Children who have been through suggested Rhythm and Tonal Discrimination Activities for “core facility” have the readiness for more difficult discriminations, just as they have the readiness for more difficult rhythm and tonal content, including harmonic function. The choice of how far to go beyond “core facility” in Sound, Syllables, and Symbols is dependent upon your own priorities and the amount of time you have with the children. You can always choose to broaden at each level.

Your children have likely developed a “sound understanding” beyond what they have demonstrated in activities that develop “core facility.” You may be surprised to discover how astute the musical mind can become, even at four years old, as children “sort” rhythm patterns into appropriate buckets for macro beats, micro beats, divisions, or how a bit older children might "sort" beat functions that include elongations, rests, ties, and upbeats—without having words to label the more difficult patterns. You might not expect children to discriminate in sound between rhythm and tonal—even tossing bean bags into each of two buckets to indicate hearing both rhythm and tonal. You can create more and more difficult activities, exploring whatever dimension of the musical mind you want to probe, or whatever additional content you want your children to command. Or, you may become so fascinated by the direct transfer of “core facility” to music reading that you choose to probe music reading still further. You can always choose to broaden at any level while moving forward through Sound, Syllables and Symbols, and while continuing to make exciting music with your students through quality song literature.