# Ten optional educator-ready Music starts · Days 61–70

Each session totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. A contour has one LOW or HIGH planned short tone in each of four numbered places. Read left to right; compare neighbouring places as SAME, UP or DOWN. HIGH is higher **pitch** than LOW in this invented pair. It does not mean louder, better, a person's vocal ability or a physical object going up. Offer [three same-target routes](LEARNER-CARDS.md), high-contrast broad fixed cards, two raised pitch rails, AAC, pointing and a neutral reader/scribe. A child may pass, stop or change route. Optional sound requires an educator's human listening and comfortable-volume approval on intended equipment, plus child consent. Silent notation fully serves the **pitch-planning** target, but cannot prove hearing or production.

## Week 13 · Day 61 · Four tones can hold and rise

**Target/codes:** plan LOW LOW HIGH HIGH and name SAME at 1→2, UP at 2→3, SAME at 3→4; AC9AMUFD01, AC9AMUFC01. **Prepare:** [A contour picture](print/hold-rise.svg), [Practice A](MATERIALS.md#a--hold-then-rise), wide numbered strip and two fixed pitch rails.

1. **Welcome · 3 min.** Revisit earlier LOW/HIGH labels, now across four places. Name HIGH as pitch, not volume or a physical height.
2. **Model · 4 min.** Place two LOW dots then two HIGH dots. Trace three joins left to right: same level, up one level, same level.
3. **Try together · 5 min.** Child chooses SAME/UP/SAME cards or uses a tactile two-rail guide. Four dots are four planned short tone events.
4. **Child choice · 7 min.** Child chooses a plain contour or an invented paper lift scene and explains where the *music plan* rises. Optional [candidate A cue](audio/cue-a-hold-rise.wav) only after local human review.
5. **Notice · 4 min.** Save actual card order and child reason. A paper upward line does not show the child heard a higher tone.
6. **Close · 2 min.** Keep the two pitch rails for a changing direction tomorrow.

## Week 13 · Day 62 · A contour can change direction

**Target/codes:** plan LOW HIGH LOW HIGH and name UP, DOWN, UP; AC9AMUFD01, AC9AMUFC01. **Prepare:** [B zigzag](print/zigzag.svg), [Practice B](MATERIALS.md#b--up-down-up), broad direction arrows.

1. **Welcome · 3 min.** Show LOW/HIGH as two available choices at every one of four places.
2. **Model · 4 min.** Set LOW HIGH LOW HIGH; trace each neighbouring pair. The direction changes twice without any rest or extra layer.
3. **Try together · 5 min.** Child places UP, DOWN, UP cards under the three joins; adult checks the first pair before moving on.
4. **Child choice · 7 min.** Child chooses an invented storybook trail or plain score and makes a different four-tone arrangement if desired; they identify at least one direction from their own score. Optional reviewed [candidate B](audio/cue-b-zigzag.wav) can be listened to, not demanded.
5. **Notice · 4 min.** Record the sequence, indicated direction and whether any real sound was actually perceived separately.
6. **Close · 2 min.** Save the zigzag beside tomorrow's contour that falls once.

## Week 13 · Day 63 · A fall can sit between same notes

**Target/codes:** compare HIGH HIGH LOW LOW with yesterday's zigzag and identify SAME, DOWN, SAME; AC9AMUFD01, AC9AMUFC01. **Prepare:** [C fall picture](print/hold-fall.svg), [Practice C](MATERIALS.md#c--hold-then-fall), two large pitch rails.

1. **Welcome · 3 min.** Put the two scores side by side, each with four places and one dot at each.
2. **Model · 4 min.** Trace HIGH HIGH LOW LOW: equal first pair, lower pitch at place 3, equal last pair. Do not claim “falling” makes a real listener sad.
3. **Try together · 5 min.** Child pairs each of three joins with SAME, DOWN or SAME and says/shows one contrast with LOW HIGH LOW HIGH.
4. **Child choice · 7 min.** Child picks either contour for a fictional paper character's scene or no scene and explains an intended musical difference. No real person's or family's feeling is inferred.
5. **Notice · 4 min.** Save which version and reason the child chose, not a guessed listener reaction.
6. **Close · 2 min.** Keep the high/low rails; tomorrow a contour can rise then fall.

## Week 13 · Day 64 · Make an arch on the score

**Target/codes:** create LOW HIGH HIGH LOW as UP, SAME, DOWN and explain it as one invented pitch idea; AC9AMUFD01, AC9AMUFC01. **Prepare:** [D arch](print/arch.svg), [Practice D](MATERIALS.md#d--up-same-down), broad mark cards.

1. **Welcome · 3 min.** Show a drawn arch shape without assigning it a real world result or mood.
2. **Model · 4 min.** Place LOW at 1, HIGH at 2 and 3, LOW at 4. Trace UP, SAME, DOWN across the three joins.
3. **Try together · 5 min.** Child matches each graph dot to a LOW/HIGH label and identifies the middle SAME place pair.
4. **Child choice · 7 min.** Child chooses arch, inverted arch or a self-made contour for a made-up book page or plain music score, then states what the change is *intended* to highlight. A neutral adult can place child-directed cards.
5. **Notice · 4 min.** Record authored labels and intended contrast, not what a real audience heard.
6. **Close · 2 min.** Put practice pictures away; tomorrow the first fresh check has an unfamiliar contour.

## Week 13 · Day 65 · Fresh Check S: three joins

**Target/codes:** independently read an unfamiliar four-tone contour and label its three successive pitch directions; AC9AMUFD01. **Prepare:** [public S](STUDENT-CHECKS.md#check-s--three-joins), [S A4](check/fresh-s.svg), broad SAME/UP/DOWN cards; key closed.

1. **Welcome · 3 min.** Explain this new paper music puzzle guides the next lesson, with no sound or speed requirement.
2. **Access · 4 min.** Present HIGH LOW LOW HIGH across numbered places 1–4, by print, raised rails or neutral read-aloud. Do not name the three joins.
3. **Independent plan · 5 min.** Child compares place 1 to 2, 2 to 3, and 3 to 4 separately.
4. **Child response · 7 min.** Save the first complete ordered three-card direction answer and explanation by cards, AAC, drawing, pointing or neutral scribe.
5. **Self-check · 4 min.** Child traces all four pitch marks and three gaps without an adult placing a solution.
6. **Close · 2 min.** Later consult the [separate key](teacher/KEY-AND-NEXT.md); after-check swaps use unrelated sources.

## Week 14 · Day 66 · Pitch is not loudness

**Target/codes:** keep LOW HIGH LOW HIGH as a pitch-label sequence while separating a pitch change from an optional comfortable volume decision; AC9AMUFD01, AC9AMUFC01. **Prepare:** [B zigzag](print/zigzag.svg), [Practice B](MATERIALS.md#b--up-down-up), independent PITCH/VOLUME prompt cards.

1. **Welcome · 3 min.** Say HIGH in this score describes pitch, not a request for louder sound or a child to strain.
2. **Model · 4 min.** Hold the four pitch cards fixed; put a separate “comfortable level” card beside, not on, the HIGH rail. The electronic cues are generated at fixed digital gain, which does not guarantee equal perceived loudness.
3. **Try together · 5 min.** Child points to one UP pitch join and separately chooses whether sound is wanted at all.
4. **Child choice · 7 min.** Child labels a fictional paper scene or plain score and may keep a silent route, view an approved cue or ask a willing adult to make a safe sound. No vocal holding or exact singing is required.
5. **Notice · 4 min.** Record pitch *plan* separately from any actual heard pitch/volume response. A paper HIGH card does not establish either acoustic result.
6. **Close · 2 min.** Keep one version for a “look again” comparison tomorrow.

## Week 14 · Day 67 · Revise one pitch, keep the first version

**Target/codes:** in LOW HIGH LOW HIGH, change only place 3 from LOW to HIGH, producing LOW HIGH HIGH HIGH, and compare before/after directions; AC9AMUFD01, AC9AMUFC01. **Prepare:** [E two-version board](print/revise-one.svg), [Practice E](MATERIALS.md#e--one-pitch-revision), broad HIGH cover.

1. **Welcome · 3 min.** Revisit a dated first score. The Week 14 idea of looking again applies to the *score*, not to a real plant.
2. **Model · 4 min.** Preserve LOW HIGH LOW HIGH at the top. Change only third mark in a new lower version. Joins change from UP/DOWN/UP to UP/SAME/SAME.
3. **Try together · 5 min.** Child overlays the two four-place versions and points to the single changed pitch label.
4. **Child choice · 7 min.** Child makes or declines the one-note revision for a fictional paper garden sound idea or plain contour and explains a musical reason. Keep both versions.
5. **Notice · 4 min.** Save original, revision, exact changed place and child's intention; do not claim a plant changed or a listener preferred it.
6. **Close · 2 min.** Offer a blank board tomorrow for an entirely child-authored contour.

## Week 14 · Day 68 · Compose an original contour

**Target/codes:** author four LOW/HIGH pitch choices and a three-join reader key with an intended musical effect; AC9AMUFD01, AC9AMUFC01. **Prepare:** [F maker board](print/compose-share.svg), [Practice F](MATERIALS.md#f--compose-and-keep-a-reader-key), broad LOW/HIGH and SAME/UP/DOWN cards.

1. **Welcome · 3 min.** Offer four empty places on two raised rails; one planned tone per place. Same pitch throughout is allowed if intentional.
2. **Model · 4 min.** Adult invents HIGH HIGH HIGH LOW and reads SAME/SAME/DOWN. This is a model, not the fresh S or T source.
3. **Try together · 5 min.** Child changes at least one adult mark in a practice copy and reads any changed join.
4. **Child choice · 7 min.** Child authors their own four-place contour, creates a three-join key, and says/shows an intended effect through AAC, drawing, pointing or neutral scribe. Optional approved sound is separate.
5. **Notice · 4 min.** Save child's first authored score, key and reason, including response route. No guessed acoustic success.
6. **Close · 2 min.** Let the maker decide whether to show it privately tomorrow.

## Week 14 · Day 69 · Real maker and willing audience

**Target/codes:** ask a source-grounded question about a locally authorised real work if available, and offer the child's original contour to an actually willing recipient if chosen; AC9AMUFE01 and AC9AMUFP01 only under their separate real conditions. **Prepare:** [F share log](print/compose-share.svg), [authentic source hold](AUTHENTIC-SOURCE-SLOT.md), saved child score.

1. **Welcome · 3 min.** Offer private paper sharing, approved comfortable sound, puppet rehearsal, quiet observation or pass. No public solo or recording.
2. **Model · 4 min.** Educator shares their own invented contour with a willing adult. If a real permitted work is available, name its maker and context source; otherwise leave the inquiry held.
3. **Try together · 5 min.** Ask who made that real work and what the maker/approved source says about its use. Do not infer a cultural purpose from high/low marks.
4. **Child choice · 7 min.** Child chooses whether a willing person receives their original score/sound, or to rehearse/pass. They may withdraw at any time.
5. **Notice · 4 min.** Record actual recipient and medium if received; separately record real work, source and child response if an encounter occurred. An unreceived offer is not audience evidence.
6. **Close · 2 min.** Return authorship and score to child. The final check uses a new one-pitch revision.

## Week 14 · Day 70 · Fresh Check T: change the last pitch

**Target/codes:** independently revise one pitch in an unfamiliar four-place source and identify the changed final join; AC9AMUFD01, AC9AMUFC01. **Prepare:** [public T](STUDENT-CHECKS.md#check-t--change-the-last-pitch), [T A4](check/fresh-t.svg), broad LOW/HIGH cards; keep key closed.

1. **Welcome · 3 min.** The final paper score puzzle guides next teaching. It needs no sound source or performance.
2. **Access · 4 min.** Present HIGH LOW HIGH HIGH. Brief: keep places 1–3 exactly, change place 4 from HIGH to LOW, then name direction from 3 to 4 in the revised score. Do not model the revised row.
3. **Independent plan · 5 min.** Child plans complete first and revised scores using two rails or print.
4. **Child response · 7 min.** Save the first revised four-mark contour, indicated changed place and final-join direction via cards, AAC, drawing, pointing or neutral scribe.
5. **Self-check · 4 min.** Child checks unchanged 1–3 and the one changed final mark, with no solution hint.
6. **Close · 2 min.** Use [separate key](teacher/KEY-AND-NEXT.md) for next steps. Hearing, production and real sharing still need their own evidence.