Two 12-minute blocks each for Dance, Drama, Media Arts, Music and Visual Arts. The stimuli, score, sound and designs are original, invented and secular. No cultural dance, First Nations symbol, copied tune, real student image or third-party artwork is supplied. Use safe personal space; private audiences and quiet/silent modes are valid. A plan is not a performed dance, drama or music work; mark actual enactment or presentation only when observed. The Arts process page, original optional pulse, complete audio/text/tactile score, learner copy and teacher key support choice. Local permission and safeguarding govern any live presentation.
Day 11 · Dance: shape a return · AC9ADA10C01, AC9ADA10D01
Kit: original four-card phrase reach / fold / pause / return, with clear space. 0–2: Offer seated upper-body, small standing, finger-path or directed-performer route. 2–4: Predict how a longer pause alters the idea of “waiting for a reply”. 4–10: Choreograph eight comfortable counts with one changed level or direction; if chosen, perform it safely, or direct a willing performer and label who moved. 10–12: Check: name the actual choice and how the pause affects meaning. Routes: seated hands/arms; small standing pathway; tactile cards directing a willing performer. Response move: a drawn route is evidence of choreography, not automatically of performed technique. Home: finger-trace the eight counts silently.
Day 12 · Dance: revise from specific feedback · AC9ADA10D02, AC9ADA10P01
Kit: Day11 phrase plus invented peer feedback “I noticed the return, but I missed the pause.” 0–2: Say feedback is a fictional prompt, not judgement of a body. 2–4: Choose one revision that makes pause clearer. 4–10: Rehearse a revised timing; perform for a willing small audience if safe, then ask for one observed element rather than “good/bad”. A non-performing learner may direct and evaluate a consenting performance. 10–12: Check: show original versus revised counts and note whether a performance was actually observed. Routes: seated gesture; small-space standing; director's count score. Response move: if only praise is given, request one timing detail. Home: write a two-line revision note, no recording.
Day 13 · Drama: a missing label changes the scene · AC9ADR10C01, AC9ADR10D01
Kit: original fiction: two volunteers prepare an imaginary night-sky exhibition; one finds an unlabelled cardboard circle. No real object/venue is represented. 0–2: Establish fictional roles, opt-in play and no physical contact. 2–4: Choose a goal and obstacle for each character. 4–10: Devise a 30-second beat using a pause, a question and a changed focus; perform privately, direct paper figures or script/AAC it. 10–12: Check: point to the enacted or scripted action that makes the obstacle visible. Routes: peer scene; paper-figure direction; written/AAC dialogue. Response move: distinguish an outline from an actual dramatic beat. Home: invent a different harmless obstacle.
Day 14 · Drama: one changed line changes motive · AC9ADR10C02, AC9ADR10P01
Kit: Day13 scene; new fictional note says the circle was intentionally unlabelled to prompt visitors' questions. 0–2: Recap the earlier misunderstanding. 2–4: Predict which line would change once a volunteer reads the note. 4–10: Edit one line, rehearse before/after and present to a willing audience or produce a director's script; record what was actually presented. 10–12: Check: identify the changed intention and one performance choice. Routes: small live pair; seated paper figures; directed read/AAC with a partner. Response move: if the revised motive is asserted but no line/action changes, locate the beat to edit. Home: write a third possible line, no public sharing.
Day 15 · Media Arts: fresh check A · AC9AMA10C01, AC9AMA10D01
Kit: new fictional two-panel public-info case A-A, public with its key. 0–2: Recall audience, framing and ethical image choice, not the new case. 2–4: Offer text/tactile/sketch modes and a locally new equivalent if prior access matters. 4–10: Collect a first panel-order/caption design. 10–12: Record representation choice and reason separately. Routes: thumbnail panels; tactile/text panels; audio/AAC storyboard direction. Response move: after collection, ask what a cropped frame might omit. Home: no photographing or posting.
Day 16 · Media Arts: the crop changes an inference · AC9AMA10D02, AC9AMA10C02
Kit: three original paper frames: closed cardboard box, hand adds a label, box opened to reveal blank paper; all fictional drawings/text labels. 0–2: Explain no real person's hand must be photographed. 2–4: Predict how showing only frame 1 versus all 3 changes a viewer's expectation. 4–10: Make a three-frame paper media work or complete text storyboard for a Year 9 audience; revise one caption to avoid implying the blank paper is a real prize. 10–12: Check: a crop may create suspense, but it cannot support a false factual caption. Routes: reorder large frame cards; linear text storyboard; narrated edit memo. Response move: if the learner claims publication, distinguish paper creation from actual distribution. Home: privately rearrange three invented symbols.
Day 17 · Music: make the rest do work · AC9AMU10C02, AC9AMU10D01
Kit: optional original quiet 3.2-second pulse or the complete silent eight-box score: tap / rest / tap / tap / rest / tap / rest / tap. 0–2: Offer volume-off and no performance choice. 2–4: Hear/read/feel where silence falls. 4–10: Compose a new eight-box pattern with at least two rests and a soft/loud mark; notate it and, if chosen, perform gently or direct a willing performer. 10–12: Check: count exactly eight boxes and explain what one rest makes a listener notice. Routes: very soft taps; tactile tokens without sound; written/AAC score and director's cues. Response move: a score demonstrates composition, not observed sound or vocal/instrumental technique. Home: point to a silent pattern.
Day 18 · Music: a second layer changes texture · AC9AMU10D02, AC9AMU10P01
Kit: yesterday's original eight-box pattern; second layer uses a distinct low paper tap or silent shape token. 0–2: Ask for a quiet/private audience preference. 2–4: Predict what changes if layer 2 begins at box 5 rather than box 1. 4–10: Mark two aligned eight-box rows, revise entry point and, if appropriate, rehearse/present a gentle version to a willing audience. Record actual feedback as an observation, not “everyone liked it”. 10–12: Check: say where layer 2 enters and whether presentation occurred. Routes: two gentle timbres; raised two-row score; direct two willing performers via AAC/sign. Response move: if layers cannot be distinguished, alter entry time or timbre in the plan. Home: draw two rows only, no sound required.
Day 19 · Visual Arts: line weight can guide attention · AC9AVA10D01, AC9AVA10C02
Kit: original still-life prompt: an invented folded-paper bridge icon beside a circle, neither culturally coded nor copied. 0–2: State the icon is a design exercise, not an engineering drawing. 2–4: Choose which shape should draw first attention. 4–10: Make two tiny thumbnails with thick versus thin line, vary empty space and select one for a stated effect; a tactile raised-line or learner-directed layout is equally valid as an art-making route if actually made. 10–12: Check: show which mark changed and why. Routes: pencil thumbnails; safe raised-line tape/cards; directed mark placement. Response move: if a verbal plan replaces the artwork, record planning, not completed mark-making. Home: draw a new original non-branded silhouette.
Day 20 · Visual Arts: fresh check B · AC9AVA10C01, AC9AVA10C02
Kit: new original mini-display case A-B, publicly accessible. 0–2: Recall audience, visual choice and response to feedback. 2–4: Give safe material/access options without modelling the new solution. 4–10: Collect an original tiny visual work or directed tactile composition, a specific revision and one sentence about the audience. 10–12: Record what was actually made and what remains a display plan. Routes: thumbnail; tactile arrangement; learner-directed text/mark layout. Response move: after collection, distinguish a peer's observed response from an assumed universal effect. Home: optional second composition, no public display.
Original Arts prose, prompts, audio and graphics © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. No impact or cultural-authenticity claim is made.