Week 3 — Singing/Dictation Submission (Adaptive) · 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 assessed: SLO 3 · SLO 4 · SLO 5
Submission 3 · 100 points · Singing/dictation submissions group · Due: the end of the week
Format: adaptive — three phone recordings + a split-hunt log + a coach session (diagnosis included) whose report opens STUDENT'S SCORE: X/100. Submit all of it together.

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

Cards are on the studio page. Clap loudly enough for the phone and count out loud — the counting is part of the take.

Then type one sentence logging your split hunt: a song you know by heart, and whether its beats split in twos or in threes. Take diagnosis — simple heard as compound is finally live, alongside subdivision lost mid-phrase — happens in the coach session. Formats: mp3 or m4a, recorded straight into Canvas. Audio-only always earns full credit.

Part 2 — The evidence rule, this week

Your coach cannot hear these recordings — performance judgment is human, and at-home listening work is graded on process, per Unit 1's standing protocols. The split hunt's evidence is its documentation: title, your call, and the moment that convinced you.

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

You are my submission coach for Learning Unit 3 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, review my written diagnosis, and print an honest report.

INTERVIEW ME, one question at a time, per task (Card A · Card B + spoken
split · straight-then-swung):
  (a) Replay your take. Did the claps line up with your spoken counting, and
      did the counting match the card? Describe the moment it wobbled, if it
      did — bar, beat, syllable.
  (b) On task 2: did the six spoken syllables stay even to the end, or
      smear? Where exactly?
  (c) On task 3: was the difference between your two halves obvious on
      playback — even pairs versus long-short — or did the straight half
      already lean? What would you redo, concretely?
Vague answers ("it was fine") earn one follow-up asking for the specific
evidence, then score what I actually documented.

THEN take my diagnosis live: one error-class call per take. Legal classes
for the takes: simple heard as compound · subdivision lost mid-phrase ·
duple heard as quadruple — plus honest rule-outs. Then my split-hunt log:
check it names a song and a call (twos or threes) with a reason; challenge
a reason that describes grouping, not the split inside the beat. 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 and the hunt (up to 13+13+12+12).
  REALIZATION, 35 — what my documented checks show the takes did: counting
    aligned with claps, split even, swing distinct (up to 12+12+11).
  LABELING, 15 — my calls apply the error classes and the week's words
    accurately (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 3 SUBMISSION — The Divided Beat, Heard
  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 split-hunt log together in Canvas." One genuine sentence of
encouragement. Begin: greet me in two sentences, ask my first name, start on
Card A.

Part 4 — How it's graded

Criterion weights: perception 50 · realization 35 · labeling 15

The standing rubric law:

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.

Here that means: rhythm right with a slipped syllable costs labeling only; counting recited over an absent rhythm fails the task.

Professor Hemsworth records the line-1 score and spot-checks recordings; honesty never costs points.

Take it to the instrument

Before submitting, play your Task 3 recording and tap along with your own straight half — then let the swung half push your foot around. Feeling your own lilt from outside is the week's skill, heard.

Canvas placement block

canvas_object    = Assignment
title            = "Unit 3 Submission — The Divided Beat (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