Open only after recording a child's first G/H choice. Each check has a constrained one-card solution. Accept an equivalent large-card, tactile, drawing, AAC or neutral-scribe response. A child may use a different coherent musical idea during play, but the specified check condition has the answer below. No paper result establishes listening acuity, instrument skill, public performance, or full curriculum achievement.
Check A · G
Starting – – X; requested X at 2 and 3, rest at 1. Change count 2 from REST to X: – X X. This is one changed card, three slots, two X events. For an adult to verify, compare arrays [-, -, X] and [-, X, X]; exactly index 2 differs. If the child puts X in count 1, ask later which count the fictional brief named; do not rewrite the first response. If the child has three X cards, revisit what “count 1 quiet” means in an unrelated practice row.
Check B · H
Starting – X – / – X –; first phrase must stay, second needs an X after its middle X. Change count 6 from REST to X: – X – / – X X. The result has six slots and three X events; the rows no longer repeat. Compare [-, X, -, -, X, -] to [-, X, -, -, X, X]: only index 6 differs. A paper puppet rehearsal or pass is a valid choice but is not actual-audience sharing. If a willing person receives a score, record “score shared”; if audible sound was offered and received, record that separately.
Ten quick interpretation and next-teaching rows
| Day | Evidence to record | Next teaching if uncertain |
|---|---|---|
| 1 | Three numbered X places and one child purpose. | Rebuild 1–3 with broad cards; avoid metronome demands. |
| 2 | Count 2 changed from X to rest in comparison. | Use two rows and cover only count 2, then ask what stayed. |
| 3 | Rest moved from 2 to 1; both rows retain two X events. | Count X cards before discussing an intended effect. |
| 4 | One two-slot LONG band and one SHORT; identify event versus slot. | Trace band over two boxes, then one separate card. |
| 5 | First G response, changed count and reason before key. | Use unrelated practice score to revisit one-card change; repeat G later only as practice. |
| 6 | LOW/REST/HIGH or reverse as a planned contour; note actual listening if observed. | Separate pitch label from loud/soft; offer later authorised listening. |
| 7 | Same X–REST–X timing with a changed source label. | Overlay two rows and compare counts before source. |
| 8 | Six slots, repeat or changed second rest, child reason. | Fold paper at slot 3/4 and compare phrase pairs. |
| 9 | Chosen audience, actual score/sound share or rehearsal/pass, source question. | Arrange a willing real recipient and authorised work encounter if desired. |
| 10 | First H response, changed count, repeat/contrast and actual sharing if any. | Rebuild two phrases with unrelated score; plan accessible later listening and music-making. |
Teacher decision boundary: these ten starts help a child make elementary compositional choices. For AC9AMUFE01 use a verified real work, named maker/community context and permissions. For AC9AMUFP01 observe actual sharing with a willing person. For aural or production claims provide separate comfortable, accessible opportunities. Record what the child did; do not infer it from mode, disability label, emotion or silence.