# Little Window Rhythm · saved original work and source card

| Source fact | Accurate record |
| --- | --- |
| Title | **Little Window Rhythm** |
| Creator | **SubjectNest by NeuroForgeIO Pty Ltd**, created with computer assistance; no named human composer or performer is claimed. |
| Creation date | **2026-09-30** for this named teaching model and companion synthesized media. The underlying A practice pattern already existed in this pack. |
| Type | Original computer-created four-beat graphic rhythm teaching model, with optional mathematically synthesized PCM sound versions; not a recording of a person or instrument. |
| Saved work | [A original SVG](print/pulse-rhythm.svg), [searchable A4 PDF](print/pulse-rhythm.pdf), [exact linear/tactile alternative](print/TEXT-ALTERNATIVES.md). |
| Documented author purpose | Make the difference between four continuing beat places and three rhythm sounds easy to explore, so children can try and choose their own tiny opening, ending or music alone. The title imagines a little window opening; it does not establish a cultural use or an achieved listener effect. |
| Rights | Original SubjectNest graphic, text and synthesized sounds © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Embedded font and official curriculum retain their separate terms. |

## Exact model

Read two aligned rows left to right, places **1, 2, 3, 4**. PULSE is **X X X X**, one short event in each place. RHYTHM is **X REST X X**, short events at **1, 3, 4**, rest at **2**. The pulse continues through the rhythm rest. This rest belongs to the rhythm part; it is not a demand for people to remain silent or still.

Try either part alone first. If both parts actually sound together, there are **seven individual part-events**, at **four distinct onset times**: both parts at 1, pulse only at 2, both at 3 and both at 4. A simultaneous version is highly optional and requires two willing makers; there is no compulsory duet. Counts describe the plan unless the sounds were actually observed.

Three [new candidate versions](audio/ASSET-INDEX.md) save the pulse alone, rhythm alone and both parts together. Pulse uses a synthetic 220 Hz sine; rhythm uses a synthetic 330 Hz sine plus a smaller 990 Hz component. These recipes distinguish the two parts in the candidate files; they are not actual instrument names, a pitch lesson or a child's sound requirement. The saved beat spacing of 0.50 seconds is a production setting, **not a performance speed target**. No melody, reversed waveform, borrowed song or community significance is claimed.

## Actual encounter and response · narrow AC9AMUFE01 opportunity

Offer the actual saved score, an accurate read-aloud/raised version, or a candidate sound **only after clearance**. Say: “SubjectNest made this with a computer to help us try a rhythm inside four beats. What do you notice or want to try?” A child can respond with a word, pointing, drawing, AAC, an idea, a question or a pass. The source card documents author purpose; the child's own response is a separate observation.

Privately record **actual date, observer, exact work/version, route, help, child's own response**, or **not yet observed**. A title in a lesson plan does not establish an encounter. This supplied organisational teaching model offers only a small discussion of a documented maker purpose and a child's response. It cannot establish why music is important across people and communities, or replace varied appropriate works and local authority in the [additional source slot](AUTHENTIC-SOURCE-SLOT.md). Do not invent a human composer, performer, cultural meaning, family practice or audience feeling.

## Clearance and actual making

All six pack audio candidates remain **NOT CLEARED**: human listening, intended device, room, comfortable volume and stop-control checks have not happened. Exclude playback until an educator completes those checks. Numerical signal verification is not hearing or clearance. The live route needs its own local source review; candidate clearance does not clear live materials.

A child may make one quiet part with a familiar reviewed accessible source, direct an adult, plan silently or stop. **Adult performance** applies only if an adult actually sounds the part. Silent direction is a composition plan. Neither adult sounding nor a silent plan proves child performance, aural response, pulse accuracy or an actual audience.