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Foundation / Music / Term 3 / Weeks 23 24

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Ten optional 25-minute Music starts · Days 111–120Foundation Music · T3 W23–24 · Lesson sequence

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Teacher copy · prompts and answer keys

Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Every session totals 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. One invented cue has three equal event places. Each place has pitch L/H (low/high) and planned level V/S (very soft/soft); the electronic source and programmed event times/duration stay fixed in these particular examples. Two versions address the same neutral fictional moment but can embody different child-owned intentions. A graphic score is evidence of the planned choices, never a report of a child's feeling or how a listener heard it. Broad fixed cards, full word keys, AAC, neutral adult reading/scribing, no-sound and pass are available daily. Candidate sound remains held until human listening and local device/volume approval.

Week 23 · Day 111 · One moment can have more than one music idea

Target/codes: recognise that two different musical plans can address the same fictional event without one compulsory emotional meaning; AC9AMUFD01. Prepare: A pitch/level legend, Practice A, fictional paper-book opening prompt.

  1. Welcome · 3 min. State a neutral fiction: a paper book opens. We are making music cues, not retelling a real celebration or anyone's feelings.
  2. Model · 4 min. Show one pitch L card and one V level card for a single event. Change the pitch card to H while the moment stays the same; both are possible ideas.
  3. Try together · 5 min. Child sorts low/high and very-soft/soft words, line heights and one/two dots into separate lanes. No ear identification is requested.
  4. Child choice · 7 min. Child chooses one two-lane event for a paper-book page turn, imagined puzzle reveal or plain abstract cue, then states a personal musical reason or points to the selected change.
  5. Notice · 4 min. Save actual card choices and words. Do not label the child happy, worried, calm or sensory seeking from the score.
  6. Close · 2 min. Tomorrow three events make one complete cue.

Week 23 · Day 112 · Build a short complete cue

Target/codes: plan three ordered events with a pitch and level at each position, using one consistent key; AC9AMUFD01, AC9AMUFC01. Prepare: B three-event score, Practice B, broad L/H and V/S cards.

  1. Welcome · 3 min. Three numbered places are an invented musical cue, not a before/during/after fact source.
  2. Model · 4 min. Set pitch L L H and level V V V. Read both lanes together event by event; do not claim how the cue feels to everyone.
  3. Try together · 5 min. Child points to pitch and level at each place; adult reads neutrally or offers fixed tactile rows.
  4. Child choice · 7 min. Child authors their own three-event cue for a fictional garden-paper display or a plain score. Any L/H and V/S order is valid when key and three positions are clear.
  5. Notice · 4 min. Save six marks and the child's intended idea. A card plan cannot prove actual sound production.
  6. Close · 2 min. Tomorrow the same imagined event can receive a different second cue.

Week 23 · Day 113 · Two alternatives for one event

Target/codes: compare two three-event plans, finding one pitch and one planned-level difference while the fictional moment remains fixed; AC9AMUFD01. Prepare: C two-design comparison, Practice C.

  1. Welcome · 3 min. Both plans accompany one made-up paper star turning; no real person's response is supplied.
  2. Model · 4 min. Design A pitch L L H, level V V V. Design B pitch H L H, level V S V. Pitch changes at place 1 and level at place 2; other four marks stay.
  3. Try together · 5 min. Child uses text, tactile overlay or AAC to locate both changed lane/place pairs. An adult must not call a sound “happy” or “frightening.”
  4. Child choice · 7 min. Child chooses which design they would try for a fictional lantern image or proposes a new one, giving their own musical reason. Both options remain possible.
  5. Notice · 4 min. Save first comparison and child intention; any actual listener response stays blank.
  6. Close · 2 min. Tomorrow we check whether another person's guess equals the maker's intention.

Week 23 · Day 114 · Maker meaning and listener guess differ

Target/codes: separate the maker's stated intention from a hypothetical listener question and identify what a score cannot prove; AC9AMUFD01, AC9AMUFC01. Prepare: D meaning/response log, Practice D.

  1. Welcome · 3 min. A score may suggest a musical idea, but another person can respond differently or not hear it.
  2. Model · 4 min. Adult makes an unrelated practice pair: pitch H H L, level V S V versus pitch H L L, level S S V. Say, “I intended a contrast at the start.” Leave LISTENER ACTUALLY SAID blank.
  3. Try together · 5 min. Child sorts “maker said…” from “listener might…” and “listener actually said…” using three broad evidence cards. Only the first can be filled without a listener.
  4. Child choice · 7 min. Child selects or revises one cue for a neutral fictional object being found, then states a personal intention, a question for a willing listener, or passes.
  5. Notice · 4 min. Save the child's exact intention and any unasked question. Do not record an imagined listener guess as received meaning.
  6. Close · 2 min. A new independent two-design comparison follows.

Week 23 · Day 115 · Fresh Check Design 1: find two choices

Target/codes: independently identify one pitch and one level difference between two unfamiliar three-event music designs; AC9AMUFD01. Prepare: public Design 1, A4 check, raised cards; key closed.

  1. Welcome · 3 min. Present a fresh paper music puzzle; no sound or speed requirement.
  2. Access · 4 min. Show public score A pitch L H L, level V V V; score B pitch L H H, level S V V. Read neutrally by print, raised rows or AAC.
  3. Independent plan · 5 min. Child compares corresponding pitch and level marks at all three places.
  4. Child response · 7 min. Save first answer naming both changed lane/place/old-new pairs, one mark that stayed, and what paper cannot prove about a listener or feeling.
  5. Self-check · 4 min. Child checks six corresponding cells without answer cues.
  6. Close · 2 min. Consult separate key later; reteach with different designs.

Week 24 · Day 116 · Ask what a listener actually noticed

Target/codes: distinguish maker plan/intention from an actually received listener response; AC9AMUFD01, with AC9AMUFP01 only after real chosen sharing. Prepare: D meaning/response log, Practice E.

  1. Welcome · 3 min. A fictional character's words in the integrated story do not tell us a real child's feelings; likewise a cue alone cannot tell us a listener's response.
  2. Model · 4 min. Adult shows an original score to a willing adult and asks “What did you notice?” Record actual words only if received; a rehearsal stays blank.
  3. Try together · 5 min. Child practises a respectful, non-leading question for an optional listener. If no listener is available, retain a question card, not an invented answer.
  4. Child choice · 7 min. Child may share a paper/tactile score or approved sound with an actually willing person, keep it private or pass. No compulsory performance.
  5. Notice · 4 min. Record recipient, medium and their own response only if it occurred, separate from maker intention. Do not infer the child's personal feeling.
  6. Close · 2 min. Tomorrow we compare two ideas without attaching fixed emotion labels.

Week 24 · Day 117 · Compare choices without emotion labels

Target/codes: describe two musical alternatives by their audible/score elements rather than a universal feeling claim; AC9AMUFD01. Prepare: C two-design comparison, Practice F.

  1. Welcome · 3 min. Review that “higher at place 1” or “soft at place 2” names a planned music choice; “everyone feels worried” is unsupported.
  2. Model · 4 min. Compare L H H / V V S with H H L / V S S; name pitch differences at 1 and 3 and level difference at 2. Do not assign emotion.
  3. Try together · 5 min. Child chooses an element statement that the cards support and sets aside an unsupported feeling statement.
  4. Child choice · 7 min. Child gives a score-supported comparison for an imaginary puzzle finding or plain cue, then may state their own intended effect without claiming everyone shares it.
  5. Notice · 4 min. Save supported element words and child intention. If a real listener replied, preserve their separate quote.
  6. Close · 2 min. Tomorrow the child authors two designs for the same brief.

Week 24 · Day 118 · Compose two child-owned music ideas

Target/codes: make two distinct three-event pitch/level scores for one child-chosen neutral fictional moment and explain at least two intentional differences; AC9AMUFD01, AC9AMUFC01. Prepare: E blank design board, Practice G, broad cards.

  1. Welcome · 3 min. Choose one neutral fictional prompt or a plain abstract music brief; no family or real event needed.
  2. Model · 4 min. Adult makes a separate example H L H / S V V and alternative H H L / V V V; names pitch changes at 2 and 3 and level change at 1, then puts it away.
  3. Try together · 5 min. Child directs a safe change to an adult practice copy, then checks which lane/place actually differs.
  4. Child choice · 7 min. Child authors Design A and Design B for the same moment, using six marks each and at least two intentional differences. Save first versions; adult moves cards only on exact direction.
  5. Notice · 4 min. Record both scores, child-stated two differences and their own intention. Do not overwrite unusual valid ideas with adult polish.
  6. Close · 2 min. Offer an optional willing reader tomorrow; child can keep both scores private.

Week 24 · Day 119 · Real work and optional willing reader

Target/codes: optionally share one or both child designs with a willing person, and ask about a locally permitted real music work if available; AC9AMUFD01/FC01, FE01/FP01 conditional. Prepare: authentic-source gate, E share fields, child's scores.

  1. Welcome · 3 min. Offer private keeping, a familiar adult/peer reader, locally approved comfortable sound or pass. Child may withdraw.
  2. Model · 4 min. Adult shows their own two scores to a willing adult. If a real work has rights/context approval, identify maker/source rather than inventing feeling or community purpose.
  3. Try together · 5 min. Ask what the real source says about the work's use; invite the child's own notice/question. Otherwise keep inquiry held. Reader response to a child score is separate from source response.
  4. Child choice · 7 min. Child may present Design A, B, both or neither to someone actually willing. No recording, public solo or compulsory emotional explanation.
  5. Notice · 4 min. Record real work/source/child response only if encountered, and actual recipient/medium/words only after receipt. Leave conditional codes held otherwise.
  6. Close · 2 min. Return work ownership to the child; tomorrow's brief is fresh.

Week 24 · Day 120 · Fresh Check Design 2: make another solution

Target/codes: independently turn a given three-event base into a second design for the same fictional moment by changing one pitch mark and one level mark, preserving the other four marks; AC9AMUFD01, AC9AMUFC01. Prepare: public Design 2, A4 check, broad cards; key closed.

  1. Welcome · 3 min. New paper design task; no playback or audience is needed.
  2. Access · 4 min. Show given Design A pitch L H L, level V V S and an identical printed Design B. The child chooses where to change one pitch and one level mark in B.
  3. Independent plan · 5 min. Child selects the two cells, swaps each to the other value in its own lane, and checks four others still match.
  4. Child response · 7 min. Save first complete B, both lane/place/old-new choices, one child-owned musical intention and one paper evidence limit.
  5. Self-check · 4 min. Child checks exactly one pitch and one level difference without adult hints.
  6. Close · 2 min. Consult separate key later. The score does not prove a listener's feeling or actual sound.

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