# Materials and seven practical invitations

Prepare two stable strips with six vertically aligned broad places, three circle A tokens, three square B tokens, twelve flat dash/wait cards, paper row covers, spare wide response strips, pencils or a neutral scribe, AAC/sign/words for **A / B / both / neither / wait / repeat / pass**, and first/then/finish choices. Use large school-approved pieces; offer a no-touch route and keep loose parts away from mouths. No instrument purchase, family possession, device, recording or real cultural story is required. The practical musical outcome is a child-designed short duo: after local safety/sound/access review, two willing makers may use two fixed familiar quiet sources (for example two educator-approved gentle voice sounds), at a comfortable steady pace with a visible column pointer. Child may play one part, direct two adults, choose a silent realization with tokens, or pass. Preview each sound, keep each event short, agree a stop signal, and try again only by choice. No source or child vocal action is prescribed as universally appropriate; ask the learner and relevant school team. Six places have equal planned timing; a child's hand movement is not the tempo measure. No piece directs a body or safety response.

Print the [line key](print/line-key.pdf), [together](print/together-grid.pdf), [turns](print/turn-grid.pdf), [mixed](print/mix-grid.pdf), [hold/change](print/hold-change.pdf), and [blank plan/actual aid](print/plan-actual.pdf) at A4, checking margins and readable line identities. Their [exact linear/tactile equivalents](print/TEXT-ALTERNATIVES.md) are available without printing. Keep [public check pages](STUDENT-CHECKS.md) closed until Days 135/140 and teacher answers separate. Offer enlarging or one-column presentation while preserving every given decision; do not add a rhythmic cue that supplies a check answer.

### A · Read vertically before moving right

Practice A at 1; B at 2; both at 3; neither at 4–6. Adult says each column's A then B decisions. Child shows the circle/square/dash source of their answer. Remove this six-place model; child chooses a new two-mark version. A dash is silence for that part, not a sound count or old gap spacer. Read-only access shows score reasoning, not hearing.

### B · A three-meeting plan

Practice A and B at 1,3,5, with both waiting elsewhere. Child counts three marks in each *row* and names three shared *columns*. Child then picks their own three meeting places. Optional candidate cue-together has this practice plan; it is held pending human listening and equipment/volume clearance. A printed meeting does not prove actual synchronized starts.

### C · Each line leaves a space

Practice A 1,3,5; B 2,4,6. In a second practice A 1,2,4; learner places B in remaining places, filling dashes. Three marks per line and six equal pulse places hold. Read one line per column; do not call this call-and-response, a social fairness score or a measure of a child's speed. No repeating pitch or level choice is taught.

### D · Own purpose, own texture

An original fictional display has two paper lights, kites or dots. Learner chooses a six-place plan with up to three marks per line and an own idea: parts might appear together, separately, or for no stated story. A picture never dictates the “right” emotion. Save intention separately from a reader's response and log real receipt only after it occurs.

### E · One row and the combined score

Paper-cover B in practice B, inspect A, then uncover both. Paper-cover A in practice C, inspect B, then uncover both. Describe precisely what the added part does. If actual optional sound occurs, a qualified local educator may realise the parts on reviewed sound sources at a comfortable agreed level; record planned versus actual onset evidence. A cover is only a score-reading device.

### F · Meeting plus separate starts

Practice A 1,3,5; B 1,4,6: both / neither / A / B / A / B. Child makes a different version with at least one both-place and one one-line place, at most three marks per line. An empty column is a musical choice. Do not require all six columns occupied in this practice; the final public task has its own stated constraints.

### G · Revision with a held part

Practice first A/B 1,2,5; next A 1,2,5; B 1,4,6. B removes 2,5 and adds 4,6 while A and both counts hold. Child later revises an own version by relocating one or two B marks. Save both versions and removed/added positions. Keep the fresh Day 140 base unseen and avoid practising its exact transformation.

Optional real work and actual sharing use the [local authority/source gate](AUTHENTIC-SOURCE-SLOT.md). Without approved source/context, FE01 remains held. Without an actual willing recipient, FP01 remains held. Optional sound uses [full transcripts and audio gate](audio/ASSET-INDEX.md). Silent participation is full access to this score-planning goal; it cannot be scored as listening or controlled ensemble performance.