What if learning to draw worked like Duolingo?

Designed the unit of practice as a single day rather than a lesson: one prompt, one drawing on paper, one photograph, one visible mark that it happened.

Framing progress as an accumulating body of work reads very differently from framing it as a completion percentage. One says "look what exists now", the other says "you are not finished".

Numeric scoring kept surfacing as the obvious mechanic and kept being wrong for beginners, who are supposed to draw badly for a while.

Can encouragement be specific enough to be useful without becoming grading?