# Ten optional educator-ready Music starts · Days 71–80

Each session totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. Our A/B key selects between two invented tone recipes at a fixed 330 Hz fundamental and fixed event times, so these particular files can model **planned timbre contrast without changing the stated fundamental**. Equal programmed peak does not guarantee equal perceived loudness or successful listening on a device. A card route meets the **source-planning** target; only a separate real observation can support an aural or production claim. Offer broad fixed circle/striped-square cards, raised keys, AAC, pointing, neutral reading/scribing, a quiet route and pass. Sound requires educator human listening/volume approval on the intended equipment and child choice.

## Week 15 · Day 71 · Two invented sound recipes

**Target/codes:** distinguish an A/B source key from a pitch/volume claim and choose two possible tone recipes; AC9AMUFD01. **Prepare:** [A legend](print/two-recipes.svg), [Practice A](MATERIALS.md#a--two-recipes-one-fundamental), large circle/striped-square cards.

1. **Welcome · 3 min.** Recall that last fortnight changed pitch; today the written pitch stays fixed while a *sound recipe* may change.
2. **Model · 4 min.** Show A circle and B striped square. Both generated recipes have 330 Hz fundamental; B includes an additional component. Trace drawings describe file construction, not a guaranteed feeling or instrument identity.
3. **Try together · 5 min.** Child matches two broad keys to the A/B legend by word and shape. If locally cleared, an adult may play [A](audio/cue-a-only.wav) and [B](audio/cue-b-only.wav), noting only what was actually heard.
4. **Child choice · 7 min.** Child chooses whether a paper gallery display uses A, B, both or a plain card plan. They may suggest their own observation word after real listening, without a supplied “correct” emotion.
5. **Notice · 4 min.** Save A/B source choices and any separate actual hearing note; do not write “identified timbre by ear” from a circle match.
6. **Close · 2 min.** Keep the source key; tomorrow it repeats across four places.

## Week 15 · Day 72 · Keep a source across four events

**Target/codes:** plan four event places with one repeated source recipe and compare A-only/B-only plans; AC9AMUFD01, AC9AMUFC01. **Prepare:** [B one-source board](print/one-source.svg), [Practice B](MATERIALS.md#b--hold-one-source-choice), four broad source cards.

1. **Welcome · 3 min.** Point to four numbered places; this is a short invented Music plan, not a counting assessment.
2. **Model · 4 min.** Fill all four with A circles. Replace all four with B squares on a second strip, keeping every place and stated pitch fixed.
3. **Try together · 5 min.** Child traces which row stays with one source throughout and uses the circle/striped-square tactile key.
4. **Child choice · 7 min.** Child makes an all-A or all-B version for a paper exhibit or plain music score, then says/shows why that consistent source helps their idea. Optional approved sound is separate.
5. **Notice · 4 min.** Save four actual chosen cards and child's reason; do not infer how even the sounds were to a listener.
6. **Close · 2 min.** Ask where a different source could begin next time.

## Week 15 · Day 73 · A source can switch mid-piece

**Target/codes:** use A A B B to place and name one source change after event 2; AC9AMUFD01, AC9AMUFC01. **Prepare:** [C switch board](print/source-switch.svg), [Practice C](MATERIALS.md#c--place-a-source-change), A/B key and wide boundary marker.

1. **Welcome · 3 min.** Keep pitch and four event places fixed; source choice is the changing element.
2. **Model · 4 min.** Lay A A B B, then place a large marker **between 2 and 3**. That marks the first B, not a higher pitch or louder instruction.
3. **Try together · 5 min.** Child uses word, shape and raised texture to locate the sole A→B source transition.
4. **Child choice · 7 min.** Child chooses a different switch point or keeps AABB for an invented game-room cue or plain score, explaining a musical reason. Optional [AABB candidate](audio/cue-aabb.wav) needs prior review.
5. **Notice · 4 min.** Save source sequence and stated switch; separately note if a real listener perceived a contrast.
6. **Close · 2 min.** Tomorrow a source's sound depends on an action, not just its name.

## Week 15 · Day 74 · Source and action both matter

**Target/codes:** plan or safely compare two source/action combinations and state only actual observations; AC9AMUFD01. **Prepare:** [D lab log](print/source-action.svg), [Practice D](MATERIALS.md#d--real-source-and-action-log), locally approved optional objects or symbolic source cards.

1. **Welcome · 3 min.** Explain that a material label does not tell us exactly what sound an action will make.
2. **Model · 4 min.** Educator draws one safe teacher-selected source and action pair. If approved, demonstrate gently once at comfortable level; otherwise keep the “actually heard” line blank.
3. **Try together · 5 min.** Child keeps source and action as two separate choices, then identifies what could be observed only by actually trying/listening.
4. **Child choice · 7 min.** Child plans or directs two safe source/action pairs for a fictional workshop or plain investigation. An adult handles materials as needed; no child must touch or strike them.
5. **Notice · 4 min.** Record source, action, whether a sound happened, and exact child response. Do not claim one material always has one timbre.
6. **Close · 2 min.** Put materials away; a fresh paper source-key check follows.

## Week 15 · Day 75 · Fresh Check U: read an unfamiliar source key

**Target/codes:** independently decode a new A/B five-event plan and locate every source change; AC9AMUFD01. **Prepare:** [public U](STUDENT-CHECKS.md#check-u--read-the-new-key), [U A4](check/fresh-u.svg), broad A/B cards; close the key.

1. **Welcome · 3 min.** Offer a new paper music puzzle with no sound or speed requirement.
2. **Access · 4 min.** Present A B B A B by word, circle/square print, raised symbols or neutral read-aloud. Do not mark any boundary.
3. **Independent plan · 5 min.** Child tracks each neighbouring pair and finds where the *source key* changes.
4. **Child response · 7 min.** Save first complete source sequence and every change boundary by card, drawing, AAC, pointing or neutral scribe.
5. **Self-check · 4 min.** Child checks all five places and four gaps without an adult adding an answer.
6. **Close · 2 min.** Consult the [separate key](teacher/KEY-AND-NEXT.md) later; after-check practice uses different sources.

## Week 16 · Day 76 · Hear, feel, see or plan a safe source trial

**Target/codes:** distinguish a proposed timbre from an actually observed sound, with a separate source/action record; AC9AMUFD01. **Prepare:** [D lab log](print/source-action.svg), [Practice D](MATERIALS.md#d--real-source-and-action-log), adult-selected safe sources if available.

1. **Welcome · 3 min.** The integrated week's dry A/B capacity station is a different task; sound cannot show which vessel holds more.
2. **Model · 4 min.** Educator points to SOURCE, ACTION and ACTUALLY OBSERVED as different fields. A drawing is a plan, not the observation itself.
3. **Try together · 5 min.** If safely available, an adult produces two comfortable sounds from approved actions and accepts hearing, vibration, visible action or pass. If not, use source cards and leave acoustic fields blank.
4. **Child choice · 7 min.** Child chooses which pair to compare or designs a silent paper version. Ask only what this particular trial showed, not what every paper/plastic object sounds like.
5. **Notice · 4 min.** Record actual event, route and response, including “not heard,” “too much,” or “preferred silent.” No diagnosis or generalisation.
6. **Close · 2 min.** Keep any first observation separate from tomorrow's score revision.

## Week 16 · Day 77 · Move the source switch earlier

**Target/codes:** preserve A A B B, change only place 2 to B in a second version A B B B, and show the switch moved earlier; AC9AMUFD01, AC9AMUFC01. **Prepare:** [E two-version board](print/move-switch.svg), [Practice E](MATERIALS.md#e--move-one-source-switch), two broad numbered strips.

1. **Welcome · 3 min.** Put first and second versions side by side; keep the original visible.
2. **Model · 4 min.** Replace only second-row place 2 A with B. The single boundary moves from 2→3 to 1→2; do not change pitch, event count or loudness.
3. **Try together · 5 min.** Child overlays the two versions and points to exactly one changed source card.
4. **Child choice · 7 min.** Child keeps or changes this switch placement for a fictional train-window scene or plain score and explains the intended musical difference.
5. **Notice · 4 min.** Save original, revision, changed place and reason. Do not claim a listener noticed it without a real trial.
6. **Close · 2 min.** Offer a blank palette to author tomorrow.

## Week 16 · Day 78 · Compose a child-owned timbre palette

**Target/codes:** author four A/B source choices with a source key and intended musical idea; AC9AMUFD01, AC9AMUFC01. **Prepare:** [F maker board](print/make-share.svg), [Practice F](MATERIALS.md#f--make-test-and-share-a-palette), large A/B and boundary cards.

1. **Welcome · 3 min.** Four blank event places are open; same source throughout or any child-chosen switch is allowed.
2. **Model · 4 min.** Adult invents B A A B and states its two source changes. This differs from both fresh U and V.
3. **Try together · 5 min.** Child directs one alteration to the adult's practice copy, then updates the source-change explanation.
4. **Child choice · 7 min.** Child authors an original four-place source palette and reason. Broad cards, AAC, drawing or neutral scribe count as a composition plan; approved sound may follow separately.
5. **Notice · 4 min.** Save exact first score, key and child intention. Do not assume it sounded as imagined.
6. **Close · 2 min.** Child may choose private sharing tomorrow.

## Week 16 · Day 79 · Ask a maker; choose a willing recipient

**Target/codes:** respond to a permitted real work if one is available, and optionally share the child's palette with an actually willing person; AC9AMUFE01 and AC9AMUFP01 only under those separate conditions. **Prepare:** [F share fields](print/make-share.svg), [authentic source hold](AUTHENTIC-SOURCE-SLOT.md), 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 shows their own invented palette to a willing adult. If a locally authorised real work exists, name its maker and direct context source; otherwise hold inquiry.
3. **Try together · 5 min.** Ask what the maker/approved source says about a real work's use. Never infer culture, instrument or purpose from the A/B electronic traces.
4. **Child choice · 7 min.** Child decides whether a willing person actually receives their original score or approved sound. They may withdraw.
5. **Notice · 4 min.** Record recipient and medium only if received; separately record real work/source and child response only if encountered. An offer is not audience evidence.
6. **Close · 2 min.** Return the work to its maker; tomorrow is a new independent ending brief.

## Week 16 · Day 80 · Fresh Check V: ending source contrast

**Target/codes:** compose from an unfamiliar brief: four places, A at 1–3 and one B at the end, then name the single source change and intention; AC9AMUFD01, AC9AMUFC01. **Prepare:** [public V](STUDENT-CHECKS.md#check-v--one-ending-contrast), [V A4](check/fresh-v.svg), blank A/B source cards; key closed.

1. **Welcome · 3 min.** This paper composition puzzle helps plan next teaching and does not demand sound.
2. **Access · 4 min.** State the new brief exactly: first three events keep A; final event uses B once. Show blank four-place source strip and A/B legend, not a completed row.
3. **Independent plan · 5 min.** Child selects one source per place and considers the three gaps.
4. **Child response · 7 min.** Save first full four-card score, the source-change boundary and a child-stated musical intention by cards, AAC, pointing, drawing or neutral scribe.
5. **Self-check · 4 min.** Child checks all four places against the written brief without answer cues.
6. **Close · 2 min.** Consult [separate key](teacher/KEY-AND-NEXT.md) later. This score is not proof that B was heard, played or shared.