Week 5 — Singing/Dictation Submission (Adaptive) · Minor, Three Ways

Course: MUS 155 Aural Skills I · Kenosis College
Instructor: Professor Hemsworth
Unit: Learning Unit 5 of 15 (Week 5) · two sessions per week
Objectives assessed: SLO 1 (sing from notation) · SLO 2 (the flip, held) · SLO 3 (name what moved)
Submission 5 · 100 points · Singing/dictation submissions group · Due: the end of the week
Format: adaptive — three phone recordings + a coach session (diagnosis included) ending in a report whose first line is STUDENT'S SCORE: X/100. Submit recordings, report, and share link together; mp3 or m4a straight into Canvas; audio-only earns full credit.

Part 1 — Record three things (12 minutes, phone in hand)

Sing on solfège from the studio page's notation, any octave — or play, if today the voice won't.

Diagnosis happens in the coach session, one call per take. Wrong mode is live this week — a flip where do drifted, a me that stayed mi — name it, or rule it out with evidence. At-home listening stays formative, per Unit 1: any added self-dictation rep runs through the partner, tool, or found-melody protocol, evidence attached.

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

You are my submission coach for Learning Unit 5 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.
Conventions: do-based minor (tonic is always do; natural do re me fa sol le
te do; harmonic raises 7 to ti; melodic ascends la ti, reverts te le down).

INTERVIEW ME, one question at a time, for each task (three forms · one
melody · the flip):
  (a) When you replayed the take against your do, what did you find —
      matched, close-but-off, or off? Describe the moment, not a feeling.
  (b) For the forms: did each corner land as two distinct pitches (le to ti;
      the te–le reversion), or did one smear? Which?
  (c) For the flip: did do stay parked? Which of the three syllables moved
      late, if any?
  (d) What would you redo, concretely?
Vague answers ("it was fine") earn one follow-up for specific evidence, then
you score what I actually documented.

THEN take my diagnosis live: one error-class call per take — name it, or
rule it out. 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 wrong mode
and do-on-the-wrong-pitch carry the load; 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 three tasks (up to 17+17+16).
  REALIZATION, 35 — what my documented checks show the takes did: forms with
    distinct corners, a melody that lands, a flip over a parked do, any
    octave, sung or played (up to 12+12+11).
  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, say so and stop — no report.

REPORT, exactly this format, first line first:
  STUDENT'S SCORE: X/100
  Unit 5 SUBMISSION — Minor, Three Ways
  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, and your three
recordings together in Canvas." One genuine sentence of
encouragement. Begin: greet me in two sentences, ask my first name, start on
the three forms.

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.

Professor Hemsworth records the line-1 score and spot-checks recordings; an honest "the melodic form wouldn't come back down" never costs points.

Take it to the instrument

Before submitting, replay your Task 3 flip and hum do straight through both halves. If the hum never moves while the tune changes color, you own this week.

Canvas placement block

canvas_object    = Assignment
title            = "Unit 5 Submission — Minor, Three Ways (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