# Foundation Music / Queensland Prep · Weeks 15–16

Ten optional 25-minute starts for Days 71–80. This fortnight introduces **timbre as a chosen sound-source quality**. Children make a readable A/B source key, keep pitch and event positions fixed while changing the planned source, and design an ending contrast. A is our invented pure electronic tone; B adds a third harmonic to the same fundamental. The A circle and B striped square on paper are **keys for sound recipes**, not claims that an object, voice or instrument will sound a certain way. Children can use local safe sounds only after actually hearing or observing them. This extends [Weeks 13–14 pitch contours](../weeks-13-14/README.md) without teaching another pitch contour: the optional cue files all use the same 330 Hz fundamental at every event.

The [integrated Week 15](../../../term-2/week-15-two-parts-one-idea.md) offers a call/response project. Its two parts may optionally use different source cards, while this Music pack assesses the **choice and reading of timbre sources**, not another call/answer structure or ten-tile partition. [Integrated Week 16](../../../term-2/week-16-a-clear-place-to-compare.md) develops a dry design station for a separate capacity test. Our optional safe source/action comparison is a Music observation only; no paper icon, dry model or sound predicts which vessel holds more. Schools can move these sessions for their local Arts timetable. The Term 2 label follows the project's year sequence, not a state-mandated week schedule.

Start with [ten timed lessons](LESSONS.md), [six original practice aids](MATERIALS.md), [30 same-target routes](LEARNER-CARDS.md), [20 worked domain swaps](PRACTICE-SWAPS.md), [20 optional interest bridges](EXAMPLE-BANK.md) and [short prompts](PROMPTS.md). Two fresh [public checks U/V](STUDENT-CHECKS.md) have a separate [educator key](teacher/KEY-AND-NEXT.md). Six practice and two check sheets have original illustrated A4 SVG/PDF and [exact text/tactile routes](print/TEXT-ALTERNATIVES.md). Three original short PCM files have [event transcripts](audio/ASSET-INDEX.md), a complete no-sound equivalent for the **source-planning** target, and a human-listening hold before any classroom playback.

The [ACARA v9/QCAA Prep crosswalk](CURRICULUM-CROSSWALK.md) names exact codes and limits. A child-directed paper score can evidence a musical **plan** or reading of its key. It cannot prove a child heard timbre, controlled a voice/instrument, played at a comfortable level or reached a real audience. Note actual acoustic perception, source-making and recipient separately. A real maker/context encounter stays in the [authentic source slot](AUTHENTIC-SOURCE-SLOT.md) until locally selected and permitted. No compulsory singing, object striking, device hearing, partner performance, family disclosure or public solo. Offer broad fixed cards, raised circle/square keys, AAC, pointing, a neutral scribe and pass.

This is partial curriculum support, not a complete term, formal instrument, impact study, universal-access certification or QCAA/ACARA endorsement. Original text, diagrams, SVG/PDF, generator and synthetic cues © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/); [rights ledger](SOURCE-AND-RIGHTS.md). Regenerate deliberately with `python3 generate_assets.py --write`; run `python3 verify_pack.py` read-only; write SHA-256 hashes only after review with `python3 verify_pack.py --write-manifest`.