# Ten educator-ready Music starts · Days 81–90

Each optional start totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. The invented key uses **V = very soft, one raised/printed dot** and **S = soft, two raised/printed dots**. Both are intended to be comfortable, with no fixed loudness claim. Every demonstration uses the same four event times, duration, stated pitch and one electronic source unless an assessment explicitly offers five places. A silent card trace meets the *score-planning* target; actual hearing, production and comfort require their own observations. Offer AAC, broad fixed cards, neutral scribing, movement of one finger rather than whole-body action, and pass. Candidate sound requires prior adult listening and equipment/volume review.

## Week 17 · Day 81 · Two nearby levels, one sound recipe

**Target/codes:** use the invented V/S key to plan a relative dynamic contrast without calling it pitch or a new sound source; AC9AMUFD01. **Prepare:** [A level legend](print/level-legend.svg), [Practice A](MATERIALS.md#a--the-two-level-key), one/two raised-dot cards.

1. **Welcome · 3 min.** Show V and S as two choices inside the *soft* end of a local comfort range. Ask children to select looking, touching a card, optional approved listening, or passing.
2. **Model · 4 min.** Set one V card and one S card on the same numbered slot in turn. Keep source and pitch fixed. Say, “This mark tells our planned level; it does not show how loud a room or device actually was.”
3. **Try together · 5 min.** Invite a word/dot/card match, then a child's own intended V-or-S choice for one event. Keep the meaning of one/two dots explicit; do not test auditory acuity.
4. **Child choice · 7 min.** Child chooses V or S for a fictional little scene, such as a library page turn, or a plain music score. They may describe what change they intend, with no compulsory vocal sample.
5. **Notice · 4 min.** Save the chosen symbol, meaning and route. If sound was separately approved and heard, note exact observation without treating it as a score-reading result.
6. **Close · 2 min.** Put two broad symbols into tomorrow's four-place strip.

## Week 17 · Day 82 · A gentle lift

**Target/codes:** plan `V V S S` across four fixed events and locate the intended lift after place 2; AC9AMUFD01, AC9AMUFC01. **Prepare:** [B level lanes](print/level-lanes.svg), [Practice B](MATERIALS.md#b--hold-then-lift), V/S key.

1. **Welcome · 3 min.** Point to four equal, fixed event places; this is a musical score, not an arithmetic task.
2. **Model · 4 min.** Place V, V, S, S. Trace one/two-dot cards from left to right and mark the single planned V→S lift between places 2 and 3.
3. **Try together · 5 min.** Child finds the two equal opening marks and two equal ending marks through touch, vision, AAC or neutral reading.
4. **Child choice · 7 min.** Child directs a four-event lift for a toy-door opening, an imagined sky brightening, or a plain phrase. They may keep `V V S S` or choose another one-lift placement, then explain the intended expression.
5. **Notice · 4 min.** Save the actual score and boundary. A mark for S does not prove the child could produce a louder sound.
6. **Close · 2 min.** Ask how the level could travel the other way.

## Week 17 · Day 83 · A gentle release

**Target/codes:** plan `S S V V` and show the intended S→V release while holding source, pitch and event spacing fixed; AC9AMUFD01, AC9AMUFC01. **Prepare:** [B level lanes](print/level-lanes.svg), [Practice C](MATERIALS.md#c--release-into-very-soft), raised cards.

1. **Welcome · 3 min.** Recall lift with cards only; say that “release” is a planned decrease from S to V, not an instruction to become silent.
2. **Model · 4 min.** Make `S S V V`; add one large boundary marker after place 2. Every event still has a mark.
3. **Try together · 5 min.** Child compares yesterday's direction with today's, using one/two dots or text. Do not ask for a correct emotion.
4. **Child choice · 7 min.** Child chooses a release for a resting toy train, a settled rain story, or a plain score, with their own reason. A child may choose no soundtrack and still explain the planned level path.
5. **Notice · 4 min.** Record the child's exact card order and reason; actual acoustic change is a separate box left blank unless observed.
6. **Close · 2 min.** Tomorrow two plans can have the same four events but different expressive paths.

## Week 17 · Day 84 · Compare shape, not source

**Target/codes:** compare `V V S S` with `V S V S` as two different dynamic shapes over the same four positions; AC9AMUFD01. **Prepare:** [C two-shape board](print/shape-compare.svg), [Practice D](MATERIALS.md#d--compare-two-dynamic-shapes).

1. **Welcome · 3 min.** Keep four places and the same source. Name only what the marks plan.
2. **Model · 4 min.** Trace the top row, then bottom row. Top lifts once and stays S; bottom alternates V/S. Both start V and end S; neither is a new pitch melody.
3. **Try together · 5 min.** Child locates the first place where rows differ: place 2. Overlay two broad raised rows or read each neutrally.
4. **Child choice · 7 min.** Child selects a score for a fictional small light turning on, a garden drawing or a plain phrase, and gives a musical reason. Allow “neither; I will revise one mark.”
5. **Notice · 4 min.** Save chosen row, first difference and stated intention. Do not record that another listener felt the intended effect.
6. **Close · 2 min.** The next score is unfamiliar and answered independently.

## Week 17 · Day 85 · Fresh Check W: read a new shape

**Target/codes:** independently read an unfamiliar five-event V/S score and locate every relative level change; AC9AMUFD01. **Prepare:** [public W](STUDENT-CHECKS.md#check-w--read-a-new-level-path), [W A4](check/fresh-w.svg), broad one/two-dot cards; close the key.

1. **Welcome · 3 min.** Offer a new paper Music puzzle; no sound or speed requirement.
2. **Access · 4 min.** Present `S V V S V` by text, high-contrast dots, fixed tactile cards or neutral read-aloud. Do not mark any gap.
3. **Independent plan · 5 min.** Child checks each neighbouring pair and decides where the *planned level* changes.
4. **Child response · 7 min.** Save the first complete ordered score and all change boundaries by drawing, card, AAC, pointing or neutral scribe; ask what this paper cannot show about actual sound.
5. **Self-check · 4 min.** Child checks five places and four gaps without supplied answers.
6. **Close · 2 min.** Use the [separate teacher key](teacher/KEY-AND-NEXT.md) later. Subsequent practice uses other scores.

## Week 18 · Day 86 · Plan versus heard or observed

**Target/codes:** separate a dynamic intention from an actually heard/observed event and a comfort response; AC9AMUFD01. **Prepare:** [D observation log](print/actual-trial.svg), [Practice E](MATERIALS.md#e--intention-and-actual-trial), approved device only if cleared.

1. **Welcome · 3 min.** Show three fields: planned mark, what actually happened, comfort/choice. A plan does not fill the other two.
2. **Model · 4 min.** On a teacher example, enter V/S under “planned.” Leave “actually heard/made” blank unless a safe real event occurs. Model the honest “not tried” option.
3. **Try together · 5 min.** If every candidate was previously human-listened and volume approved locally, an adult may offer one gentle cue, then accept hearing, vibration, a visible volume action, or no sound. No child needs to wear headphones.
4. **Child choice · 7 min.** Child chooses a paper-only plan, directs a cleared adult demonstration, or passes. Ask only what that event showed for that child; allow “not heard” and “too much.”
5. **Notice · 4 min.** Record the actual event, route and child's words. Do not infer diagnosis or compare children by whether they heard two levels.
6. **Close · 2 min.** Keep the record separate from the card score for tomorrow's revision.

## Week 18 · Day 87 · Move the lift by one place

**Target/codes:** preserve `V V S V`, revise only place 2 to S, and compare `V S S V`; AC9AMUFD01, AC9AMUFC01. **Prepare:** [E revision board](print/move-lift.svg), [Practice F](MATERIALS.md#f--revise-one-level-mark).

1. **Welcome · 3 min.** Keep both versions visible; same source, pitch, event duration and four positions.
2. **Model · 4 min.** Replace only second-row place 2 V with S. The first V→S lift moves from 2→3 to 1→2; the final S→V release stays at 3→4.
3. **Try together · 5 min.** Child overlays rows, finds the one changed card, and checks that the other three stayed identical.
4. **Child choice · 7 min.** Child chooses which timing fits a fictional parcel opening, a boat nearing a dock, or a plain score; they can propose a different one-card revision and say why.
5. **Notice · 4 min.** Save both versions, the single changed place and intention. Do not claim the revision sounded different to a listener without a trial.
6. **Close · 2 min.** Tomorrow the child owns the whole dynamic path.

## Week 18 · Day 88 · Compose a child-owned soft path

**Target/codes:** author a four-place V/S dynamic score and state one expressive intention; AC9AMUFD01, AC9AMUFC01. **Prepare:** [F composer/share board](print/make-share.svg), [Practice G](MATERIALS.md#g--compose-and-review), broad cards.

1. **Welcome · 3 min.** Four blank places can be V or S; all choices remain within the intended soft range.
2. **Model · 4 min.** Adult invents `S V S S`, reads it, and describes a personal intention without asserting how anyone else will feel. This is a model, not the child's answer.
3. **Try together · 5 min.** Child directs one revision to the adult practice copy and identifies the changed place.
4. **Child choice · 7 min.** Child makes their own four-place score for a kite turning, a home routine, a pet story or a plain phrase. Accept a different format with an unambiguous V/S key. Child can keep it private.
5. **Notice · 4 min.** Save first score, key, and child's words or AAC selection about intent. If they change it, preserve both versions rather than overwriting.
6. **Close · 2 min.** Invite an optional willing recipient tomorrow; no one must share.

## Week 18 · Day 89 · Ask a maker; choose a recipient

**Target/codes:** encounter a locally permitted real work and/or share the child's original score with a willing person, only if each event occurs; AC9AMUFE01 and AC9AMUFP01 conditional. **Prepare:** [authentic-source gate](AUTHENTIC-SOURCE-SLOT.md), [F share fields](print/make-share.svg), child's score.

1. **Welcome · 3 min.** Offer private keeping, paper showing, approved comfortable sound, teacher rehearsal or pass. Child chooses and may withdraw.
2. **Model · 4 min.** Show the educator's own invented score to a willing adult. If a real work has cleared local context/rights, name maker and source without inventing community meaning.
3. **Try together · 5 min.** Ask what the real maker/source says about the work's use; allow a child to notice, question or say they do not know. If no source is cleared, leave that inquiry held.
4. **Child choice · 7 min.** Child may present their paper score or locally approved sound to a person who actually wants to receive it. No recording, audience pressure or compulsory solo.
5. **Notice · 4 min.** Record work/source and child's response only if encountered; recipient and medium only after actual receipt. Keep offers and rehearsal separate.
6. **Close · 2 min.** Return work to its maker; tomorrow's independent brief is different.

## Week 18 · Day 90 · Fresh Check X: one soft highlight

**Target/codes:** compose a new four-event dynamic score with exactly one S and three V marks, choose where S goes and explain the intended effect; AC9AMUFD01, AC9AMUFC01. **Prepare:** [public X](STUDENT-CHECKS.md#check-x--choose-one-soft-highlight), [X A4](check/fresh-x.svg), blank fixed strip and cards; teacher key closed.

1. **Welcome · 3 min.** This paper composition prompt guides next teaching; it requires no sound.
2. **Access · 4 min.** Read the public brief neutrally: four places, one S, three V; the child chooses the S position. Explain one/two-dot key, not a completed pattern.
3. **Independent plan · 5 min.** Child lays or directs all four marks and considers where the intended lift and release occur, if present.
4. **Child response · 7 min.** Save the first complete score, chosen S position, intended musical idea and one thing the paper cannot establish about actual hearing or sharing.
5. **Self-check · 4 min.** Child checks one S and three V without the adult moving a card or supplying an answer.
6. **Close · 2 min.** Consult the [separate teacher key](teacher/KEY-AND-NEXT.md) later. This score alone cannot evidence controlled level, listener response or audience.