# Twenty worked variants · two each day

Choose a domain, own idea or no story; examples are fictional proposals, not cultural works, tested effects or required family interests. All numbers are **local beats 1–4**. “A 1,3 both” means sound/wait/sound/wait in each round; all omitted positions are waits. B entries specify first → second round, with removed/added decisions. Every variant uses two four-beat rounds and an exact repeated A backing. Broad/raised/exact-word directions and reviewed quiet live routes share the same goal. No-sound plans are not actual performance. Save first child plan before worked feedback. Day 155/160 entries are **After Check** only, disjoint from fresh source layouts.

| Day | Worked choice 1 | Worked choice 2 |
|---|---|---|
| 151 | **Invented paper book:** A 1,3 both; B 2,4 → 1,4. A copies all four decisions; second B removes local 2/adds 1 and keeps 4. This supplied author-model score is meant to let learners inspect/try repeat under change; book use is a proposal. | **Own tiny puppet stage:** A 1,4 both; B 2 → 3. A copies sound/wait/wait/sound; B removes 2/adds 3. A child can say what comes back or ask why this might accompany a show; no live show, effect or human composer is asserted. |
| 152 | **Original two-picture cloud book:** choose A 2,4 both; B not chosen yet. A first wait/sound/wait/sound copies exactly. If second A becomes 2,3, count stays two but local 3/4 differ; restore 2,4 on direction to meet the repeated-backing goal. | **Music by itself:** choose A 1 both; B not chosen yet. First and second A sound/wait/wait/wait copy exactly; adding second A 4 changes the backing. A child may prefer that other idea later, but this task restores second to 1 before another part is added. |
| 153 | **Imagined leaf picture show:** A 1,4 both; B 2,3 → 2,4. A repeats; second B removes local 3/adds 4. Read paired columns then optionally try reviewed sound; intended changing B and observed coordinated making are separate evidence. | **Fictional wheeled toy story:** A 2,4 both; B 1 → 1,3. A is unchanged; B keeps local 1/adds 3, so its count grows one to two. Child can choose that fuller second idea or another; this is not a physical toy or transport test. |
| 154 | **Paper-dot gallery opening:** A 1,3 both; B 4 → 2,4. A repeats; B adds local 2 and keeps 4. Child chooses whether this is an opening, accompaniment or standalone piece, and may make/direct/read it. No actual viewer's interpretation is predetermined. | **Imaginary space-window show:** A 1,4 both; B 2,4 → 1,4. A is held; B removes 2/adds 1 while keeping 4. Use original broad pictures or no image; this musical revision does not prove anything about planets or a working screen. |
| 155 | **After Check · pretend animal picture:** A 2,4 both; B 1,3 → 1,4. A repeats its four decisions; second B removes 3/adds 4. Compare corresponding positions, not just counts; this complete practice piece is different from either unfamiliar check plan. | **After Check · quiet tabletop music:** A 1,3 both; B 2 → 4. A repeats; B removes 2/adds 4. Count alone is equal before/after but position differs. Child selects a reviewed sound or silent route; any actual maker or timing is separately recorded. |
| 156 | **Invented map picture:** A 1,4 both; B 1,3 → 2,3. A repeats; B removes local 1/adds 2 and keeps 3. Child's proposed map accompaniment is their use, while Page Turn's documented teaching purpose belongs to its source; neither establishes community practice. | **Paper sports-score picture:** A 2,4 both; B 1,4 → 1. A stays; B removes local 4 and keeps 1, so second is thinner by plan. Child can ask why a maker might choose that sound/wait relation; no actual sports event, reaction or family practice is claimed. |
| 157 | **Imagined tiny garden show:** A 1,3 both; B 2,4 → 1,4. Rehearse A alone, B alone, both by choice; B removes 2/adds 1. A reviewed sound may be made by child/adult or silently directed; report who actually made each part and whether repeat held. | **Music for a pretend paper train:** A 1,4 both; B 2 → 4. A repeats while B removes 2/adds 4. Read/try two rounds once, swap willing roles if wanted and keep preferred take. Musical beat intentions do not certify real movement, speed or vehicle safety. |
| 158 | **Fictional paper-screen ending:** A 2,4 both, first B 1,3 held. Save second B 1,4, revise it to 2,4: only second B removes 1/adds 2, keeps 4. All A/first B remain unchanged; compare first/revised plans and choose favourite without a working-screen claim. | **Standalone short duo:** A 1,3 both, first B 4 held. Save second B 2,4; revise to 1,4. Only second B removes 2/adds 1; both A rounds and first B hold. Optional live trials can differ in sound/timing; don't infer exact acoustic equality from the saved plans. |
| 159 | **Own two-page dot book share:** A 1,4 both; B 2,3 → 2,4. A repeats/B removes 3/adds 4. Ask an actual willing recipient to see/read a score or hear reviewed making; imaginary role-play assent is rehearsal only and the child can keep private. | **Pretend broad-pocket show share:** A 2,4 both; B 1 → 3. A repeats and B removes 1/adds 3. Share exact score or an optional quiet realization with a willing recipient; inventory/maths/physical tests and actual audience receipt are separately observed, not inferred. |
| 160 | **After Check · own cloud-book variant:** A 1,4 both, first B 2 held. Save second B 1,3; revise to 3,4. Only second B removes 1/adds 4, keeps 3; all A/first B hold. This open practice imposes no fresh-check rule and does not replace first independent evidence. | **After Check · just music revision:** A 2,4 both, first B 1,4 held. Save second B 1; revise to 1,3. Second B adds 3 and keeps 1; A and first B hold, count grows. Child may prefer either version/read or rehearse; fresh task constraints stay distinct from open making. |