Ten 25-minute sessions · our tiny cue concertFoundation Music · T4 W33–34 · Lesson sequence

Every session is 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. Prepare broad four-beat IDEA/ENDING recipes and GO/AGAIN/FINISH/STOP cards or exact words/raised equivalents. IDEA and ENDING are successive sections, not two concurrent parts. The idea may play once or twice, followed by one different ending. Decide form/stop choices before trying; no endless looping. Four local beat numbers restart for each section.

Optional practical route: locally review/preview one familiar short quiet sound and willing maker(s), agree a comfortable steady adult pointer and how cues are perceived. GO starts on the agreed next beat; child/adult-on-direction gives AGAIN or FINISH by idea beat3 for the following section; STOP after ending beat4. Review/adjust advance cue/access before use—three is an agreed scaffold, not a universal response-time rule or assessed child speed. Child can direct an adult cue operator/maker, use silent readers or pass. Rehearse idea then ending once, try a complete short piece once, optional one further try. Record plan, actual cues/makers/accessible response/timing and audience separately. No-sound planning fully meets composition; adult realization is adult performance. Candidate audio remains held for separate human/device/volume clearance.

Actual supplied author model/source is honestly computer-created; narrow FE01 only after actual encounter/child response, broader appropriate people/community sources still required. Keep fresh pages/key closed until Days165/170; after-check practice is separate from integrated checks. Teacher notes follow child making, not repeated formal audits.

Week 33 · Day 161 · Meet Again, Then Finish

Target/codes: encounter supplied actual work/source and notice idea/repeat/ending; partial FD01/FC01, narrow FE01 conditional. Prepare: model, source, full source, invitation A/exact chosen access.

1. Welcome · 3 min. “This tiny piece has an idea and an ending.” Offer actual score/source/exact description, cleared optional sound or pass; sound is held until approved.
2. Model · 4 min. Read accurate source: original computer-created SubjectNest teaching model, made to help children try cue-led repeats and endings. Read idea sound/wait/sound/sound; ending sound/sound/wait/wait, as separate sections.
3. Try together · 5 min. Read GO IDEA AGAIN IDEA FINISH ENDING STOP. Ask “What comes again? What finishes?” Describe all choices neutrally; optional cleared one/two-version listening if chosen, never claimed human performance.
4. Child choice · 7 min. Child chooses a favourite section, directs an exact read and offers an observation/question about the actual model/purpose. “What could someone try?” Accept own use, rejection, no idea or pass; no expected emotion.
5. Notice · 4 min. Save actual encounter/route/child response/support only after event. A displayed card alone is not response; silent reading cannot prove hearing, received live cues or timing.
6. Close · 2 min. “Tomorrow choose your own little idea.” Child may keep source privately; no cultural/family testimony needed.

Week 33 · Day 162 · An idea and a different ending

Target/codes: create two short successive section recipes with at least one different choice; partial AC9AMUFD01/FC01. Prepare: own recipe, sound/wait or exact words, invitation B.

1. Welcome · 3 min. “Make an idea. Give it an ending.” Child chooses invented puppet/picture show/music alone and broad/exact/AAC/direct-adult/no-sound route.
2. Model · 4 min. Adult idea sound/wait/sound/wait, ending wait/sound/wait/sound. Read one then the other, not simultaneously. Name one different sound/wait decision; put model away.
3. Try together · 5 min. Child directs four idea choices and a different ending. Compare one corresponding place; change is compositional, not a demand for louder/faster/new pitch.
4. Child choice · 7 min. Make an own idea/ending using one to three short sounds each or chosen accessible open musical alternative. Read/rehearse idea once then ending by choice with a reviewed source or silent reader. Choose title/purpose or not stated.
5. Notice · 4 min. Save child choices/difference/proposed use and actual maker/support separately. If two rows were realised together, show successive section route later; no diagnosis or forced retry.
6. Close · 2 min. Child keeps private, names it or passes. No prop handling, drawing skill or possession needed.

Week 33 · Day 163 · Again—or finish?

Target/codes: choose one/two idea rounds then one ending through agreed cue order; partial AC9AMUFD01/FC01. Prepare: form choices, cue key, own recipes; invitation C.

1. Welcome · 3 min. “One idea, or one more?” Child chooses familiar accessible cue words/cards and whether to direct an adult.
2. Model · 4 min. Adult reads GO IDEA FINISH ENDING STOP, then GO IDEA AGAIN IDEA FINISH ENDING STOP. Recipes hold; number/order of sections differs. These are planned forms, not actual received cues.
3. Try together · 5 min. Rehearse giving AGAIN/FINISH before idea ends using silent pointer/adult-read recipe. Ask which next section the cue requests. Confirm agreed access without requiring quick response.
4. Child choice · 7 min. Child selects one/two idea rounds for own tiny piece, builds full order and may direct reviewed quiet makers or silent readers. Try once, another try optional. No spontaneous endless repeat.
5. Notice · 4 min. Save planned form and actual cue operator/maker/received cue if observable; a directed adult cue is adult action. Unexpected transition means record actual order, not silently mark intended order performed.
6. Close · 2 min. “Keep that short form, or try the other tomorrow.” Child preference controls; no audience needed.

Week 33 · Day 164 · Music for my little show

Target/codes: create/use an own short cue-form for a playful chosen purpose; partial AC9AMUFD01/FC01. Prepare: rehearsal, own recipes/route, original broad picture or no prop; invitation D.

1. Welcome · 3 min. “A puppet entrance, picture show—or music by itself?” Offer imagined props, private making/direct adults/silent routes/pass.
2. Model · 4 min. Adult uses an original dot picture with one idea and ending, states proposed use and gives advance FINISH/STOP. A printed plan does not prove a maker followed it or a viewer understood it.
3. Try together · 5 min. Decide cue operator/maker/reader and comfortable cue access. Read/rehearse one idea/ending, then put the adult model away.
4. Child choice · 7 min. Child chooses own short form/purpose, gives or directs agreed cues and tries with reviewed familiar quiet sound or silent section reading. Keep time to enjoy, stop, prefer another form or keep private.
5. Notice · 4 min. Save first plan and actual accessible observation separately; child's imaginative show meaning is a proposal. Nothing certifies real plant/weather/physical-model performance.
6. Close · 2 min. Child keeps favourite version. Fresh pages held for tomorrow; no required concert.

Week 33 · Day 165 · Fresh Cue 1: which route fits?

Target/codes: independently choose an ordered fresh form meeting two ideas/ending-last requirement; partial AC9AMUFD01. Prepare: public Cue1, fresh page, exact raised/word access; private key closed.

1. Welcome · 3 min. “Two new routes. Which gives two ideas, then an ending?” Neutral access/AAC/sign/words/marks/rest/pass; separate from integrated Day165 practice.
2. Access · 4 min. Read complete new recipes, routes P/Q and public rule neutrally. Explain cue meanings but do not choose/classify/order an answer; no matching sound.
3. Independent plan · 5 min. Child chooses the route and shows its section order/where AGAIN and FINISH belong. Save first answer before hints.
4. Child response · 7 min. Ask where the other route puts its ending, what stays in both routes and what paper cannot prove. Child can direct exact adult answer marks without touch/speech.
5. Self-check · 4 min. Child compares complete ordered paths independently. Preserve first answer/self-revision/support separately; unavailable/pass is unobserved, offer another opportunity.
6. Close · 2 min. Key afterward. Today's worked variants/bridges follow the check and are later practice, not first fresh evidence.

Week 34 · Day 166 · A plan can become a rehearsal

Target/codes: choose short own form and rehearse cue access/transition/ending; partial AC9AMUFD01/FC01. Prepare: own score/route, rehearsal, exact reviewed live/silent choices; invitation E.

1. Welcome · 3 min. “Agree the cues. Try your little piece.” Child chooses cue/maker roles, reviewed sound/direct-adult/silent route or pass.
2. Model · 4 min. Adult previews cues/short familiar source, rehearses idea then ending once and shows planned one-idea path. Log intended order, not an imagined successful performance.
3. Try together · 5 min. Use comfortable pointer and advance FINISH, then STOP after ending. Child chooses exact description/card/AAC/adult operator; adjust access if cue cannot be perceived before next section.
4. Child choice · 7 min. Child gives/directs own agreed one/two-idea route, tries once and optionally a second short try. They can be composer/director without making sound. Another actual order is recorded honestly; prefer whichever version by choice.
5. Notice · 4 min. Save actual operator/maker/support and received transitions if accessible/observed, alongside plan. A no-sound/direct-adult plan is valid planning and cannot prove child performance/aural skill.
6. Close · 2 min. Child says/chooses one place to keep/try again or stop. No compulsory perfect cue or steady-beat rating.

Week 34 · Day 167 · Why was this model made?

Target/codes: respond to actual author source/purpose and choose own use; partial FD01/FC01, narrow FE01 conditional. Prepare: actual work/source, own piece, optional wider approved source; invitation F.

1. Welcome · 3 min. “A maker can give a reason. You can choose yours.” Offer actual source/exact score route or pass, no family/community disclosure.
2. Model · 4 min. Read actual source purpose: computer-created model for children to try cue-led repeat/ending. A proposed show use is not proof of real audience meaning, cultural tradition or benefit.
3. Try together · 5 min. Child asks a source question/offers observation, then chooses an own music/show use. “What could someone try?” is enough; no predetermined happy/calm response.
4. Child choice · 7 min. Make/rehearse a chosen short own route or listen to an additional approved actual work/context if available. Wider source needs maker/permission/authority; unavailable wider inquiry stays held.
5. Notice · 4 min. Record actual supplied/wider work route and observed child response, source intention versus own proposal. Narrow FE01 author-model opportunity cannot cover all people/community contexts.
6. Close · 2 min. Keep source credit available. Varied appropriate actual works belong in wider program, not invented stories about composers.

Week 34 · Day 168 · Give it another ending

Target/codes: revise ending while preserving own idea and chosen short form; partial AC9AMUFD01/FC01. Prepare: saved own first work/copy, broad sound/wait/words, invitation G.

1. Welcome · 3 min. “Your idea stays. Try a new ending.” Child chooses private/show/music-alone route and first/revised preference.
2. Model · 4 min. Adult idea local1,4 held; ending local2,4 changes to local1,3. Remove2,4/add1,3 only in ending; cue route one idea then ending stays. Count can change in open making.
3. Try together · 5 min. Child spots an accidental idea change and restores it through exact correspondence. Adult model then removed; no fresh source/rules used.
4. Child choice · 7 min. Copy own piece, change one or more ending decisions, keep idea and selected one/two-round form, read or try first/revised with reviewed familiar source or silent readers. Choose favourite/both, stop/pass.
5. Notice · 4 min. Keep first/revised plan and removed/added ending choices; actual source/timing/cues may differ in live trials and are logged separately. Proposed stronger ending is not a tested physical model or listener effect.
6. Close · 2 min. Child chooses version to keep or optionally share tomorrow; no required musical reason if unstated.

Week 34 · Day 169 · Our willing tiny audience

Target/codes: optionally share own cue-form and respond to actual appropriate source; partial FD01/FC01, FP01/wider FE01 conditional. Prepare: own score, willing invitation/pass, additional source gate, live route review if chosen.

1. Welcome · 3 min. Offer private keeping, actual willing reader/listener, reviewed live making or silent sharing, approved actual source or pass.
2. Model · 4 min. Rehearse “Would you like to see/hear our piece?” Adult pretend yes/no is role-play only. If a varied approved source is used, identify real maker/context/purpose accurately; otherwise broader-source inquiry remains held.
3. Try together · 5 min. Child chooses cue operator/makers/medium and confirms actual recipient willingness. Agree stop; no recording/upload/public solo.
4. Child choice · 7 min. Child may share exact score, a quiet reviewed short form or adult realization on direction with actual willing recipient, or keep private. Ask “What did you notice?” only if wanted; another interpretation is allowed.
5. Notice · 4 min. Record actual receipt/medium/exact permitted words after event, actual child/adult making separately. A plan/invitation/imaginary response is not audience evidence.
6. Close · 2 min. Respect withdrawal/privacy and ownership. Fresh final source stays hidden; no pressured family disclosure.

Week 34 · Day 170 · Fresh Cue 2: choose an ending

Target/codes: independently revise ending under held idea/short-form constraints; partial AC9AMUFD01/FC01. Prepare: public Cue2, new page, exact full given/raised access; private key closed.

1. Welcome · 3 min. “Keep this idea. Choose an ending and cue order.” Neutral AAC/sign/words/marks/direct adult/rest/pass; separate from integrated checks/practice.
2. Access · 4 min. Read full new given idea/ending and public rules; question cells are undecided. No matching sound, solution placements, classified change or hints.
3. Independent plan · 5 min. Child keeps idea and makes ending exactly two sounds, first sound/final wait, beat3 sound held. Give two idea rounds then one ending and full cue order. Save first complete response before support.
4. Child response · 7 min. Child shows changed/held decisions and section order; own musical reason optional. Ask what paper cannot prove. Neutral adult records child directions exactly.
5. Self-check · 4 min. Compare public rules/held idea/full path independently; preserve first/self-revision/support separately. Unavailable access/pass is unobserved and leads to another opportunity.
6. Close · 2 min. Use educator key after first work. Today's variants/bridges later practice, not replacement fresh evidence/full attainment or actual performance.