Two varied domains per day. These are fictional design examples, not supplied actual media works/child actions/reader responses. Actual making/tool/source/sharing claims are conditional. Learners can choose another interest, reject a clue or make art for its own sake. No identifying data, camera, upload, real-world safety instruction or achieved audience effect. Full held C/D sources and matched answers remain separate.
| Day / domain | Worked choice, reasoning and honest limit |
|---|---|
| 21 · Imaginary treasure map | A learner draws only the corner of an invented island symbol, intending a playful reveal later. They choose whether a border or dotted line is enough context. An actual drawn corner is a made image; the imaginary treasure is not a real destination or safety route. |
| 21 · Abstract graphic art | A learner prefers a wordless crop of an own zigzag as a finished still image. It need not reveal a named object. Their intention and actual marks can be recorded; no reader emotion or recognised symbol meaning is presumed. |
| 22 · Paper-object story | After an actual Fan source encounter, a learner chooses to show the whole imagined object first and a detail later. They credit the supplied framing idea and make an own object. Reversing the idea is a valid decision; it proves no cultural fan history or actual folding action. |
| 22 · Graphic puzzle | A learner uses an exact source description to invent a harmless “what might this be?” image. Several supported guesses remain valid. An adult draws the chosen clue; learner decisions and adult production are credited separately, with no invented viewer guess. |
| 23 · Space fiction | A learner frames a drawn crater detail, then a wider imaginary spaceship window. They decide which contextual clue appears. It is original fiction, not an astronomical photograph or claim about an actual planet; no camera/ratio target is implied. |
| 23 · Tabletop game art | A learner chooses a close crop of an invented game token to conceal its identity, then a wider board view. If a real willing player later reads it differently, keep that response. The invented game image does not establish functioning game rules or player success. |
| 24 · Comic opening | A learner orders an own large scene before a close detail to end on a question. It need not follow chronological time. They compare two actual arrangements or honestly describe plans; no preferred sequence or suspense effect is supplied. |
| 24 · Book cover companion | A learner makes a two-image companion to an original story cover, inserting an empty space before a reveal. Blank space has a chosen role, not automatic missing work. Actual two-image production is distinct from an unmade book/film; no publication required. |
| 25 · New-source access | Before new C, an ordinary source can be described one fact at a time with the learner's established communication. This is access, not a matched answer. First source reasoning/help is retained; do not rehearse C's dot/flag/boat/border facts or preferred readings. |
| 25 · Private interpretation | A learner rejects a supplied ordinary image and proposes an own crop. The educator asks what visible/declared detail supports the interpretation. Own choices remain valid; production/explanation may still be open. No all-frame formal audit or forced agreement. |
| 26 · Imaginary invitation | An original fictional art-club invitation shows a cropped invented object as a playful clue. The learner chooses an imagined reader and adds a reveal if wanted. It is classroom media art, not an actual meeting notice or evidence anybody received the invitation. |
| 26 · Music artwork | A learner makes a still cover-strip for an original imagined music piece, selecting pattern/detail/space for self. No audio is needed. Their actual image decisions can be observed; the music, listener reaction and real release remain unmade unless separately created. |
| 27 · Printed mini-comic | A learner draws one meaningful frame and directs a second while choosing order/text. The made still strip is the media work itself. Credit actual learner and adult production parts; do not treat it as automatically an unmade-film storyboard or independent adult-tool skill. |
| 27 · Offline graphic | On a locally reviewed existing editor, a learner actually repositions an own shape and selects a crop. Those observed operations are actual tool evidence; an adult-run demonstration instead supports source response/direction. No app clearance, saved child data or upload supplied by the pack. |
| 28 · Wordless picture joke | A learner removes an explanatory title so an own visual mismatch remains open. They prefer ambiguity for an intended reader. Actual deletion/made version can be recorded; it does not establish the reader laughed or that wordless is always better. |
| 28 · Fictional exhibit label | A learner revises an original invented exhibit's caption from a name to a question, changing the invitation to infer. Image/text agreement or deliberate fictional contradiction is discussed. This is not an actual museum/community account or proof of accessible public signage. |
| 29 · One-person showing | A learner chooses to show a private original strip to a willing educator and credits the supplied idea. The educator reports their actual reading, which may differ. Record real presentation/reply/help only when it occurs; no public audience or positive verdict required. |
| 29 · Maker notebook | A learner privately keeps an unfinished strip and describes their actual crop decision/adult help. This is genuine available maker/reflection evidence, not a fabricated finished artwork, presentation or audience response. No formal portfolio/logging assignment is needed. |
| 30 · Own symbol story | Ordinary preparation can invite an original symbol/context without the held D bank. The learner chooses one meaningful component and a reason; a small still work or plan is enough to begin. No culture-specific star meaning or all-bank rehearsal. |
| 30 · Transition note | A learner says what they actually made/chose and what remains open, choosing a useful next frame or stopping. A next educator can use that available work; no automatic full-code/year verdict, progress quota or invented earlier source encounter. |