# The Arts · Years 5–6 band · optional Days 11–20

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](print/arts-process-card.pdf). 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](print/arts-process-card.pdf). 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](audio/eight-beat-cue.wav) with [text alternative](audio/TEXT-ALTERNATIVE.md). 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](ASSESSMENT.md); 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](TEACHER-KEY.md) and [observed action card](print/observation-card.pdf) to distinguish `observed`, `work seen`, `plan only`, or `not assessed`. An accessible route is valid; the evidence claim matches what happened.