# Private educator key and next teaching

Open only after the child's first response is saved. These are formative *score* tasks, not a listening test, emotional assessment, performance observation or whole Music achievement-standard judgment. A neutral adult may read all marks but must not identify changed cells or propose Design B.

## Check Design 1

Pitch **place 3 changes L→H**. Level **place 1 changes V→S**. Pitch places 1–2 and level places 2–3 hold. Accept the child naming any one accurate hold; do not require a predicted listener feeling. The paper cannot establish whether a sound was played, how a person heard/felt, comfort, maker intent beyond stated words, or an actual audience. If the child finds pitch but not level, present a *different* after-check tactile pair with lanes separated. Preserve the first answer.

## Check Design 2

Given A is pitch `L H L`, level `V V S`. Any B with **exactly one** flipped pitch cell and **exactly one** flipped level cell is valid; there are 3 × 3 = 9 place combinations. The changes may occur at the same event or different events. For example only, pitch flip at 2 (H→L) and level flip at 3 (S→V) yields B pitch `L L L`, level `V V V`; this example is **not** shown on the public sheet. The other four cells match A. Save child-selected places, old/new values and their own intended musical idea. No mandated emotion label or real acoustic proof is required. If more than two cells change, use a different after-check base to compare one lane at a time and retain the first answer.

| Day | Evidence to save | Next invitation |
| --- | --- | --- |
| 111 | Child's pitch/level card pair and lane naming. | Build one complete three-event cue. |
| 112 | Six-mark first score and child's intention. | Compare with a different solution for same moment. |
| 113 | Two changed lane/place pairs and held marks. | Use fixed overlays if correspondence is hard. |
| 114 | Maker's actual intention and unasked question; listener field blank unless received. | Ask a willing listener later if child chooses. |
| 115 | First Design 1 answer, route, two changes, one hold and paper limit. | Use different after-check pair. |
| 116 | Actual recipient/medium/words only after chosen sharing. | Let child decide whether to ask a non-leading question. |
| 117 | Supported element comparison and child intention if given. | Reread marks; avoid universal feeling claims. |
| 118 | Child's first A and B, two stated differences and intention. | Offer optional reader or private keeping. |
| 119 | Real work/source/child response and/or actual willing recipient if occurred. | Hold FE01/FP01 otherwise. |
| 120 | First Design 2 B, pitch flip, level flip, four holds and own idea. | Use a new after-check base for further practice. |