# Foundation Music / Queensland Prep · Weeks 17–18

This Term 2 pack follows the project's Australian Foundation year sequence.

Candidate audio stays on a human listening and local volume-review hold before use.

Ten optional 25-minute starts for Days 81–90. Children explore **dynamic shape**: a four-event score may stay **very soft (V)**, gently lift to **soft (S)**, release, or return. V and S are relative marks in an invented key; neither means silent, loud, a fixed decibel level, or a demand to use the voice. Every model keeps four event places, spacing, duration, pitch and electronic sound recipe fixed. This advances the [Weeks 15–16 timbre/source work](../weeks-15-16/README.md) by changing the planned *level* instead of the source. No scored example asks a child to produce a loud sound.

The [integrated Week 17 inquiry](../../../term-2/week-17-what-a-picture-shows.md) asks what a picture shows and leaves out. Here a score can show intended level changes; it cannot show whether anyone actually heard them. [Integrated Week 18](../../../term-2/week-18-care-for-a-shared-place.md) addresses care for a shared place. Our quiet and no-sound choices can support a locally approved respectful setting, but they do not evidence a real place-care action. Term and week numbers are planning positions, not a state-mandated Music schedule; move them to match the school timetable.

Start with [ten timed lessons](LESSONS.md), [six practice aids](MATERIALS.md), [30 access routes](LEARNER-CARDS.md), [20 worked everyday swaps](PRACTICE-SWAPS.md), [20 optional interest/home bridges](EXAMPLE-BANK.md), and [short prompts](PROMPTS.md). Two fresh [public checks W/X](STUDENT-CHECKS.md) have a separate [educator key](teacher/KEY-AND-NEXT.md). Eight original A4 sheets have illustrated SVG, searchable PDF, exact [text and tactile alternatives](print/TEXT-ALTERNATIVES.md); three quiet original PCM candidates have full [event transcripts and silent equivalents](audio/ASSET-INDEX.md).

The sound files are **candidates, not cleared for children**. Before any use, an educator must listen to every file on the actual equipment, set and test a comfortable volume locally, check the room and children's choices, and offer the full no-sound route. Device level and individual experience cannot be inferred from PCM peak. A child may point, use AAC, trace raised one/two-dot V/S cards, direct a neutral adult, or pass. No compulsory singing, whispering, instrument handling, headphone use, recording or public performance. Record an actual child's heard or made sound only after it happened; a paper pattern evidences a plan.

The [exact ACARA v9/QCAA Prep crosswalk](CURRICULUM-CROSSWALK.md) marks partial/conditional coverage. A real arts-work and community-use inquiry is held in the [authentic-source slot](AUTHENTIC-SOURCE-SLOT.md). Audience evidence requires an actual willing recipient. See [rights and sources](SOURCE-AND-RIGHTS.md) and the candid [teacher/learner/funder walkthrough](RUN-THROUGH.md). This is a locally adaptable teaching pack, not a complete Prep Music course or an impact claim.

Original text, diagrams, SVG/PDF, code and synthetic sound © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Regenerate intentionally with `python3 generate_assets.py --write`. `python3 verify_pack.py` is read-only; write the SHA-256 manifest only after review with `python3 verify_pack.py --write-manifest`.