# Day 22 · Scale can change the story

**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.

[Complete ordinary source](../ARTWORK-SOURCES.md#b).

**Child:** “Keep the objects. Change what matters most.” Encounter B and compare its prominent shape with A's space. Model two ordinary versions in which only one shape's size changes. A viewer's actual response is unknown until asked. Exit: first/revised size choice and intended meaning.

- **22A · Small becomes important.** Draw/direct a tiny fictional button among three boxes, then enlarge the button in another version. Teacher asks what now seems important. Notice scale supporting an idea; if enlargement hides everything else, choose whether that serves the purpose or revise it.
- **22B · Foreground without a ruler.** Choose safe opaque paper pieces if comfortable, or two small pencil drawings. With pieces, put one in front, then reverse them: the front piece actually covers part of the back edge. With pencil, draw the front rectangle first and deliberately omit the represented hidden rear segment; reverse front/rear in the second version. Optional available erasure is another deliberate representation. Complete pencil outlines alone leave lines visible; order alone does not cover them. Teacher asks which edge is represented as hidden, or which intersecting lines stay visible. Attribute child/adult/tool operation separately from the learner's choice. A plan remains a plan. Next compare a literal edge relation before a possible sense of depth.
- **22C · Equal attention.** Make three equally prominent forms, then try one dominant form. Teacher asks when equal attention could serve an artwork. Notice a justified option rather than automatically rewarding a focal point. Next compare distribution of attention with hierarchy on another ordinary example.


**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.

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.