# Ten optional educator-ready Music starts · Days 51–60

Every script totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. A four-place score has two *parallel* sound lines. Read one numbered column through both lanes before moving to the next column. X marks one intended short sound on that line; REST marks no event there. If both lanes have X in one column, that is **two planned events together**, not one long sound. Raised strips with a vertical column guide, fixed broad cards, pointing, AAC and a neutral reader/scribe preserve the planning target. A child may pass, stop or change route. Candidate cues require prior human educator listening and comfortable-volume approval on the intended device; silence is a complete **composition-planning** route, not evidence of heard or played sound.

## Week 11 · Day 51 · Draw one line, leave another open

**Target/codes:** distinguish two parallel four-place lanes and choose whether the lower lane rests throughout; AC9AMUFD01, AC9AMUFC01. **Prepare:** [A two-lane sheet](print/two-lanes.svg), [Practice A](MATERIALS.md#a--two-lines-share-four-places), four broad column guides.

1. **Welcome · 3 min.** Show two horizontal lanes aligned under the same four numbered places. Say the lower lane is an *option*, not another child who must join.
2. **Model · 4 min.** Put X REST X REST on upper line and REST REST REST REST below. Trace columns 1–4; only upper X at 1 and 3 is planned.
3. **Try together · 5 min.** Child checks that a lower REST does not erase an upper X and both lanes share the same place numbers.
4. **Child choice · 7 min.** Child chooses a plain score or fictional paper light strip, places the upper marks and decides whether to keep the lower lane quiet. Child directs any adult hand movement.
5. **Notice · 4 min.** Save actual upper/lower marks and the child's choice. Paper does not prove either lane was sounded or heard.
6. **Close · 2 min.** Leave the frame ready for an optional lower answer that may overlap tomorrow.

## Week 11 · Day 52 · What happens at the same place?

**Target/codes:** add lower REST X X REST beneath upper X REST X REST and identify one place where both lines plan an event; AC9AMUFD01, AC9AMUFC01. **Prepare:** [B together sheet](print/one-together.svg), [Practice B](MATERIALS.md#b--one-place-with-two-planned-events).

1. **Welcome · 3 min.** Keep upper marks fixed. Introduce lower REST X X REST as a different line aligned to the same four places.
2. **Model · 4 min.** Slide a broad vertical window over each column. At 1, upper alone; 2, lower alone; 3, both X; 4, both rest.
3. **Try together · 5 min.** Child points to the only together place and distinguishes two planned events there from one extended sound.
4. **Child choice · 7 min.** Child decides whether to use the overlap or move a lower X to make more space in a drawn museum, game screen or plain score. If locally approved, [candidate A cue](audio/cue-a-four-textures.wav) offers an optional audible example after human review; quiet cards fully carry the target.
5. **Notice · 4 min.** Save original and child-chosen version separately, with stated intention. Only a real heard/play event supports acoustic claims.
6. **Close · 2 min.** Keep the original two-line score for a four-way reading tomorrow.

## Week 11 · Day 53 · Read the four kinds of place

**Target/codes:** translate the two-lane Practice B score into four summary symbols: upper only, lower only, together, quiet; AC9AMUFD01, AC9AMUFC01. **Prepare:** [C column reader](print/column-reader.svg), [Practice C](MATERIALS.md#c--read-each-column-in-two-ways).

1. **Welcome · 3 min.** Show the stacked lanes and a second line of broad summary cards. They are two views of the same intended music, not two different scores.
2. **Model · 4 min.** Read each *vertical* column: 1 upper only; 2 lower only; 3 both; 4 quiet. Put a matching outline icon beneath each column.
3. **Try together · 5 min.** Child moves a four-column window and gives or chooses the summary sequence without needing speech.
4. **Child choice · 7 min.** Child invents a replacement icon for one summary state, explains it, and tests whether a willing adult can read that icon; no personal data or image capture.
5. **Notice · 4 min.** Record the two representations and actual adult feedback if received. Four summary cards do not demonstrate aural texture recognition or Mathematics achievement.
6. **Close · 2 min.** Save the child's icon legend for later composition.

## Week 11 · Day 54 · Let one line enter and leave

**Target/codes:** design upper X X X REST with lower REST REST X X: upper alone at 1–2, together at 3, lower alone at 4; AC9AMUFD01, AC9AMUFC01. **Prepare:** [D entry/exit sheet](print/entry-exit.svg), [Practice D](MATERIALS.md#d--a-line-enters-while-another-leaves).

1. **Welcome · 3 min.** Ask whether both lines must begin and finish at the same place. Show an optional lower line that waits until column 3.
2. **Model · 4 min.** Align both lanes. Trace top-only at 1 and 2, two X at 3, bottom-only at 4; use an arrow for the changing texture, not a speed or social rule.
3. **Try together · 5 min.** Child uses column window to identify where the lower line first enters and where upper rests.
4. **Child choice · 7 min.** Child chooses a different entry place in a paper garden, construction scene or plain score, then describes intended shape. A real partner is optional and must be willing; a paper score is enough.
5. **Notice · 4 min.** Record chosen entry/exit plan and any readability feedback, if a person actually gave it. Two lanes on paper do not prove group coordination.
6. **Close · 2 min.** Put practice scores away; the first fresh check uses new marks.

## Week 11 · Day 55 · Fresh Check Q: four-window music

**Target/codes:** independently read an unfamiliar two-line four-place source and label upper-only, lower-only, together and quiet columns; AC9AMUFD01. **Prepare:** [public Q](STUDENT-CHECKS.md#check-q--four-window-music), [Q A4](check/fresh-q.svg), broad window and labels; close key.

1. **Welcome · 3 min.** Explain this new paper puzzle tells the teacher what to offer next; no sound, speed or partner is required.
2. **Access · 4 min.** Show upper REST X X REST and lower X X REST REST in the same four columns. Read lane names and X/REST without identifying the four answers.
3. **Independent plan · 5 min.** Child considers each vertical column and chooses one of four summary labels for it.
4. **Child response · 7 min.** Save the first full ordered set of four labels or child-made equivalent through cards, AAC, pointing, drawing or a neutral scribe.
5. **Self-check · 4 min.** Child verifies that each column includes both lane cells and exactly one summary label; give no answer hint yet.
6. **Close · 2 min.** Later open [separate educator key](teacher/KEY-AND-NEXT.md). After-check swaps use other source marks.

## Week 12 · Day 56 · Choose a way to take part

**Target/codes:** offer a child-led choice of upper line, lower line, both drawn lines, quiet observer or pass, keeping the two-line music idea; AC9AMUFD01, AC9AMUFC01. **Prepare:** [E choice board](print/layer-choice.svg), [Practice E](MATERIALS.md#e--a-musical-choice-is-not-a-social-duty), large role/source cards.

1. **Welcome · 3 min.** Ask which of two illustrated sound lines the child wants to design or inspect. Nobody owes an equal number of turns or a real ensemble role.
2. **Model · 4 min.** Adult chooses to design lower REST X X REST while upper X REST X REST remains. The score includes both even if one person designs it alone.
3. **Try together · 5 min.** Child points to an upper-only, lower-only, both or quiet column and chooses a comfortable response route.
4. **Child choice · 7 min.** Child selects a line/role, can renegotiate or pass, and changes one part of the score if desired. Actual sounding or shared equipment occurs only under local safety, consent and comfortable sound rules.
5. **Notice · 4 min.** Record the child's score choice and any actual consent/participation event separately. Do not infer social fairness or real sound from role cards.
6. **Close · 2 min.** Keep a version that can be revised by making space in one column.

## Week 12 · Day 57 · Make space with one rest

**Target/codes:** change only lower count 3 from X to REST in Practice B, leaving the upper line and other lower places intact; AC9AMUFD01, AC9AMUFC01. **Prepare:** [E revision board](print/layer-choice.svg), [Practice E](MATERIALS.md#e--a-musical-choice-is-not-a-social-duty), broad REST cover.

1. **Welcome · 3 min.** Revisit upper X REST X REST; lower REST X X REST. Ask what happens if the lower line waits at the previous together place.
2. **Model · 4 min.** Cover lower X3 with REST only. Columns become upper only at 1, lower only at 2, upper only at 3, quiet at 4.
3. **Try together · 5 min.** Child compares first and revised score with a vertical window. The one change removes the planned overlap; it does not prove a person made room in real life.
4. **Child choice · 7 min.** Child keeps or revises the sound-space plan for a paper workshop, story illustration or plain score and says why. The choice is theirs; no “right” amount of togetherness is imposed.
5. **Notice · 4 min.** Keep both versions and child's intention. No judgement of hearing, performance or social cooperation from the card shift.
6. **Close · 2 min.** Save revision language to support tomorrow's original composition.

## Week 12 · Day 58 · Compose two lines that belong together

**Target/codes:** author a four-column, two-line score with a purposeful texture choice, then show it in stacked-lane and summary-card form; AC9AMUFD01, AC9AMUFC01. **Prepare:** [F blank composer](print/make-share.svg), [Practice F](MATERIALS.md#f--make-a-score-and-a-reader-key), broad X/REST cards.

1. **Welcome · 3 min.** Offer two empty four-cell lanes. A child can include or avoid any together place; no required instrument, partner or volume.
2. **Model · 4 min.** Adult makes upper REST X X REST; lower X REST X REST, then shows bottom-only, top-only, together, quiet summary. This is a model, not the fresh check source.
3. **Try together · 5 min.** Child changes at least one adult cell in a practice copy and explains the change through symbols, AAC or pointing.
4. **Child choice · 7 min.** Child authors a distinct two-line plan and a four-column reader key, states intended musical effect, and decides whether a willing reader may see it.
5. **Notice · 4 min.** Preserve original/revised choices and exact route. Only actual user feedback or actual sound belongs in a separate observation.
6. **Close · 2 min.** Keep the child-authored score for optional sharing tomorrow.

## Week 12 · Day 59 · Real work, willing listener, or pass

**Target/codes:** ask a source-grounded question about a locally authorised real work if available, and optionally share a child-authored score or approved sound with an actually willing person; AC9AMUFE01 and AC9AMUFP01 only on their observed conditions. **Prepare:** [F share area](print/make-share.svg), [authentic source hold](AUTHENTIC-SOURCE-SLOT.md), child's work.

1. **Welcome · 3 min.** Offer private paper sharing with a willing person, comfortable approved sound, rehearsal, quiet observation or pass. No recording or public solo.
2. **Model · 4 min.** Educator shares their own two-line score with a willing colleague. If a real permitted work is available, name its maker/context source; otherwise keep that inquiry on hold.
3. **Try together · 5 min.** Ask “Who made the real work?” and “What does its maker or approved source say about its use?” The invented grid cannot answer this.
4. **Child choice · 7 min.** Child chooses whether a real willing person receives their original score or sounded work, can withdraw, or can rehearse/pass.
5. **Notice · 4 min.** Log actual recipient and medium if received; separately log the real work, source and child response if encountered. An offer without receipt is not audience evidence.
6. **Close · 2 min.** Return work to the maker. The next check tests a new two-line revision.

## Week 12 · Day 60 · Fresh Check R: one changed lower cell

**Target/codes:** independently revise an unfamiliar two-line score by changing only one lower X to REST and identify where together remains; AC9AMUFD01, AC9AMUFC01. **Prepare:** [public R](STUDENT-CHECKS.md#check-r--one-changed-lower-cell), [R A4](check/fresh-r.svg), broad REST card; keep key closed.

1. **Welcome · 3 min.** This paper score puzzle guides next teaching; there is no hearing, physical turn or speed task.
2. **Access · 4 min.** Show upper X X REST X and lower REST X X X. Brief: leave upper line unchanged; in lower only, change local count 2 X to REST; keep lower counts 1, 3, 4.
3. **Independent plan · 5 min.** Child plans the complete revised two-line, four-column score and looks for any remaining column with two X.
4. **Child response · 7 min.** Save first full answer and indicated remaining together place by cards, AAC, drawing, pointing or neutral scribe.
5. **Self-check · 4 min.** Child traces both cells in each column, checks one lower change and intact upper, without a modelled answer.
6. **Close · 2 min.** Consult [separate key](teacher/KEY-AND-NEXT.md) after the first response; further sound and audience claims need separate real evidence.