# Hold: authorised real-work encounter

To explore why music matters to real people/communities, an educator selects a real age-appropriate work from a named maker, rights holder, authorised archive or licensed school source. Record title, maker, first-party/context source, date checked, playback/view permission, attribution, maker/source-described purpose, access route and any copying limit. The synthetic cues here are invented pattern examples, **not** cultural repertoire.

For First Nations music, consult the relevant cultural authority and follow [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, reproduce restricted material, imitate a motif or infer community meaning from a beat pattern. If permission/context is missing, hold the encounter and AC9AMUFE01 evidence.

Ask “Who made this work, and what does the maker or approved source say about when or why it is used?” Accept an observation, question, AAC, drawing, school-based example or pass. No personal or family song disclosure is required. Record only what work and child response actually occurred.