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.
Fresh F complete brief. Give this before models.
Child: “Something changes along the way. Make that idea yours, then try one change.” Give fresh F's exact brief before models, ordinary practice or these routes. Choose usual materials and making mode; do not provide a completed composition or required mood/genre. Capture first component/purpose/process/support before feedback. Later making can continue without relabelling it first evidence.
- 30A · Later composition bridge. Use an ordinary existing work and change one relation to communicate a different idea. Teacher asks how it changed meaning. Notice actual artistic choice. Offer unused R3 after teaching at a later sitting.
- 30B · Later process bridge. Compare an actual flat mark and a comfortable paper bend or own digital shape manipulation. Teacher attributes material/tool operation. Notice actual process choices; offer unused R3/R4 later, with appropriate available materials.
- 30C · Later display bridge. Make a caption/description for an earlier artwork and optionally share it informally. Teacher asks how the encounter preserves meaning. Notice actual explanation versus actual presentation. Use R4 later if needed, without requiring a social performance.
First opportunity: offer an own first component and an own chosen revision/reason before staff models or corrective feedback. If no revision is made, record initial revision unelicited. A later assisted revision is supported later work; do not relabel it as the first response.
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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