# Ten optional educator-ready Music starts · Days 31–40

Each lesson totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. Offer three [switchable same-target routes](LEARNER-CARDS.md), exact [text/tactile print alternatives](print/TEXT-ALTERNATIVES.md), broad fixed X/REST/LONG cards, AAC or neutral adult scribing. The child may pass, stop or change route. Candidate audio is used only after a human educator has listened and approved volume on intended equipment. Silent work covers the **composition and structure target**, not heard/played accuracy. Any pattern enquiry from another subject remains contextual; record Music evidence only.

## Week 7 · Day 31 · Give a four-beat rhythm a name

**Target/codes:** treat `X – X X` as one original four-beat phrase A and identify its rest and three event places; AC9AMUFD01, AC9AMUFC01. **Prepare:** [A motif aid](print/motif-a.svg), [Practice A](MATERIALS.md#a--name-one-four-beat-phrase), broad four-cell strip.

1. **Welcome · 3 min.** Revisit the last fortnight's four steady beat places and separate rhythm marks. Tell learners that a phrase is a short grouped music idea here.
2. **Model · 4 min.** Build A `X – X X` under four numbered pulse places. Trace its three event cards and its second-place rest; label the complete group “A.” No sound is required.
3. **Try together · 5 min.** Child shows which four cells belong to A and which one is quiet. Adult avoids calling the pattern a real shop or community song.
4. **Child choice · 7 min.** Child assigns A a fictional paper shop, rolling-toy drawing or neutral story purpose, then scores or optionally realises it with an approved source.
5. **Notice · 4 min.** Record four beat places, three planned events and the child's stated musical intention. Only separately observed sound supports played rhythm claims.
6. **Close · 2 min.** Save the whole phrase card; tomorrow it can be used twice.

## Week 7 · Day 32 · Repeat a whole phrase

**Target/codes:** assemble A|A as two matching four-beat phrases and explain repeat across eight beat places; AC9AMUFD01, AC9AMUFC01. **Prepare:** [B repeat aid](print/phrase-repeat.svg), [Practice B](MATERIALS.md#b--repeat-the-whole-phrase), two A cards.

1. **Welcome · 3 min.** Put one A on the left and ask what repeating the *whole* idea would need on the right.
2. **Model · 4 min.** Make `X – X X / X – X X`, separating groups visibly. Optional reviewed [K cue](audio/cue-k-repeat-eight.wav) sounds the original plan; a silent card route remains complete.
3. **Try together · 5 min.** Child compares local counts 1–4 in each group with a raised divider: same rest at local 2, same three events. Count eight beat places and six planned events.
4. **Child choice · 7 min.** Child gives an intended use for an A|A paper gallery, fictional route card or chosen non-personal scene; a neutral adult can lay cards as directed.
5. **Notice · 4 min.** Record the repeated phrase relation and count, not “child heard repetition” unless listening was actually offered and observed.
6. **Close · 2 min.** Keep A|A; another distinct phrase can change the order next.

## Week 7 · Day 33 · Two phrases can arrive in either order

**Target/codes:** compare A|B with B|A while preserving each four-cell phrase's internal order; AC9AMUFD01, AC9AMUFC01. **Prepare:** [C order aid](print/phrase-order.svg), [Practice C](MATERIALS.md#c--change-phrase-order-without-changing-a-phrase), broad A and B cards.

1. **Welcome · 3 min.** Introduce invented B `– X X –` next to known A `X – X X`. Both are original paper phrases.
2. **Model · 4 min.** Place A then B, then move the *whole phrase cards* to B then A without rearranging their four internal cells. Optional reviewed [L cue](audio/cue-l-a-then-b.wav) is A|B only.
3. **Try together · 5 min.** Child points to where A appears in each order and verifies A still has three events, B two, both four beat places.
4. **Child choice · 7 min.** Child chooses A|B or B|A for a fictional two-page helper story or paper roll/slide comic, then explains how order may change their **intended musical shape**. No real listener outcome or physics claim.
5. **Notice · 4 min.** Check eight beat places, five planned events and internal phrase cells unchanged. A static choice alone cannot establish aural order recognition.
6. **Close · 2 min.** Store both full-score orders. Next the second phrase can vary while order stays.

## Week 7 · Day 34 · Change one mark in the second phrase

**Target/codes:** make A|A′ by changing only the second phrase's local final X to REST; AC9AMUFD01, AC9AMUFC01. **Prepare:** [D variation aid](print/rest-variation.svg), [Practice D](MATERIALS.md#d--change-one-rest-in-the-second-phrase), one rest card.

1. **Welcome · 3 min.** Revisit A|A. Say the first A can stay fixed while the second gains one quiet ending.
2. **Model · 4 min.** Keep group 1 `X – X X`; in group 2 change only local count 4 from X to REST: `X – X –`. Label that second phrase A′, meaning A changed.
3. **Try together · 5 min.** Child points to the changed cell and confirms eight beat places still exist; event count becomes three in first, two in second.
4. **Child choice · 7 min.** Child uses a paper garden-gate, imaginary spaceship window or chosen neutral setting to give a possible musical reason for a quieter second ending.
5. **Notice · 4 min.** Record what changed and stayed, and separately note any actual observed sound. Do not turn an A/A′ comparison into a Mathematics achievement claim.
6. **Close · 2 min.** Keep the one-mark variation; the next check tests phrase order with unfamiliar cards.

## Week 7 · Day 35 · Fresh Check M: postcard phrase order

**Target/codes:** independently reverse two unfamiliar four-beat phrase cards while preserving each phrase's internal marks; AC9AMUFD01, AC9AMUFC01. **Prepare:** [M public check](STUDENT-CHECKS.md#check-m--postcard-phrase-order), [M A4](check/fresh-m.svg), broad cards; close the key.

1. **Welcome · 3 min.** Explain that the new paper music puzzle helps choose later teaching; there is no listening or performance demand.
2. **Access · 4 min.** Neutrally show starting C `X X – X` followed by D `– X – –` in two four-place groups. Read labels without moving either card.
3. **Independent plan · 5 min.** Child plans D then C while keeping all four internal positions in each phrase unchanged.
4. **Child response · 7 min.** Save the first full eight-place answer, where C and D now sit, and child's reason via cards, drawing, AAC, pointing or a neutral scribe.
5. **Self-check · 4 min.** Invite counting two groups of four and checking that neither phrase was remade. No corrective hint before first response is saved.
6. **Close · 2 min.** Open the [separate key](teacher/KEY-AND-NEXT.md) later; check-day swaps use different cards.

## Week 8 · Day 36 · A held ending changes the event count

**Target/codes:** make A|A′ by combining the second phrase's final two short X into one LONG band across local counts 3–4; AC9AMUFD01, AC9AMUFC01. **Prepare:** [E held-ending aid](print/held-ending.svg), [Practice E](MATERIALS.md#e--hold-the-ending-instead-of-two-shorts).

1. **Welcome · 3 min.** Rebuild A|A. Show one broad band that covers two adjacent numbered places; it does not ask a child to hold voice or breath.
2. **Model · 4 min.** In phrase 2 only, replace short X at 3 and 4 with one LONG(3–4). The first phrase stays A. Optional reviewed [M cue](audio/cue-m-held-ending.wav) is one rendering, not proof a child heard it.
3. **Try together · 5 min.** Child counts eight beat places; phrase 1 has three events, phrase 2 now two. Trace the one band over two occupied places.
4. **Child choice · 7 min.** Child gives the held ending an intended role in a paper help-desk display, ribbon illustration or other fictional context, through cards or optional approved sound.
5. **Notice · 4 min.** Record five total planned events and the child's reason. A paper band cannot demonstrate sustained sound production.
6. **Close · 2 min.** Keep both original A|A and held A|A′ for comparing tomorrow.

## Week 8 · Day 37 · Same beat places, different event shape

**Target/codes:** compare A|A with held-ending A|A′, distinguishing unchanged occupied beat places from one fewer separate sound event; AC9AMUFD01, AC9AMUFC01. **Prepare:** [B](print/phrase-repeat.svg) and [E](print/held-ending.svg), two wide rows.

1. **Welcome · 3 min.** Place the two complete eight-place scores side by side. Ask what the final band covers before counting sound events.
2. **Model · 4 min.** Trace phrase 2: two short X in A|A are two events; one band across the same local places in A|A′ is one event. Both scores still have eight beat places.
3. **Try together · 5 min.** Child uses separate broad counters to show six events versus five, while occupied places stay the same. Do not equate event number with tempo.
4. **Child choice · 7 min.** Child chooses either ending for a fictional toy-bridge picture or drawn cloud display and explains their intended contrast, without claiming any viewer felt it.
5. **Notice · 4 min.** Record where phrase 2 changes and one fewer event in the held version. If actual sound is chosen, note what was produced, not a presumed acoustic success.
6. **Close · 2 min.** Save the comparison as a composition option for the next original score.

## Week 8 · Day 38 · Compose two phrases with a reason

**Target/codes:** create an original complete eight-place score with a deliberate repeat, order or one-phrase variation; AC9AMUFD01, AC9AMUFC01. **Prepare:** [F compose/share board](print/compose-share.svg), [Practice F](MATERIALS.md#f--design-a-two-phrase-music-idea), broad four-cell cards.

1. **Welcome · 3 min.** Offer two empty groups of four; remind children an original musical choice can be quiet, repeated, reordered or held.
2. **Model · 4 min.** Adult invents `X X – X / X – – X` and says the second phrase changes local count 2 to rest. This model is not the held N check source.
3. **Try together · 5 min.** Child tests a different one-cell change or a whole-phrase order swap and points to the divider, keeping four places per group.
4. **Child choice · 7 min.** Child makes a two-phrase score for a neutral paper activity or their own impersonal idea, labels repeat/order/variation and explains intended musical effect. Adult places only child-directed cards; optional sound is separate.
5. **Notice · 4 min.** Check eight numbered places, a readable relation between phrases and child's reason. Record authored choices without inferring a listener's interpretation.
6. **Close · 2 min.** Save the score with its maker for optional sharing tomorrow.

## Week 8 · Day 39 · Maker, permission and real sharing

**Target/codes:** ask a source-grounded question about a selected authentic work if authorised, and choose whether to share an original two-phrase score or approved sound with an actually willing person; AC9AMUFE01 and AC9AMUFP01 only on their respective observed conditions. **Prepare:** [F share log](print/compose-share.svg), [authentic source slot](AUTHENTIC-SOURCE-SLOT.md), child's score.

1. **Welcome · 3 min.** Offer score share with a willing adult, optional comfortable sound, puppet rehearsal or pass; no public solo or recording.
2. **Model · 4 min.** Share the adult's own score with a willing adult. If a real work is permitted and contextualised, introduce its named maker/source; otherwise keep the inquiry on hold.
3. **Try together · 5 min.** Ask “Who made this work?” and “What does the maker or approved source say about its use?” Do not invent cultural interpretation from a pattern.
4. **Child choice · 7 min.** Child chooses whether to present their original score/sound to a real willing person or rehearse/pass. Log exactly what medium was received, with withdrawal allowed.
5. **Notice · 4 min.** Preserve the child's intention, actual share status and genuine source question. Never record an imagined audience response as fact.
6. **Close · 2 min.** Save the sharing decision. The final check tests a new held-start variation.

## Week 8 · Day 40 · Fresh Check N: a new held-start variation

**Target/codes:** independently transform the second of two identical unfamiliar phrases by combining its first two short events into one LONG, retaining its rest and final X; AC9AMUFD01, AC9AMUFC01. **Prepare:** [N public check](STUDENT-CHECKS.md#check-n--the-paper-window-finish), [N A4](check/fresh-n.svg), broad fixed cards; keep key closed.

1. **Welcome · 3 min.** Say the new paper music puzzle will guide next teaching; no one needs to play a held sound.
2. **Access · 4 min.** Present two matching phrases S = `X X – X / X X – X` by print, tactile cells or neutral read-aloud. Do not show a LONG answer band yet.
3. **Independent plan · 5 min.** Child keeps phrase 1, and in phrase 2 replaces only its first two short X with one LONG spanning local counts 1–2; rest 3 and X4 stay.
4. **Child response · 7 min.** Save first full two-phrase score, location of held band and explanation that the second phrase now has fewer sound events. Optional sound follows independently.
5. **Self-check · 4 min.** Child traces the four numbered places in each phrase and checks phrase 1 unchanged, without receiving an answer hint.
6. **Close · 2 min.** Consult the [separate key](teacher/KEY-AND-NEXT.md); arrange later authorised real music and observed accessible sound-making where still needed.