Week 4 — Practice Drills (AI Coach) · Major on Solfège

Course: MUS 155 Aural Skills I · Kenosis College
Instructor: Professor Hemsworth
Unit: Learning Unit 4 of 15 (Week 4) · two sessions per week
Objectives: SLO 1 · SLO 2 · SLO 3
Practice 4 · 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 labels and checks the plan.

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

Five ten-minute sessions beat one fifty-minute session, every time — this week more than ever, because a syllable system settles in overnight, not in one sitting. Rotate the home key daily: G, F, D, C, then your pick. Do comes from the tone generator (Tools page).

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

Floor-difficulty reps on the week's labels. 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 4 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.
This week's vocabulary: movable-do major solfège (do re mi fa sol la ti do),
scale degrees ^1-^7, the four keys G, F, D, C major (spellings: G A B C D E
F# · F G A Bb C D E · D E F# G A B C# · C D E F G A B), simple-meter
counting "1 e & a". The do-mi-sol figure is "the do-mi-sol shape" — never
"chord" or "triad."

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

E1. "Sing-spell the C major ladder: which syllables go with C D E F G A B C?"
    KEY: do re mi fa sol la ti do.
E2. "In F major, which letter is mi — and why isn't it E, the way it is in
    C major?" KEY: A; do traveled to F, and mi is a distance from do.
E3. "Degrees 5 and 3 in G major — which letters, and which syllables?"
    KEY: D (sol) and B (mi).
E4. "You're about to sight-sing a printed melody. What do you do before any
    sound comes out?" KEY: find do from the key signature, plant it in the
    ear, read the first bar silently on syllables — audiate first.
E5. "Recite the dictation protocol from the studio, hearing by hearing."
    KEY: hearing one — pencils down, tap and catch the rhythm; hearing two —
    sing it inside on syllables; hearing three — write.
E6. "In your daily loop your quick notes smear by the second bar of the
    rhythm card. Which error class is that, and what is the fix?"
    KEY: subdivision lost mid-phrase; halve the tempo, speak "1 e & a"
    against the click, rebuild speed in steps.

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 4 PRACTICE COMPLETE — [name]
  First-try: X/6 · Retaught: ___
  My slowest key this week: ___
then say, verbatim: "Copy this record and your share link, and submit both in
Canvas for Practice 4." 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: tone generator on, any comfortable pitch, call it do. Ladder up and down on syllables, then do–mi–sol–mi–do, then straight to 5 and land it. Today's loop just happened.

Canvas placement block

canvas_object    = Assignment
title            = "Unit 4 Practice — Major on Solfège (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