# Hold: authorised encounter with a real musical work

Before making a claim about why music matters to real people or communities, select an age-appropriate work from a named maker, rights holder, authorised archive or licensed school source. Record title, maker, source URL, check date, permission or licence for playback/viewing, attribution, maker/source-described context, accessible text route and any limitations on copying. Our original synthetic ticks are teaching examples, **not** real repertoire or evidence of community use.

For First Nations music, identify the relevant cultural authority and obtain guidance and permission, following [Creative Australia's ICIP protocols](https://creative.gov.au/first-nations-arts/protocols-for-using-first-nations-cultural-and-intellectual-property-in-the-arts). Do not invent a translation, imitate a motif or infer a community meaning from rhythm alone. If permission or contextual authority is absent, keep that encounter on hold and mark AC9AMUFE01 evidence incomplete.

Offer a question such as “Who made this work, and what does the maker or approved source say about its use?” Accept a child's observation, question, AAC, drawing, chosen school example or pass. No child must disclose family songs, identity, belief or home practice. Record only the real work encountered and actual learner response.