# Foundation Music / Queensland Prep · Weeks 19–20

Ten optional Term 2 Music starts for Days 91–100. This block pulls together three previously explored elements—**pitch L/H**, **invented source A/B**, and **planned level V/S**—in two versions of a short child-owned score. The new task is to change **one musical mark at one event** while holding the other marks and event timing fixed, then help a reader find and understand the deliberate revision. It follows [Weeks 17–18 dynamic shapes](../weeks-17-18/README.md) and earlier [pitch](../weeks-13-14/README.md) and [source](../weeks-15-16/README.md) packs. It is a composition/revision conversation, not a laboratory fair test, a demand for a preferred emotion, or evidence that every acoustic parameter really stayed fixed on a device.

The [integrated Week 19 comparison](../../../term-2/week-19-what-a-test-tells-us.md) examines a paper-ring surface test; Music's two-take revision remains a distinct arts evidence stream. [Integrated Week 20](../../../term-2/week-20-teach-someone-else.md) offers a child-led portfolio conversation. A child may teach a willing reader how to follow their invented score, but choosing private sharing or pass is respected. The Term 2 position is a project sequence, not a state-mandated Arts week schedule.

Use [ten 25-minute scripts](LESSONS.md), [six original practice aids](MATERIALS.md), [30 same-goal access routes](LEARNER-CARDS.md), [20 worked swaps](PRACTICE-SWAPS.md), [20 interest/home bridges](EXAMPLE-BANK.md), and [short teacher prompts](PROMPTS.md). Fresh [public checks Y/Z](STUDENT-CHECKS.md) have a separate [educator key](teacher/KEY-AND-NEXT.md). Eight original A4 SVG/searchable-PDF sheets have exact [text, tactile and no-print alternatives](print/TEXT-ALTERNATIVES.md). Four original PCM candidate cues have full [event transcripts and no-sound equivalents](audio/ASSET-INDEX.md).

The electronic cues are **candidate only**. Before child use, a human educator must listen to every file on the intended equipment, review level and room comfort locally, and allow a no-sound route. V and S are relative file/program marks; pitch, timbre and perceived volume can interact for a human listener despite controlled synthesis. A child can point, direct a neutral scribe, use AAC or raised cards, create privately, or pass. No compulsory singing, headphones, object striking, recording, family disclosure or public solo. Paper plans show planned choices and revisions; actual hearing, performance, audience receipt and real-work context need separate evidence.

[Exact ACARA v9/QCAA Prep mapping](CURRICULUM-CROSSWALK.md) marks partial and conditional codes. A locally permitted real work belongs behind the [authentic-source gate](AUTHENTIC-SOURCE-SLOT.md). Read [sources/rights](SOURCE-AND-RIGHTS.md) and the candid [teacher/learner/funder run-through](RUN-THROUGH.md) before use. This pack is partial curriculum support, not a whole-standard judgment or classroom-tested impact claim. Adapt the schedule and source choices to the state, school and children; no national implementation equivalence or translation is assumed.

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