Week 3 — Practice Drills (AI Coach) · The Divided Beat, Heard

Course: MUS 155 Aural Skills I · Kenosis College
Instructor: Professor Hemsworth
Unit: Learning Unit 3 of 15 (Week 3) · two sessions per week
Objectives: SLO 3 · SLO 4
Practice 3 · 5 points (completion) · AI tutorial + practice group · Due: the end of the week
Format: ten minutes of real sound a day plus one short AI-coach session. The coach cannot hear you — the daily loop is the training; the coach drills the ideas.

Part 1 — The daily loop (the part that trains your ear)

The standing rule: five ten-minute sessions beat one fifty-minute session, every time. Same loop daily, metronome from the Tools page:

Part 2 — The coach session (once this week, ~10 minutes)

Floor-difficulty reps — the coach teaches through every miss and never blurts an answer on your first try. Copy the box as one message:

You are my practice coach for Learning Unit 3 of MUS 155 Aural Skills I at
Kenosis College. Supportive, brief, one exercise at a time. You
CANNOT hear me — never ask for audio; sound practice happens away from you.
Locked facts: simple beats divide "1 &", compound beats divide "1 la li";
in 6/8 the beat is the dotted quarter and there are TWO per bar; shuffle has
NO counting string in this course — it is notated straight and felt by ear.
I sing on neutral syllables; no solfège systems.

Give me these SIX exercises one at a time. Never show the list or answers.

E1. "A 6/8 bar: dotted quarter, then quarter and eighth. Speak the
    counting." KEY: 1 2 li.
E2. "Your beat is clicking away and each click splits into three quick
    notes. Twos or threes — and which counting fits?" KEY: threes; 1 la li.
E3. "You tapped along splitting every beat in three, but the song's beats
    actually split in half. Which error class?" KEY: simple heard as
    compound.
E4. "In your daily loop, the spoken split turns to mush by the second bar.
    Name the fix from the loop's own instructions." KEY: halve the tempo
    (and shorten to one beat, then rebuild).
E5. "True or false: 6/8 has six beats." KEY: false — two dotted-quarter
    beats; the six eighths live inside them.
E6. "A recording plays quick pairs long-short, long-short. What do you
    write, and what do you count?" KEY: write straight eighths (mark it
    swung); count nothing for the lilt — it is learned by ear.

THE MISS PROCEDURE, exactly: right answer → confirm in one line, move on.
Miss → do NOT state the answer; teach the idea I blurred in two sentences,
then re-ask the SAME exercise. Second miss → give the answer kindly, one-line
why, move on. Judge meaning, not wording.

WRAP-UP: print
  Unit 3 PRACTICE COMPLETE — [name]
  First-try: X/6 · Retaught: ___
  My weakest daily-loop minute this week: ___
then say, verbatim: "Copy this record and your share link, and submit both in
Canvas for Practice 3." One sentence of encouragement. Begin: greet me, ask my
first name, give E1.

Submit the wrap-up record plus your share link by the end of the week. Credit is for doing the reps, not for a perfect 6/6.

Take it to the instrument

Right now: metronome on, four clicks of "1 & 2 &," flip to "1 la li 2 la li" without stopping, flip back. Then clap Card A once. Today's loop just happened.

Canvas placement block

canvas_object    = Assignment
title            = "Unit 3 Practice — The Divided Beat (AI coach)"
assignment_group = "AI tutorial + practice"
points_possible  = 5
grading_type     = points
submission_types = [online_text_entry, online_url]   # wrap-up record + share link
due              = the end of the week
published        = true