# Foundation Music / Queensland Prep · Weeks 27–28

Ten optional **25-minute** Term 3 sessions for Days 131–140. Children organise **two musical lines in six shared, even pulse places**, discovering when parts sound together and when they take turns. A circle names line A; a square names line B; a dash means that line waits. Children first read both lines within a column, then create a meeting/separating texture and revise B while preserving A. The goal is musical texture and coordination between parts. The practical outcome is a child-designed short duo piece, optionally realised with two locally reviewed quiet sound sources by willing makers or child-directed adults. No compulsory technical term such as polyphony is needed.

This advances [Weeks 25–26 between-start gaps](../weeks-25-26/README.md): the six place starts here remain even while the relation between two parts changes. It also differs from [Weeks 23–24 pitch/level choices](../weeks-23-24/README.md) and [Weeks 21–22 opening/contrast/return](../weeks-21-22/README.md). Each line uses a fixed quiet source; optional electronic cues distinguish two timbres with the same pitch anchor. Children do not change pitch, loudness, tempo or between-start gap cards in this fortnight.

[Integrated Week 27](../../../term-3/week-27-objects-alike-and-different.md) may offer an invented maker display as a context; a score cannot prove a material's physical property. [Integrated Week 28](../../../term-3/week-28-what-we-learn-by-asking.md) offers permission and source-report ideas; ask a real willing listener what they noticed only after they receive a work. A hypothetical answer is not a class preference, emotion or accessibility fact. Term placement follows the project's [year sequence](../../../year-sequence.md), not an official weekly timetable.

Start with [ten runnable scripts](LESSONS.md), [seven practical invitations](MATERIALS.md), [30 switchable participation routes](LEARNER-CARDS.md), [20 worked swaps](PRACTICE-SWAPS.md), [20 optional interest/home bridges](EXAMPLE-BANK.md), and [short prompts](PROMPTS.md). Two fresh [public learner checks](STUDENT-CHECKS.md) have a separate [teacher key and next steps](teacher/KEY-AND-NEXT.md). Eight original A4 SVG/searchable-PDF pages include exact [linear, tactile and no-sound equivalents](print/TEXT-ALTERNATIVES.md). Three short original electronic WAV candidates have [complete onset and silence transcripts](audio/ASSET-INDEX.md).

**Audio is candidate only, not cleared for children.** A human educator must listen to each whole file on intended equipment, check clicks and comfortable local volume, record device/room/stop conditions, and offer the no-sound route before any classroom playback. Digital amplitude cannot certify ear-level sound pressure or comfort. No mandatory singing, tapping, headphones, instrument striking, body movement, recording, public solo, family story or disclosure. A child may point, use AAC/sign/words, direct a neutral adult, keep work private or pass; offer choices without diagnosing or assigning fixed learner types.

Paper/tactile scores can evidence a composition plan. Actual hearing, timing, comfortable sound-making, listener response, real cultural context and audience receipt require separate events and observations. See the [exact ACARA/QCAA crosswalk and fetch limits](CURRICULUM-CROSSWALK.md), [authentic source/local authority gate](AUTHENTIC-SOURCE-SLOT.md), [sources and rights](SOURCE-AND-RIGHTS.md), and [candid role run-through](RUN-THROUGH.md). Authored and computer-checked is **not independently educator-reviewed, child-tested or classroom piloted**; no full achievement-standard or universal-access certification is made.

Original text, scores, diagrams, SVG/PDF, code and tones © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit SubjectNest by NeuroForgeIO Pty Ltd, link the source/licence and indicate changes. ACARA/QCAA curriculum and First Nations knowledge retain their own terms and authority. Deliberately regenerate with `python3 generate_assets.py --write`; verify read-only with `python3 verify_pack.py`; write hashes after review with `python3 verify_pack.py --write-manifest`. The [QA record](QA-RECORD.md) states exactly which checks passed and which human gates remain held.