# Ten optional 25-minute Music starts · Days 111–120

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](print/two-keys.svg), [Practice A](MATERIALS.md#a--two-independent-keys), 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](print/three-events.svg), [Practice B](MATERIALS.md#b--build-one-three-event-cue), 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](print/two-designs.svg), [Practice C](MATERIALS.md#c--compare-two-musical-solutions).

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](print/maker-listener.svg), [Practice D](MATERIALS.md#d--intent-is-not-a-listener-report).

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](STUDENT-CHECKS.md#check-design-1--find-two-planned-differences), [A4 check](check/design-1.svg), 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](teacher/KEY-AND-NEXT.md) 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](print/maker-listener.svg), [Practice E](MATERIALS.md#e--record-a-real-response-only-if-it-happens).

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](print/two-designs.svg), [Practice F](MATERIALS.md#f--describe-elements-not-a-person).

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](print/make-two.svg), [Practice G](MATERIALS.md#g--two-child-owned-cues), 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](AUTHENTIC-SOURCE-SLOT.md), [E share fields](print/make-two.svg), 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](STUDENT-CHECKS.md#check-design-2--make-another-solution), [A4 check](check/design-2.svg), 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](teacher/KEY-AND-NEXT.md) later. The score does not prove a listener's feeling or actual sound.