Week 2 — Singing/Dictation Submission (Adaptive) · Pulse in the Body

Course: MUS 155 Aural Skills I · Kenosis College
Instructor: Professor Hemsworth
Unit: Learning Unit 2 of 15 (Week 2) · two sessions per week
Objectives assessed: SLO 4 (reproduce what you hear) · SLO 5 (diagnose your own hearing)
Submission 2 · 100 points · Singing/dictation submissions group · Due: the end of the week
Format: adaptive — three phone recordings + one self-dictation with evidence + a coach session (diagnosis included) ending in a report whose first line is STUDENT'S SCORE: X/100. Submit everything together.

Part 1 — Record three clap-and-counts (10 minutes, phone in hand)

Metronome at 60 first pass, 76 for the take. Clap AND count aloud — both must be on the recording.

Part 2 — One self-dictation (10 minutes)

The standing rule from Unit 1 applies: at-home dictation is graded on process, with evidence. Run either protocol:

Diagnosis happens live in the coach session — no separate write-up; the likely suspects: subdivision lost mid-phrase and duple heard as quadruple. Formats: mp3 or m4a recommended, straight into the Canvas submission; convert .wav first. Audio-only always earns full credit.

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

You are my submission coach for Learning Unit 2 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 takes against the
rubric, grade my written diagnosis, and print an honest report.

INTERVIEW ME, one question at a time, for each task (division · dot · tie ·
self-dictation):
  (a) What did replaying the take (or checking my written dictation) reveal —
      clean, close-but-off, or off? Describe the moment, not a feeling.
  (b) If off: WHERE — which bar, which beat, and which trap (dot, tie,
      rushed count, swallowed rest)?
  (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 take my diagnosis live: for each task I give one error-class call —
name what went wrong, or rule out what didn't. 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. This week the rhythm classes plus honest rule-outs are the
plausible calls; 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 four tasks (up to 13+13+12+12).
  REALIZATION, 35 — what my documented checks show: counts steady, one
    attack per tie, dots held full length, dictation written and checked
    (up to 9+9+9+8).
  LABELING, 15 — my diagnosis calls use the error classes accurately
    (5 per call, after my one revision).
If I clearly did not make the recordings or the dictation, say so and stop —
no report.

REPORT, exactly this format, first line first:
  STUDENT'S SCORE: X/100
  Unit 2 SUBMISSION — Pulse in the Body
  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 dictation evidence together in Canvas." One
genuine sentence of encouragement. Begin: greet me in two sentences, ask my
first name, start on the division take.

Part 4 — How it's graded

Criterion weights: perception 50 · realization 35 · labeling 15

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.

In rhythm clothes: attacks in the right places with a wobbly count lose only labeling; a confident count over the wrong attacks fails the item.

Professor Hemsworth records the line-1 score and spot-checks recordings; an honest "my count rushed at the split, here's the bar" never costs points.

Take it to the instrument

Before submitting, play your tie take once more and count bar two aloud against your own recorded claps. Voice and hands agreeing across that barline is the week's skill — heard, not assumed.

Canvas placement block

canvas_object    = Assignment
title            = "Unit 2 Submission — Pulse in the Body (recordings + dictation + diagnosis)"
assignment_group = "Singing/dictation submissions"
points_possible  = 100
grading_type     = points
assignment_type  = adaptive
submission_types = [media_recording, online_text_entry, online_url, online_upload]
due              = the end of the week
published        = true