# One comfortable action · two qualities

## Set up in a minute

No print, music, costume, prop or device is needed. Offer a comfortable available movement route and accessible stop today. Adult checks stable reachable space, personal boundaries, supervision, local warm-up/rest/cool-down and individual support. No jumps, spins, floor work, force, fast travel, forced stretching, touch/contact or moving a child's body/equipment. The learner may stop or change route without a reason. An educator who can see the actual setup decides safety; the diagram is not a floor/body route.

Try a **child-chosen small action** once: a small hand path is one ordinary example if suitable, not a required body part/range. Another comfortable body action is equally possible. If movement is not wanted, a willing adult may actually enact the child's idea, or the child may draw/direct a plan. No compulsory voice, fixed timing or materials.

## Child words and actual trial

**FLOW: “Keep it connected.”** The chosen action idea carries along continuously in this little part. **PLACE: “Gently arrive.”** The same action idea has a clear gentle arrival before the next part. PLACE never means press, stamp, hit, freeze the whole body or be strong; FLOW never demands fast/slow, big reach or a fixed path. The child chooses what these qualities look like within today's comfortable range. They are original teaching prompts, not universal gestures, cultural motifs or emotion rules.

Offer one brief trial of the chosen action with FLOW, then PLACE, with rest between if wanted. One trial is enough. Ask “Which do you want to keep?” Then offer an own short dance and “Keep it, change it, or stop?” Purpose can be a picture reveal, puppet ending, dance alone or the child's own idea. No required feeling or achieved effect. Child may keep the same action **idea** while varying its quality; do not enforce identical physical form, range or speed. If the actual action idea changes too, record that accurately rather than claim a quality-only comparison.

An adult can enact the child-directed idea within the adult's own comfortable range; nobody touches/moves the child to make it happen. Adult must actually move before **ADULT ENACTED** is recorded. A drawing, silent direction, description or point at an icon is a plan; an object model is object enactment; neither is child physical Dance skill. These routes are complete for their stated composition/response evidence.

## Reminders after making

A broad FLOW mark is one continuous curved line; a PLACE mark uses the same line with a clear endpoint circle. Full words and exact descriptions accompany both, so colour alone is never needed. These marks remind us of chosen qualities, not literal body paths. Draw/read them without printing; fixed broad raised outlines are optional, never forced touch. One action key **A = my chosen action idea** stays with the plan. Three spaces are **moments**, not compulsory equal counts/seconds. FINISH is outside the movement spaces, not a third quality or another physical action. Short phrases and breaks are allowed.

## Original practice sources · keep O/P held

**Source A · Try two qualities.** Same child-defined action A, first FLOW then PLACE; finish. Try before looking at marks. Child can keep either, both or neither in open play.

**Source B · One quality change.** Before: **FLOW → FLOW → FLOW → FINISH**. After: **FLOW → PLACE → FLOW → FINISH**. Only middle quality changes in this supplied model; the action idea and three moments remain. A child's own change may occur elsewhere. Do not prescribe force/stillness or exact physical form.

**Source C · Choose an opening.** **PLACE → FLOW → FLOW** or **FLOW → PLACE → FLOW**, then FINISH. The child chooses which opening suits their intention, with no correct feeling assigned.

**Source D · Choose an ending.** **FLOW → PLACE → FLOW** or **FLOW → PLACE → PLACE**, then FINISH. Same first two quality choices, different final quality. Child may choose neither and invent an own ending.

**Source E · Own piece.** Child chooses the same action idea and an own three-moment order containing FLOW and PLACE for this particular brief. In open Dance play they may use a different length, action or quality; that can be valid art while the stated planning target is not yet observed. Try the actual short dance first if wanted; marks can remember it afterward.

**Supplied work · Little Shape Reveal.** Complete original graphic score: child-defined **A** in each of three moments, qualities **FLOW → PLACE → FLOW → FINISH**. Actual creator SubjectNest by NeuroForgeIO Pty Ltd; original computer-created graphic Dance teaching model dated **2026-09-30**. Documented author purpose: invite two qualities in a tiny picture reveal, dance alone or own purpose. It is not a human performance or real community repertoire. [Actual source card](SUPPLIED-WORK.md) separates documented purpose, actual encounter, own child response and actual enactment.

Fresh **O/P** appear only in [held student checks](STUDENT-CHECKS.md), revealed on Days 45/50. Key is separate. Check-day worked/home offers are **After Check**, using unrelated practice sources. Do not rehearse the new source or a keyed response beforehand.

## Brief private record · only available evidence

Date/observer · exact work/version/action key · child decisions/intention · route and help · **child movement / adult actually enacted / object model / drawing-score only** · actual quality/action observations or **not yet observed**. Source encounter/own response, actual willing audience/medium and viewer response or NONE are separate. No recording needed, no names in this public pack, no inferred comfort/ability/feeling/cultural meaning from route choice. Save actual available work and explicit gaps under school policy.