · Drama: whose information is incomplete? · AC9ADR6D01, AC9ADR6C01
Kit: invented community-hall scene: organiser sees a schedule change; visitor has old flyer. 0–2: Assign role goals. 2–4: Give each character one fact and one unknown. 4–10: Improvise 45 seconds, pause at misunderstanding, replay with a different question that moves the action; audience names the turning point. 10–12: Check: staff records enacted character/action, not just written dialogue. Routes: speak roles; tabletop figures; narrated action with partner. Response move: if scene is only explanation, add an obstacle and response. Home: invent a harmless misunderstanding and a clarifying question.
Day 14 · Drama: rehearse with a deliberate pause · AC9ADR6E01, AC9ADR6P01
Kit: new invented scene: two volunteers see the same box labelled differently. 0–2: Establish respectful audience. 2–4: Choose where a pause reveals uncertainty. 4–10: Rehearse twice, moving the pause once, then perform for a small willing audience; compare how tension or humour changed. 10–12: Check: observed voice, pause or gesture supports interpretation; no claim about drama across cultures from one scene. Routes: live acting; puppet figures; voice plus narrator. Response move: if pause is inaudible/invisible, use a count card or clear gesture. Home: notice a pause in a story told by someone willing.
Day 15 · Media Arts: produce a two-version notice · AC9AMA6D01, AC9AMA6C01
Kit: paper, pen, optional school-approved object-only photo; fictional message “meeting room changed.” 0–2: Name audience and factual information. 2–4: Predict how crop/size/order can shift attention. 4–10: Produce two original paper or digital notice versions with same facts but different hierarchy; show a viewer, who points to room and time. No real names/photos or public upload. 10–12: Check: record actual media work and which design helped viewer. Routes: draw/type; movable text tiles; object-only photo with staff. Response move: if key information is hidden, enlarge or reposition it. Home: compare two fictional notice layouts in learner copy.
Day 16 · Media Arts: responsible presentation · AC9AMA6E01, AC9AMA6P01
Kit: Day 15 notices, original media-choice card. 0–2: Distinguish a helpful notice from an attention-grabbing one. 2–4: Decide what a viewer needs to know first. 4–10: Present one version to a willing classmate or teacher; collect a question, revise a word or image choice, and explain why no identifying media were used. 10–12: Check: actual responsible presentation documented; one local notice is not cross-cultural media analysis. Routes: printed display; private screen; narrated paper sequence. Response move: if design persuades but misleads, restore the complete facts. Home: explain why an omitted time could confuse someone.
Day 17 · Music: an eight-beat ostinato · AC9AMU6D01, AC9AMU6C01
Kit: quiet table/body sound or accessible instrument, eight-beat grid, optional original tone cue with text alternative. 0–2: Hear/read a 3 + 3 + 2 grouping. 2–4: Choose where a silence belongs. 4–10: Compose, mark and perform an eight-beat repeated pattern twice; partner identifies repetition and one difference from cue. 10–12: Check: heard action and notation agree, or learner explains revision; notation alone is planning. Routes: tap; voice; accessible switch/instrument. Response move: if count drifts, use eight tactile tiles. Home: teach pattern to a willing listener, or describe it.
Day 18 · Music: vary one musical element · AC9AMU6E01, AC9AMU6P01
Kit: learner’s Day 17 pattern. 0–2: Recall original sound/notation. 2–4: Choose tempo, dynamics or pitch within comfortable volume. 4–10: Perform a quiet first and changed second version for a willing listener; listener names the audible difference and possible effect. Avoid cultural style claims from the exercise. 10–12: Check: staff hears two actual versions; a written adjective is not performance evidence. Routes: voice; soft object sound; approved instrument. Response move: if difference cannot be heard, adjust one parameter more clearly without increasing volume beyond comfort. Home: listen for one repeated pattern in a familiar non-copyrighted or personally available sound.
Day 19 · Visual Arts: a sign without a word · AC9AVA6D01, AC9AVA6C01
Kit: recycled paper, graphite, torn shapes, adhesive; no blade. 0–2: Brief: show “pause here” without letters to an imagined reader. 2–4: Trial two contrasts of shape, scale or space. 4–10: Make a small original symbol, show a willing viewer, ask what they read, then revise one visual choice; do not copy actual safety signage. 10–12: Check: actual made work and response are documented, and ambiguous meaning is discussed. Routes: drawing; collage; directing placement with consent. Response move: if symbol could be mistaken for real safety instruction, mark as classroom artwork. Home: notice how shape guides attention in packaging.
Day 20 · Visual Arts: document and present a revision · AC9AVA6C01, AC9AVA6P01
Kit: Day 19 work, scrap for border and reflection card. 0–2: Choose private/class display. 2–4: Identify original intention and viewer’s interpretation. 4–10: Make one revision, place original and revised version side by side, present to a willing audience and explain a material/process choice. 10–12: Check: complete Arts B; staff separately notes actual work/display. Routes: physical display; tactile description; one-to-one narrated presentation. Response move: if claim is only “better,” ask what visual change caused a different reading. Home: display only with learner choice.
Arts evidence boundary
Day 15/20 paper checks assess interpretation and process language. They do not substitute for performed dance/drama/music, an actual media work or made visual art. Use staff key and observed action card to distinguish observed, work seen, plan only, or not assessed. An accessible route is valid; the evidence claim matches what happened.