# Three original pitch-contour cue candidates · educator hold

These short mono 16-bit PCM 22,050 Hz WAVs are generated from scratch. LOW is a pure **330 Hz** tone and HIGH a pure **495 Hz** tone, each 0.10 seconds. Event starts are 0.10, 0.60, 1.10 and 1.60 seconds; the file lasts 2.40 seconds with silence after the last short tone. Both tones have the same programmed digital amplitude, which **does not guarantee equal perceived loudness** on a device. This is an invented relative pair, not an instrument, song, cultural melody, standard note-naming lesson or required vocal range. Timing describes these files, not a pace a child must copy.

All files are **candidate**, **not cleared** for classroom use until a human **educator listens**, checks comfortable **volume** and actual speaker behaviour on the intended equipment, and offers a complete **no-sound** route. No child voice or data is captured, and no autoplay is built in.

| Candidate | Exact event transcript | Complete quiet route |
| --- | --- | --- |
| [cue-a-hold-rise.wav](cue-a-hold-rise.wav) | Place 1 at 0.10 s LOW 330 Hz; 2 at 0.60 s LOW 330 Hz; 3 at 1.10 s HIGH 495 Hz; 4 at 1.60 s HIGH 495 Hz. Four separate 0.10 s events, with quiet gaps. Direction SAME / UP / SAME. | [A two-rail sheet](../print/hold-rise.svg): four broad LOW/LOW/HIGH/HIGH cards on fixed rails, then three SAME/UP/SAME join cards. |
| [cue-b-zigzag.wav](cue-b-zigzag.wav) | 0.10 s LOW 330 Hz; 0.60 s HIGH 495 Hz; 1.10 s LOW 330 Hz; 1.60 s HIGH 495 Hz. Four separate 0.10 s events and quiet gaps. Direction UP / DOWN / UP. | [B two-rail sheet](../print/zigzag.svg): trace four marks and three joins by raised level or neutral read-aloud. |
| [cue-d-arch.wav](cue-d-arch.wav) | 0.10 s LOW 330 Hz; 0.60 s HIGH 495 Hz; 1.10 s HIGH 495 Hz; 1.60 s LOW 330 Hz. Four separate 0.10 s events and quiet gaps. Direction UP / SAME / DOWN. | [D arch sheet](../print/arch.svg): LOW/HIGH/HIGH/LOW on fixed rails and three direction cards. |

The educator's review checks sharpness, distortion, level, speaker artefacts and class comfort. Keep the quiet route available after any approval. Opening a file does not demonstrate a child heard the pitch difference, could reproduce it or wanted to hear it.