Teacher setup: clean scrap and pencil or usual approved tools; one source/own work. Choose one route. Optional 25-minute planning start:3 encounter,4 model,4 try,10 own work,4 review; split/extend freely. Fresh days use first-response time before models, not a speed score.
Child invitation: “Where does your attention go? What in the picture led you there?” Encounter ordinary A without interpretation first. The teacher then describes one literal feature and models a possible effect: a wide gap may suggest room or separation. Make one own small trial, rather than copy the whole supplied work. Exit: a feature, a possible meaning and an actual trial or clearly named plan.
- 21A · Line laboratory. Make two paths with the same start/end: one continuous curved line, one broken angular line. Choose a meaning such as wandering, hesitation or an own idea. Teacher asks what changed besides the name; notice an actual mark difference and a reason. If both paths have the same treatment, change one spacing or direction choice and compare.
- 21B · Space arrangement. Draw or direct three shapes close together, then leave a useful gap in a second version. Teacher asks whether the gap belongs to the idea. Notice changed relationships, not compulsory loneliness/relaxation. If only a shape moved accidentally, choose and explain one deliberate placement.
- 21C · Exact description. Build a linear description of A's objects and positions, then propose a different composition. Teacher keeps literal description separate from interpretation. Notice whether another person could identify the change; if a location is ambiguous, add one relative anchor. A described change remains a plan until made.
Capture only useful evidence: actual learner choice, actual child/adult/tool action, first versus supported later response, and the next useful teaching move. No thirty-route log, photograph or public audience is needed.
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