# Ten 25-minute Music sessions · one beat, one or two sounds

Each session is **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. Prepare [broad ONE/PAIR cards and live/no-sound routes](MATERIALS.md). The upper four dots mark **beat starts**, not extra sounds. A ONE card gives one short sound at beat start. PAIR gives two short sounds in order, first at start, second halfway through the same beat. Small dash means no second event in a ONE beat, not a wholly silent beat. Question mark means undecided. Children use ordinary “one / two quick” language; formal note names are unnecessary.

Offer visual/raised/exact description, AAC/sign/words and child-directed adult routes to everyone, selected with the learner. For locally approved optional live making, preview one familiar quiet source, agree stop/pass, let an adult keep a comfortable steady four-beat pointer and follow the child's score. ONE sounds once as the pointer reaches a card; PAIR sounds then again halfway to the next beat. Practice one card slowly first. The digital candidate's 0.60-second beat is a production fact, **not a speed requirement**. Child may sound, direct a willing adult or remain silent. Record score plan / actual sound-maker and heard information / actual timing / actual recipient separately; adult making is not child performance. No forced public show, identity story or family disclosure.

Teacher notes below support observation without making the learner's flow an audit. Give the child time to look, choose, make, try by choice, enjoy and share privately. Record exact child action/words, information route, prompt/support and a next teaching step after saving first work. Keep check sheets hidden until Days 145/150; integrated practice follows separate checks where specified.

## Week 29 · Day 141 · Two quick sounds can fit one beat

**Target/codes:** distinguish ONE and sequential PAIR within one unchanged beat; partial AC9AMUFD01. **Prepare:** [key aid](print/one-pair-key.svg), broad divided beat card, two fixed large discs and middle-dash cards; invitation A.

1. **Welcome · 3 min.** “One beat can hold one sound or two quick sounds.” Offer a quiet familiar sound, silent cards, an adult maker or pass. Child chooses a playful invented paper light or no story.
2. **Model · 4 min.** On one beat card, place a first-half disc and middle dash: “One.” Replace dash with another disc: “Two quick, one then the other.” Move the pointer through the whole card at the same comfortable speed. Optional reviewed adult sound follows it; do not sound both simultaneously.
3. **Try together · 5 min.** Child chooses ONE or PAIR for the adult's next card. Read first/middle decisions and repeat the card by choice. Deliberately put two discs on top of each other; invite the learner to separate them in order.
4. **Child choice · 7 min.** Child creates three single-card experiments one at a time, selecting one/two quick and a tiny title or no title. They may point, direct placement, use AAC/sign/words or make reviewed short sounds. Adult follows rather than selects the choice.
5. **Notice · 4 min.** Ask, “Show one beat. Show its sounds.” Save the child's first distinction. If they call PAIR two beats, trace one enclosing card and count its two discs; revisit on another card.
6. **Close · 2 min.** Child chooses a favourite card to keep. “Tomorrow we will join four beats.” No recording, hearing or touch is required.

## Week 29 · Day 142 · Keep four beats steady

**Target/codes:** distinguish four steady beats from four/eight planned rhythm events; partial AC9AMUFD01. **Prepare:** [all ONE](print/steady-one.svg), [all PAIR](print/steady-pair.svg), neutral adult pointer; invitations B/C; candidate cues held.

1. **Welcome · 3 min.** “The beat keeps going; the sounds can change.” Offer large score, raised strip, exact description or reviewed quiet making. No child needs to keep time with their body.
2. **Model · 4 min.** Adult points to four upper beat starts at a comfortable even pace while reading ONE four times; then uses PAIR four times at the same beat pace. “Four beats in both; more little sounds in this one.” A cleared cue may be used with its practice score, never without human review.
3. **Try together · 5 min.** Cover rhythm and identify four beat starts; uncover and separately count four versus eight discs. Ask, “Did the beat get faster, or did we fit two sounds inside it?” Neutral access can show the plan without proving hearing.
4. **Child choice · 7 min.** Child chooses either whole four-beat recipe, then tries paper pointing, adult-directed sound or optional reviewed live sound. Let them try the other version for musical enjoyment, keeping the agreed beat pace. A willing adult may make all sounds on direction.
5. **Notice · 4 min.** Keep the first four-beat/four-or-eight-event explanation. If counts mix, separate upper beat tags from lower event discs before another practice try. Actual timing is logged only if observed.
6. **Close · 2 min.** “Which version would you use as a tiny opening?” Accept either, no preference and no explanation. Both plans fit four beats.

## Week 29 · Day 143 · Mix one and two quick

**Target/codes:** create a four-beat rhythm combining ONE and PAIR; partial AC9AMUFD01/FC01. **Prepare:** [mixed example](print/mixed-piece.svg), blank four-card strip, ONE/PAIR cards; invitation D.

1. **Welcome · 3 min.** Offer a fictional paper star, toy stage, book-cart picture or an own neutral context. “Make a tiny rhythm that has one and two quick.”
2. **Model · 4 min.** Read ONE ONE PAIR PAIR. Four upper beat starts hold; lower discs total six. Optional reviewed adult realization follows a visible steady pointer; no accent/loudness or faster tempo is added.
3. **Try together · 5 min.** Child directs a different practice ONE PAIR ONE ONE. Identify beat 2's two sequential events and the four enclosing beat cards. Remove the adult examples before making.
4. **Child choice · 7 min.** Child chooses four ONE/PAIR cards with at least one of each, gives an own title or leaves untitled, and reads the event sequence. They may make it live with a reviewed quiet source or direct an adult. Offer a second try if wanted; no demand for perfect playing.
5. **Notice · 4 min.** Ask which beat holds two quick sounds and which holds one. Save first plan and count beats/events separately. If PAIR extends into the next beat, rehearse one card at a more comfortable steady pace.
6. **Close · 2 min.** Child keeps their piece for tomorrow's purpose. Their chosen rhythm does not reveal an actual feeling or learner type.

## Week 29 · Day 144 · A tiny opening or ending

**Target/codes:** make an original rhythm for a child-chosen playful purpose; partial AC9AMUFD01/FC01. **Prepare:** [my piece aid](print/my-piece.svg), invitations D/E, fictional book display/maker show/toy scene pictures; actual evidence fields unset.

1. **Welcome · 3 min.** “Will your rhythm open a little show, end it, or be a piece by itself?” Child may choose no story, private work or pass. It is an invented music purpose, never a real safety/attention command.
2. **Model · 4 min.** Adult makes ONE ONE ONE PAIR for a paper show ending and says, “I chose two quick at the end.” Then shows PAIR ONE ONE ONE as another maker choice. Neither guarantees an audience meaning. Put examples away.
3. **Try together · 5 min.** Invite a volunteered score with consent, or use a new adult ONE PAIR PAIR PAIR. Ask the maker which part they chose for their purpose; do not invent a reason if none is given.
4. **Child choice · 7 min.** Child builds an own four-beat opening/ending and may try it with a locally reviewed quiet source, direct an adult, or present the silent score. A willing private reader may receive it if the child invites them. Keep time to enjoy another try by choice.
5. **Notice · 4 min.** Save child's plan and optional purpose. Note a real sound-maker, heard route and recipient only if actual. If the child cannot express a story reason, ask which card they want to keep and accept that musical choice.
6. **Close · 2 min.** Keep the work private or return it to the child. Hide fresh check pages; no home item or recording is needed.

## Week 29 · Day 145 · Fresh Check Split 1: what changes inside a beat?

**Target/codes:** independently compare a new pair, identify the changed beat and separate beat count/pace from event count; partial AC9AMUFD01. **Prepare:** [public Split 1](STUDENT-CHECKS.md), [fresh A4 pair](check/subdivide-1.svg), exact raised equivalent; teacher key closed.

1. **Welcome · 3 min.** “Two new rhythms. Show your first idea.” Offer silent large/raised cards, neutral description, AAC/sign/words, a scribe, rest or pass. Keep this distinct from integrated Day 145 practice.
2. **Access · 4 min.** Read every given ONE/PAIR choice and all four upper beat starts neutrally if requested. Explain the key without naming the changed beat or counting events. Do not play a matching cue or model the comparison.
3. **Independent plan · 5 min.** Child identifies the changed beat and old/new choice, then says/shows beat count and sound-event count for each plan. Save their first complete response before support.
4. **Child response · 7 min.** “Do the beats speed up? Show what tells you.” Ask for one held feature and what paper cannot prove. Accept exact pointing, sign, AAC or child-directed adult marks; do not hint toward an answer.
5. **Self-check · 4 min.** Child inspects all four corresponding beat cards and counts discs independently. Keep first answer and self-revision separate. Mark unobserved if access fails or child passes, then offer another time.
6. **Close · 2 min.** Use the educator key after saving first work. Today's worked variants and bridges occur afterward and never replace the first check record.

## Week 30 · Day 146 · Rehearse my tiny piece

**Target/codes:** plan or try a steady four-beat realization and distinguish its beat from inner sound sequence; partial AC9AMUFD01/FC01. **Prepare:** child-owned score, broad pointer, local reviewed quiet sound source if chosen; invitation E.

1. **Welcome · 3 min.** “Would you like to try your tiny piece again?” Child chooses silent rehearsal, own sound, adult making or pass. Preview exact source/comfortable level and agree stop first.
2. **Model · 4 min.** Adult silently points four comfortable steady beats, then reads an own ONE ONE PAIR ONE score. For optional reviewed live making, first preview one ONE and one PAIR card, then play the short piece; use a slower comfortable *steady* pace if needed, without changing the score's relationships.
3. **Try together · 5 min.** Learner chooses a one-card practice for the maker; follow one sound at start or two at start/middle. “Both sounds stay in one beat.” No perfect-speed requirement or competition.
4. **Child choice · 7 min.** Child tries their own piece once, decides whether to try again, and may direct a willing adult to keep the beat/read/make sounds. Silent tracing or exact description is equivalent rehearsal of the plan. Keep repetitions optional and brief.
5. **Notice · 4 min.** Ask which card they enjoyed or want to practise. Record actual maker and support; adult-produced sound is not the learner's playing. If pulse slips, try the one-card route before the whole piece.
6. **Close · 2 min.** Child can keep this version, prepare a small change tomorrow, or stop. No recorded performance or public show is required.

## Week 30 · Day 147 · Change one beat for my purpose

**Target/codes:** change one ONE/PAIR beat while holding the other three beats and planned beat pace; partial AC9AMUFD01/FC01. **Prepare:** two child-score copies, broad ONE/PAIR replacements, invitation F.

1. **Welcome · 3 min.** “One little change can give your piece another ending or opening.” Child chooses a fictional paper scene or simply music, with private/no-sound route.
2. **Model · 4 min.** Adult changes ONE ONE ONE ONE to ONE ONE ONE PAIR, naming beat 4 ONE→PAIR. Four beats stay; events grow from four to five. Same quiet source/comfortable beat pace, no louder/faster direction.
3. **Try together · 5 min.** Adult wrongly changes another beat too; learner finds the extra change and restores it. Compare corresponding broad cards rather than guessing from a story. Remove the model.
4. **Child choice · 7 min.** Child copies an own piece, chooses exactly one card to change ONE↔PAIR and may try both versions with reviewed quiet sound, direct an adult or read them silently. Which version they prefer is their choice; an own reason is welcome but not compulsory.
5. **Notice · 4 min.** Preserve both versions, changed beat and event-count change (+1 or −1). If beat pace changes too in live making, record it honestly and try again only by choice; do not claim only the rhythm changed acoustically.
6. **Close · 2 min.** Child keeps first, second or both. A musical revision does not prove a stronger folded-paper design from the integrated topic.

## Week 30 · Day 148 · Move the pair to another place

**Target/codes:** relocate one PAIR while preserving four beats and total events; partial AC9AMUFD01/FC01. **Prepare:** [move-pair example](print/move-pair.svg), two broad strip copies, invitation G.

1. **Welcome · 3 min.** “Keep the same number of sounds. Put the two quick somewhere else.” Child chooses tiny opening, ending or own playful purpose.
2. **Model · 4 min.** Compare ONE ONE ONE PAIR with PAIR ONE ONE ONE. PAIR moves from beat 4 to 1, so beat 4 becomes ONE. Beat cards 2/3 hold; each plan has four beats and five sound events. Optional sound keeps one reviewed source and an agreed steady pace.
3. **Try together · 5 min.** Adult leaves both new PAIR and old PAIR in place. Child notices the extra event, then restores the old place to ONE. “Moving the pair changes two cards.” Put this model away.
4. **Child choice · 7 min.** Child makes an own four-beat piece with exactly one PAIR, copies it, and moves the PAIR to a chosen different beat. Read or optionally try both versions, choose one for a paper show or keep both. Direct adult placement by choice.
5. **Notice · 4 min.** Save removed/added pair location, both changed cards and held event count. If the child adds a second pair, compare total discs before teaching on a different practice strip.
6. **Close · 2 min.** Ask, “What did you move? What stayed?” Keep the final fresh source hidden; no correctness judgment about the child's preferred musical purpose.

## Week 30 · Day 149 · Share by choice, ask what was noticed

**Target/codes:** optionally encounter an approved real work and share an own rhythm with a willing audience; partial FD01/FC01; FE01/FP01 conditional/held. **Prepare:** [authentic/local authority gate](AUTHENTIC-SOURCE-SLOT.md), child scores and invitation/pass choices, reviewed quiet live route if chosen.

1. **Welcome · 3 min.** Offer private keeping, a familiar willing listener/reader, an approved real work, silent sharing or pass. A pass needs no explanation; no recording.
2. **Model · 4 min.** If cleared, introduce a short permitted real work with maker/source and source-stated context; ask how beats and inner sounds relate without inventing community meaning. Without clearance, use an adult original score and leave FE01 held.
3. **Try together · 5 min.** Practise “Would you like to hear/see my tiny piece?” with an invented adult role and accept yes/no/pass. A roleplayed yes is only rehearsal, never an actual recipient.
4. **Child choice · 7 min.** Child may share their chosen original score or reviewed short live realization with an actual willing person. They can perform, direct a willing adult, use a silent score or keep private. Ask “What did you notice?” only if wanted; record actual words separately from maker purpose.
5. **Notice · 4 min.** Record source encounter/child response and audience medium/receipt only after the events. A different listener interpretation is permitted; no agreement is required. Child-directed adult sound remains adult making.
6. **Close · 2 min.** Child retains ownership and can withdraw display under policy. Keep Day 150 materials hidden until the check; no public upload.

## Week 30 · Day 150 · Fresh Check Split 2: finish with a pair

**Target/codes:** independently revise a new rhythm under held-prefix, event-count and ending constraints; partial AC9AMUFD01/FC01. **Prepare:** [public Split 2](STUDENT-CHECKS.md), [fresh A4 sheet](check/subdivide-2.svg), exact raised equivalent; teacher key closed.

1. **Welcome · 3 min.** “Make a new ending. Keep the first two beats.” Offer no-sound, uncluttered cards, neutral reading/placement, AAC/sign/words, rest or pass. Keep separate from integrated fresh checks/practice.
2. **Access · 4 min.** Read the given ONE PAIR PAIR ONE and public rules neutrally: keep beats 1/2; finish with PAIR; still six sounds in four steady beats. Response question marks are undecided. Do not point to the solution or play a matching cue.
3. **Independent plan · 5 min.** Child chooses ONE/PAIR for beats 3/4 while first two are fixed. Save first complete four-card plan before hints; adult places only on the child's directions.
4. **Child response · 7 min.** Ask the child to identify both changed beats and old/new decisions, show the held beat/event counts, offer an own music reason if wanted, and state what paper cannot prove. No performance is needed to answer.
5. **Self-check · 4 min.** Child compares all cards, event discs and the public rules without teacher hints. Save first work and self-revision separately. If access or pass prevents observation, record unobserved and offer another opportunity.
6. **Close · 2 min.** Open the separate key afterward. Today's variants/bridges are after-check practice. Keep a supported retry distinct from the first independent response and whole-standard attainment.