Use after saving first independent response. Public tasks contain no solution. Record exact chosen access, supports/prompts, first response, independent self-revision and later supported practice separately. Pass/unavailable access/unobserved response is not an incorrect Music judgment. These two fresh tasks show a small composition comparison/revision sample, not full-standard attainment, maintained live beat, aural skill or performance. No-sound planning is complete planning evidence. Actual source response, child/adult maker and audience receipt remain distinct.
Fresh Round 1 · Day 155
T A repeats exactly: first and second A are sound/sound/wait/wait, local 1,2. U A does not repeat: first 1,2, second 1,3; local 2 sound→wait and 3 wait→sound. Counts both stay two per round, so count alone does not establish repetition. All four corresponding decisions, including waits, determine the repeat.
B is identical between plans: first local 2,4; second 1,4. Across rounds B local 1 wait→sound and 2 sound→wait, local 3 wait/4 sound hold. Both complete scores have four A plus four B events, eight planned short events over eight beats. Shared beat slots, two parts, B decisions, source symbols and total count hold between T/U. Paper cannot prove a heard source, maintained steady pulse/independence, maker technique, child performance, aural response, actual use/effect or willing audience.
If child counts only, offer a later unseen corresponding-place comparison. If parts/rounds are confused, use a neutral row cover/local-number reset on another opportunity and record support. Never replace first response with this teaching.
Fresh Round 2 · Day 160
New second B = wait/sound/wait/sound, local 2,4. Original second B was sound/sound/wait/wait (1,2). Second B local 1 sound→wait and 4 wait→sound; local 2 sound and 3 wait hold. All A = wait/sound/sound/wait both rounds, local 2,3; first B = sound/sound/wait/wait, local 1,2, are unchanged. Four A/four B planned events still total eight over eight beats.
The constraints give one answer: two second-B sounds, first wait, final sound and local 2 sound force local 3 wait. The verifier independently enumerates all sixteen sound/wait patterns. A reason such as “I wanted B to finish with a sound” is optional; do not assign meaning if unstated. A new source/pitch, changed A/first B, three sounds or missing final sound breaks this task's rules, while those may be valid open composition choices later. Paper does not prove actual realization or an audience.
Next opportunity: exact neutral source access first, then a new source preserving A/first B under one clearly stated second-B rule. Save first answer. If access was unavailable/pass, offer another time without labels or diagnosis. A teacher hint/placed solution is supported work, not independent check evidence.
Daily observation and next step
| Day | Observe after first work | Next opportunity |
|---|---|---|
| 151 | Actual Page Turn score/source route and child observation/question about repeated backing/change or stated teaching purpose. FE01 narrow partial only after actual encounter/response; sound held unless separately cleared. | Revisit exact score/source through chosen access, allow another response and mark unobserved if missing. Varied appropriate actual works/context needed beyond this teaching model. |
| 152 | Each corresponding A sound/wait, child's choices/support and exact copy into round 2. Matching count alone is insufficient; plan/timing are separate. | Use a different short A row and compare all four choices, then let child make an own repeat without requiring sound. |
| 153 | All A decisions hold; at least one B second-round decision differs. Child's directed placements remain plan evidence, actual coordinated making only if observed. | Cover B to recover A correspondence, then restore/choose B; save support and give later new independent opportunity. |
| 154 | Child-owned complete repeat/change plan, proposed use/title or not stated, preferred version and chosen making route. No intended book/show effect claimed as actual. | Invite another tiny use or music alone; allow a short reviewed rehearsal or silent read, private keeping/pass by choice. |
| 155 | Fresh T repeat/U local 2/3 change and B relation; first answer/self-revision/support, held features and paper limits. | Later After Check variant, then another unseen correspondence task if needed; do not turn practice into fresh evidence. |
| 156 | Actual author-model source-backed purpose response versus own proposal; no unsupported named performer/community importance/effect. | Add varied locally appropriate real works/maker contexts with permission; unavailable wider source stays held. |
| 157 | Actual maker for each part, source/support/pointer, repeated A/changing B if observed and own preference. Silent/direct-adult plans do not establish child playing. | One part first at a comfortable pace, then both if wanted; learner may direct two adults or remain silent. |
| 158 | First/revised plans; only second B changes, all A/first B hold; exact removed/added choices and possible count change. | Choose another second B or prefer first; repeat actual short trial only by choice with source/device gates. |
| 159 | Actual willing recipient/medium/receipt if shared, actual approved source/child response if encountered. Private/pass is respected; adult making clearly named. | Offer another willing recipient or keep private. Wider cultural knowledge requires appropriate authority, not a blank worksheet claim. |
| 160 | First constrained second-B answer, exact held parts/local changes, independent self-revision and support; musical reason optional. | Later new-source open/one-rule revision with preserved first work; do not claim full attainment or actual performance. |