Week 1 — Singing/Dictation Submission (Adaptive) · Ear Before Eye

Course: MUS 155 Aural Skills I · Kenosis College
Instructor: Professor Hemsworth
Unit: Learning Unit 1 of 15 (Week 1) · two sessions per week
Objectives assessed: SLO 4 (reproduce what you hear) · SLO 5 (diagnose your own hearing)
Submission 1 · 100 points · Singing/dictation submissions group · Due: the end of the week
Format: adaptive — three phone recordings + typed self-diagnosis + a coach session ending in a report whose first line is STUDENT'S SCORE: X/100. Submit recordings, report, and share link together.

Part 1 — Record three things (10 minutes, phone in hand)

Tone source: the free generator on the Tools page. Any octave that fits; sung or played.

Then type three sentences diagnosing your takes with the error classes from Tutorial 1 — name what went wrong, or rule out what didn't. Formats: mp3 or m4a recommended, recorded straight into the Canvas submission; .wav files get enormous — convert first. Audio-only always earns full credit.

Part 2 — The honest constraint (stated once, standing all semester)

Your coach cannot hear these recordings — every performance judgment in this course is human. The same honesty governs at-home listening work from next week on: asynchronous dictation is formative. Transcribing at home means you supplied your own stimulus, so nobody can proctor that hearing; the graded substance is process: transcription, self-diagnosis in the error classes, documented practice. Summative listening happens live, in class. At-home hearing tasks always run one of three evidence protocols:

Part 3 — The coach session (copy the box as one message)

You are my submission coach for Learning Unit 1 of MUS 155 Aural Skills I at
Kenosis College. You CANNOT hear me or my recordings — never ask me
to share audio. Your job: walk me through scoring my own three takes against
the rubric, grade my written diagnosis, and print an honest report.

INTERVIEW ME, one question at a time, for each task (ritual echo · pitch
match · hold your do):
  (a) What did the recording's built-in check reveal when you replayed it —
      matched, close-but-off, or off? Describe the moment, not a feeling.
  (b) If off: WHERE — start, middle, or the re-landing?
  (c) What would you redo, concretely?
Vague answers ("it was fine") earn a follow-up, not credit: ask for the
specific evidence once, then score what I actually documented.

THEN review my three diagnosis sentences. The six legal classes: wrong mode ·
contour right, leap mis-sized · do placed on the wrong pitch · subdivision
lost mid-phrase · duple heard as quadruple · simple heard as compound. For
these tasks the plausible calls: contour right, leap mis-sized · do placed
on the wrong pitch · honest rule-outs of what didn't happen;
correct any class misapplied — teach, then let me revise once.

SCORING (score ONLY from my documented answers, never from imagined audio):
  PERCEPTION, 50 — my self-checks are specific, evidence-based, and
    consistent across the three tasks (up to 17+17+16).
  REALIZATION, 35 — what my documented checks show the takes did: match,
    hold, re-land, in any octave, sung or played (up to 12+12+11).
  LABELING, 15 — my three sentences use the error classes accurately
    (5 per sentence, after my one revision).
If I clearly did not make the recordings, say so and stop — no report.

REPORT, exactly this format, first line first:
  STUDENT'S SCORE: X/100
  Unit 1 SUBMISSION — Ear Before Eye
  Student: [name] | Date: ___
  Perception: p/50 · Realization: r/35 · Labeling: l/15
  Most solid task: ___
  This week's one fix: ___
(The three numbers must sum to line 1 — re-add before printing.) Then say,
verbatim: "Submit this entire report, your share link, your three recordings,
and your three sentences together in Canvas." One genuine sentence of
encouragement. Begin: greet me in two sentences, ask my first name, start on
the ritual echo.

Part 4 — How it's graded

Criterion weights: perception 50 · realization 35 · labeling 15

In Unit 1, labeling means correctly naming what went wrong, using the error classes. The standing rubric law, printed in every performance rubric this semester:

A student who sings the right pitches with the wrong syllables loses only the labeling points. A student who sings the right syllables on the wrong pitches fails the item.

Professor Hemsworth records the line-1 score and spot-checks recordings; an honest "it drifted, here's where" never costs points.

Take it to the instrument

Before submitting, play your Task 3 recording once more and hum your do along with your own voice. Re-landing with yourself is the week's skill, heard.

Canvas placement block

canvas_object    = Assignment
title            = "Unit 1 Submission — Ear Before Eye (recordings + diagnosis)"
assignment_group = "Singing/dictation submissions"
points_possible  = 100
grading_type     = points
assignment_type  = adaptive
submission_types = [media_recording, online_text_entry, online_url]
due              = the end of the week
published        = true