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: “Arrange a small surprise. Keep a clue.” Encounter D; model a dense cluster contrasted with an isolated element. A grouping convention does not have a universal emotional meaning. Guide one own composition and one possible reading. Exit: an actual arrangement and a clue supporting the intended idea.
- 24A · Hidden in plain sight. Place or draw an ordinary square among curved shapes and decide how strongly it should stand out. Teacher asks what makes it different. Notice a deliberate contrast; if only colour carries the clue, add a shape or spacing difference.
- 24B · Change the boundary. Put a group inside a drawn frame; let one element cross the frame in a second version. Teacher asks whether crossing suggests escape, connection, expansion or something else. Notice the actual edge relation. If everything is cropped accidentally, choose one purposeful crossing and preserve it.
- 24C · Two readings. Describe two defensible readings of an own or supplied ordinary composition and cite a feature for each. Teacher accepts uncertainty. Notice interpretation tied to the work rather than an imposed feeling. Next contrast “I can identify this line” with “I think it might suggest…”. Route 24C exit: two supported readings and their features; actual making unelicited unless a separate real making action occurs.
Route-specific exit: 24A/B can produce actual arrangements. 24C can be responding only: two supported readings/features; actual making unelicited unless separately performed.
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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