# A small picture-making setup

## Ready for one useful frame

Use one familiar page and available drawing tool, original broad paper shapes or a locally approved existing drawing/editing device if useful. An adult can produce all marks under learner direction. No cutting, adhesive, grasp, posture, standing, range, sound, eye contact, camera, device, contact, partner or public display is required. Use comfortable established supports and the setting's ordinary safety/privacy arrangements. Do not assign a new response signal; an unclear selection is not agreement.

Begin each ordinary start with a short actual image choice/making/editing opportunity before vocabulary or notes. Offer picture-play, a tiny mystery, an imagined-reader message, an own interest or art for its own sake. A single meaningful component can continue across sittings. Reuse only wanted available work; no earlier lesson is required to begin.

**Frame** = the edge of a picture: it decides what is inside. **Close/wide** = less/more of the represented scene, not a physical camera instruction. **Off-screen** = outside the picture being shown. **Reveal** = show information previously left out. The reader may read something different; that is a question to explore, not a failure or promised effect.

## Source / no print / no new kit

Have the relevant exact [alternative](print/TEXT-ALTERNATIVES.md) or supplied source description ready. An adult can read/sign/describe each image in its actual order. Keep description and learner interpretation separate. Optional familiar tactile outlines preserve relationships and image order; touch is optional and does not supply direct visual access. Existing augmentative and alternative communication (AAC) remains available; no-material means no additional art kit.

The learner can direct an adult's image/word choices, describe a plan, reject the source or choose an own original source. Record actual adult production and learner decisions. With no realised image, keep image-production components open. A spoken/signed explanation can still show reasoning about a source. Exact colour names are descriptions, not colour-recognition targets; shape/location/word descriptions preserve the same source.

## Responsible production and optional sharing

Use original fictional objects/scenes/art. No real names, routines, identifying images, faces, voices, uploads, camera, account or personal data needed. Credit a supplied source and describe what was changed. A locally approved offline device may be used with ordinary access/privacy review; this pack supplies no app/system clearance. Learner tool use is observed only where it actually occurs, not inferred from an adult-run screen.

Choose whether the strip is the final work or a plan for another medium. Select an intended audience if useful (self, an imagined reader, a willing familiar person); actual presentation requires a real chosen sharing event. No public/performance obligation. Ask a willing reader what they actually notice only after learner agreement. A declined/missing reader remains missing, not a scripted success. Do not use these invented clues as actual safety instructions or factual community notices.

## Minimal teacher note, only where useful

**Date · encountered source/work · learner choice/reason/making · actual maker/tool/help · first/later · intended reader/actual response if available · next invitation.** One meaningful note can suffice; no 30-route ledger or compulsory portfolio/photos.

For Day25/30, give only the learner brief/exact fresh image. Hold the teacher key/source-data and worked answers back until first capture; do not rehearse the complete fresh strip/bank or matched solutions. An unfinished component is not yet observed; offer a later short sitting with no speed score.

Review prior learning, current individual access, chosen materials/device and applicable authority/timetable locally. Planning/director/source routes are genuine selected work; their actual construction/presentation claims depend on what really happened.