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: “Make a patch of marks. What might it stand for?” Encounter C's sparse/dense line regions through the image or exact description. Model visible mark texture, explicitly different from touching a physical surface. Learners try two treatments and select one. Exit: actual mark experiment, chosen representation and its limit.
- 23A · Pencil texture. Use repeated dots, short parallel lines or loops to make two imagined surfaces. Teacher asks which feature differs. Notice spacing/pressure/direction, not a claim that paper became rougher. If a word substitutes for a trial, make one comfortable mark or retain a clearly named proposal.
- 23B · Quiet paper relief. Fold one clean paper strip into a gentle bend and compare it with a drawn curved line; use a drawn version if folding is uncomfortable. Teacher asks what can actually be seen or touched in each. Notice material/process differences. Next separate a pictured shadow from an actual raised form; no compulsory tactile exploration.
- 23C · Different mark, same idea. Choose rain, traffic, seed growth or an own harmless imagined idea; represent it with two different mark systems. Teacher asks what connects the choice to the idea. Notice purposeful alternatives. Ask whether the relation serves the learner's chosen idea; deliberate chance or irregular marks can be purposeful. If no relation is chosen yet, offer a spacing or direction trial.
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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