# Choose a useful little art start

Use the [learner offers](LEARNER-GUIDE.md) and one source or own work. Choose one route; you do not need thirty logs. The twenty [worked contexts](WORKED-CONTEXTS.md) show defensible choices, not compositions to copy.

## Preparation

Clean scrap and a pencil/usual approved marking tool; optional familiar crayons or comfortable paper pieces. Paper handling, touch, sound, public showing and digital operation are not compulsory. No blade, adhesive, unknown-surface rubbing, lamp/dark room, food/skin marking, dismantling or purchase. A usual access tool or willing adult can execute exact learner directions. Name who chose and who actually made/operated. A described plan remains a plan; a supplied picture is not a child material trial.

## Ten-start chooser

|Start|Useful next step|Teacher plan|
|---|---|---|
|21|Line and useful space|[Pause](lessons/s01.md)|
|22|Scale and real/represented overlap|[Prominence](lessons/s02.md)|
|23|Mark texture and actual processes|[Surface](lessons/s03.md)|
|24|Contrast/boundary or two readings|[Surprise](lessons/s04.md)|
|25|First fresh E response, then repair|[New pictures](lessons/s05.md)|
|26|Own purpose and first component|[Own idea](lessons/s06.md)|
|27|Keep first version; purposeful edit|[Revision](lessons/s07.md)|
|28|Title/description/encounter|[Usable encounter](lessons/s08.md)|
|29|Own review or actual willing sharing|[Sharing](lessons/s09.md)|
|30|Fresh F first component and own revision|[New brief](lessons/s10.md)|

Ordinary optional planning start:3 minutes encounter,4 model,4 try,10 own work,4 review. Fresh planning slots give the source and first opportunity before any model. Split, extend or return later; these are author planning estimates, not observed pace or a score.

## Source access and own choices

The [ordinary sources](ARTWORK-SOURCES.md) provide each complete image and readable literal equivalent. A partner can supply literal facts without providing an interpretation; no mental picture is required. A–D are supplied adult-made digital stimuli, not child practice. Learners actually try small own relations/materials where available. A child may choose deliberate chance/irregular marks for an idea. Ask what the relation does; do not reward neatness or prescribe an emotion.

Opaque paper/digital white fill can actually cover an earlier edge. Complete pencil outlines remain visible. Deliberate omission or available erasure represents a hidden edge; it is a different process. For24C, two supported readings/features are the responding-only exit and making is unelicited unless separately performed.

## First response and next teaching

[Fresh E source](FRESH-SOURCES.md#e) and [fresh learner prompts](STUDENT-CHECKS.md) come before models/key. Check actual prior familiarity. Capture actual choices, source access, hints, operator and what remains open. ForF, offer an own first component AND an own chosen revision/reason before staff models. If no revision is made, initial revision is unelicited; later assisted work stays supported later work. A partial first component can be enough to choose the next teaching move.

Staff-only `teacher/KEY-AND-NEXT.md` gives separate descriptive E/F examples, component rubric and next moves. Staff-only `teacher/RECHECK-SOURCES.md` gives four different reserved opportunities, source first/key later. These held members are not linked here as learner downloads. R1/R2 follow responding repair; R3/R4 follow making/process/encounter teaching. At another sitting, use only a source not already encountered and preserve the first/later support record. They are not secure tests or whole-band grades.

Actual informal work/process sharing can support P01 only when it occurs. Private self-review is valuable and leaves that component open. No actual viewer response is inferred from a completed work, a display plan or a caption. [Full source scope](CURRICULUM-CROSSWALK.md) retains the unsupplied cultural/artist breadth. An authentic First Nations work and its authorised Country/Place context (E02) remain unprovided.

Original teaching text ©2026 NeuroForgeIO Pty Ltd, SubjectNest, Codex assisted. [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Retain credit and identify changes.