Private native candidate · X61–X70 · ordinary play only. These are additional small Arts offers, not ten obligations. Broad paper/board and familiar suitable tools suffice. An agreeing adult can fabricate on child directions; unmade directions remain a plan. No printout/purchase/camera/upload/cutting/adhesive/body action is required. Each card includes a tiny start, genuine choice, attribution and optional next step. Stop/rest/help/private/later/pass apply on every card. None discloses fresh or reserved brief themes.
X61 · Empty space with a job
Start: make/direct one mark on a broad page. “Where would you leave space?” Use a described broad area if wanted; adult draws only the directed feature.
Child chooses a wide gap, crowded page or another arrangement; a gap need not signify anything. Inspect literal occupied/empty areas and receive an intended use only if supplied. Optional end: an inside page fills, repeats or preserves the gap for an invented collection. No required future content; teacher next time offers one owned placement if current placements were adult supplied.
X62 · The cover can whisper
Start: choose one tiny or broad drawn clue for a cover. “How much do you want to show first?” Marker/board or adult exact fabrication; no fine motor or visual acuity test.
Child chooses full picture, partial clue, repetition or unrelated surprise. An actual inside feature can disclose more, or the collection remains deliberately mysterious. Notice own selection and actual parts, not assumed viewer curiosity. Optional end: make a different full/partial trial and keep either/both. If only a plan exists, offer one wanted made component later. No claim smaller is better.
X63 · Swap the page jobs
Start: use two own existing pages, or make two wanted marks on broad areas. “Could either be first?” No prior work is presumed; adult descriptions and directed handling are available.
Child chooses cover/inside roles, swaps them or leaves one-page form. If an actual swap occurs, record before/current positions and the actual operator. Don't infer changed meaning. Optional end: add a local cue or no cue to the selected arrangement; keep privately. Teacher can later offer one first/next decision if roles remain unelicited.
X64 · A picture that repeats on purpose
Start: make/direct one wanted shape. “Same again, different, or leave one?” Broad paper/board and exact described placement, no copying accuracy test.
Child chooses repetition, varied size, deliberate chance or a new picture. Adult describes what actually repeats without inventing reason. Optional end: put the first mark on a cover and selected repetitions inside for a funny collection. Receive a preference rather than demand a rationale. If repetition was adult added, invite one genuine own selection later.
X65 · A title that moves
Start: choose optional exact words or no words for an actual own picture. “Where shall these go?” Adult scribing is offered only when wanted; one broad paper/board is enough.
Child directs a placement, another made trial or omission. Actual different word locations can be compared; oral positions alone are plans. No independent writing/reading requirement, invented spelling acceptable. Optional end: choose wordless cover with words inside, or any own layout. Notice creative choice and adult writing separately. Remove the text demand if it displaces wanted making.
X66 · Editor chooses one, both or neither
Start: make two small wanted picture ideas on broad separate regions, or one now and one later. “What belongs in your collection?” Directed adult making and descriptions are available.
Child keeps one, both, neither or a new idea; selection does not mean rejected work was bad. Notice actual available alternatives and chosen publication purpose if offered. Optional end: make/direct a cover that relates to the selected inside feature. If the adult chose the set, reopen one owned decision later. No forced error or neatness criterion.
X67 · A local opening cue
Start: choose how to find cover and inside on two actual sheets/regions. “What could tell us where to start?” Adult can describe and handle the pages on child direction.
Child chooses placement, a repeated mark, a word, their own spoken/sign cue or no cue. No direction is universal and no compulsory left-to-right rule. Inspect actual arrangement; audience comprehension remains unknown. Optional end: invite one willing person to open/view only with permission, or privately rehearse with no audience claim. Teacher helps distinguish chosen cue from real reception.
X68 · Invite, decline or keep
Start: use actual own work, making one wanted part first if absent. “For you, someone willing, or later?” Broad paper/board and directed adult presentation can be used.
Child controls permission; actual recipient may also decline. Private puppet rehearsal, unperformed plan and actual sharing are separately named. No correct reaction required, no photo. Optional end: if welcome, an actual recipient may say one notice; record their own words or NONE without attributing feeling. Teacher next step responds to missing permission by keeping work private, not pushing P01 evidence.
X69 · One honest question for a maker
Start: if a permitted real original work and willing maker are actually available, child chooses one notice or question. “What would you like to ask?” Exact description can replace direct view; no photograph/recording needed.
Adult names actual work/operator and lets the maker answer or decline. A question about how/why it matters can open E01; an unsupplied answer, feature notice or encounter alone leaves that component unelicited. No community/cultural identity is inferred. If source unavailable, immediately make an own blank picture instead and call E unelicited. Optional end: try one chosen own feature, or reject the source. Never stage a fake account.
X70 · Publication for a new pretend job
Start: make one picture for a child-chosen funny or useful-in-play job. “What could this little collection do?” Broad blank surface/description/adult fabrication; no private life disclosure.
Child chooses a pretend sign, picture collection, imagined discovery page or another form; cover/inside are opportunities, not compulsory format. Describe only actual parts and own intended purpose. Optional end: revise one real feature after inspecting it, deliberately keep it, or leave a new idea unmade. Teacher offers a new blank experiment if current purpose came wholly from an adult, without turning the card into a fresh/recheck rehearsal.