Desk review, 30 September 2026. The following walks through the authored pack from teacher/parent/imagined learner/funder perspectives. No actual teacher/parent/child was recruited, consulted, tested or observed. These are author observations and unresolved gates, not field feedback, efficacy evidence or pilot results.
| Perspective / desk task | Concrete route checked | Finding and limit |
|---|---|---|
| Teacher · start and make | README → Materials seven invitations → Days 151–160 → part key, Page Turn/source, own score → A alone/B alone/both short route. Timed stages each 3/4/5/7/4/2. | Ready scripted sequence with child purpose/private/pass choices and reviewed familiar quiet live option plus exact no-sound routes. Exact live materials/technique/participants and independent teacher/access fit review remain held; preparation/review time is outside 25 minutes. |
| Teacher · encounter an actual work | Page Turn score/source and SUPPLIED-WORK creation type, documented teaching purpose and full access → Days 151/156. | Supplied actual author model avoids an empty-context-only lesson. Its computer-created status is honest; narrow FE01 responding requires observed child encounter/response. No community tradition, human performance, benefit or full people/community coverage; varied appropriate wider sources remain needed. |
| Teacher · fresh checks and next work | Public Round 1/2 PDFs/full-word sources → first response before hints → separate educator key/next → After Check variants. | New corresponding-position and constrained-revision logic held out from practice. Count alone is insufficient. Neutral access/direct-adult choices preserve independence distinction; actual classroom transfer remains untested. |
| Parent/carer · optional free bridge | EXAMPLE-BANK has two free ideas per day, broad/imagined/no-object routes, optional familiar reviewed sound and private/pass. | No printer/device/instrument/purchase/possession/family disclosure required. Can do at school or decline without explanation. Desk accessibility is not family feedback or universal suitability. |
| Imagined learner · choose/look/make/share | Short PROMPTS, 30 same-goal choices, own title/purpose/music-alone, cover rows/rehearse once, select favourite/private/willing share. | Ordinary prompts and practical tiny outcome; alternating encounter/choice/making/rehearsal/share reduces repetitive formal audit. This is an imagined desk lens, not an actual learner voice, satisfaction or access result. |
| Imagined learner · no sound or touch | Exact printed words/columns/source, broad/raised equivalents and neutral directed placements; optional adult makers. | Composition/source response possible without sound or touch. Adult making is labelled adult performance; no-sound plans don't establish aural/child timing. Raised materials/AAC fit require local review. |
| Funder/reviewer · inspect claims | Exact crosswalk/receipts/rights/authority gate, generated SVG/PDF/PCM hashes, reproducibility/mutation checks and QA. | Authored/computer-checked pack count and exact source match auditable. No classroom pilot, cost/impact/learning benefit, user acceptance, full-standard attainment or official/cultural endorsement claimed. |
| Funder/reviewer · deployment gate | Candidate whole-file listening/device/volume and independent educator/child-family review plus school version/permissions. | Gates explicitly held. Publisher's original licence permits attribution-based reuse but does not supply third-party/cultural authority or acoustic approval. |
Questions reserved for independent review
A local educator should confirm timing, age/access fit, representation and meaningful musical opportunities. Chosen learners/families may be invited under local consent to report usefulness, comfort and choice without pressure. Check exact print/raised/AAC access with actual users; supply broader real music contexts under appropriate authority. Any pilot needs a defined scope and honest observed results; do not rename this desk walkthrough a classroom pilot.