Week 4 · Assignment & rubric

Week 4 — Singing/Dictation Submission (Adaptive) · Major on Solfège

Aural Skills I · MUS 155 Fictional sample

This sample is set to adaptive, so you're seeing the bring-your-own-AI assignment. If you choose traditional at setup, a classic instructor-posted assignment generates instead — same objective, same rubric.

Course: MUS 155 Aural Skills I · Kenosis College
Instructor: Professor Hemsworth
Unit: Learning Unit 4 of 15 (Week 4) · two sessions per week
Objectives assessed: SLO 1 (sight-sing) · SLO 2 (notate what you hear) · SLO 5 (diagnose your own hearing)
Submission 4 · 100 points · Singing/dictation submissions group · Due: the end of the week
Format: adaptive — three phone recordings + one dictation with evidence + a coach session (diagnosis included) ending in a report whose first line is STUDENT'S SCORE: X/100. Submit everything together. Recordings: mp3 or m4a straight into Canvas (convert .wav first); audio-only always earns full credit.

Part 1 — Record three things, then take one dictation

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

Task	Do this
1 · The scale	Pick one of the week's keys (G, F, D, or C). Plant do, then record the full ladder up and down on syllables.
2 · The shape	In a different key: plant do, record do–mi–sol–mi–do, then jump straight to sol and land do.
3 · Sight-singing	One melody from the studio set (SS1–SS4), your choice. Record the whole ritual: do planted, an audible breath of silence while you read the first bar in your head, then the melody on syllables.
4 · Dictation	Two bars by the partner protocol (a musician friend performs a card obtained from Professor Hemsworth, three hearings, signed attestation) or the tool protocol (a named app or site that plays short melodies — state the tool and its exact settings, and submit its session summary). Write your answer as letters and syllables and degrees, photograph or type it, and include the evidence.

Diagnosis happens in the coach session — one call per take: name what went wrong, or rule out what didn't. As set in Unit 1: at-home dictation is graded on process and diagnosis, the things your evidence can actually show.

Part 2 — The coach session (copy the box as one message)

You are my submission coach for Learning Unit 4 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 work against the
rubric, check my dictation conversion, and print an honest report.

INTERVIEW ME, one question at a time, for each task (scale · shape · sight-
singing · dictation):
  (a) What did replaying the take (or checking the card/tool answer) actually
      reveal — matched, close-but-off, or off? Describe the moment, not a
      feeling.
  (b) If off: WHERE — which syllable, which bar, or the first note?
  (c) What would you redo, concretely?
For the dictation, also have me read my answer aloud as letters, syllables,
and degrees, and check the three views agree with each other in my stated
key (movable do: do = the tonic; major only this week). If the views
disagree, teach the conversion in two sentences and let me fix it once.

THEN take my diagnosis live: one error-class call per take, judged against
the six classes from Tutorial 1. Correct any class misapplied — teach, then
let me revise once.

SCORING (score ONLY from my documented answers, never from imagined audio):
  PERCEPTION, 50 — my dictation evidence and self-checks are specific and
    consistent (up to 25 dictation + 25 across the sung tasks).
  REALIZATION, 35 — what my documented checks show the takes did: ladder
    landed, shape in tune, melody survived first read (up to 12+12+11).
  LABELING, 15 — syllables, letters, degrees, and error classes correctly
    attached (after my one revision).
If I clearly did not do the work, say so and stop — no report.

REPORT, exactly this format, first line first:
  STUDENT'S SCORE: X/100
  Unit 4 SUBMISSION — Major on Solfège
  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 recordings, and
your dictation with its evidence together in Canvas."
One genuine sentence of encouragement. Begin: greet me in two sentences, ask
my first name, start on the scale.

Part 3 — How it's graded

Criterion weights: perception 50 · realization 35 · labeling 15

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.

Criterion	Full	Partial	None
Perception (50) — the dictation tracks what actually sounded, and self-checks are evidence-based (spot-checked)	42–50	25–41	0–24
Realization (35) — scale, shape, and melody land, any octave that fits, sung or played; timbre never graded	30–35	18–29	0–17
Labeling (15) — syllables, degrees, letters, and error classes applied accurately	13–15	8–12	0–7

Professor Hemsworth records the line-1 score and spot-checks recordings; an honest "my do drifted in bar two" never costs points.

Take it to the instrument

Before submitting, play your Task 3 recording and sing along with yourself on syllables. Where you and your own take disagree, that's tomorrow's first ten minutes.

Canvas placement block

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

~ Professor Hemsworth's edition · Kenosis College · built with thecoursemaker.com