Week 6 · Assignment & rubric

Week 6 — Singing/Dictation Submission (Adaptive) · Intervals Outward I

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 6 of 15 (Week 6) · two sessions per week
Objectives assessed: SLO 1 (sing from a given note) · SLO 3 (identify by ear) · SLO 4 (reproduce what you hear)
Submission 6 · 100 points · Singing/dictation submissions group · Due: the end of the week
Format: adaptive — two phone recordings + one tool session + a coach session (diagnosis included) whose report begins STUDENT'S SCORE: X/100. Submit recordings, tool summary, report, and share link together.

Part 1 — Record, drill, diagnose (15 minutes)

Tone source: the Tools page. Any octave that fits; sung or played.

Task	Do this
1 · Interval ladder	Record: sing a comfortable do, then do–re, do–mi, do–fa, do–sol, each up and back home on syllables. Close with the minor flip: do–me–do.
2 · From a given note	Record: play a tone, sing a major third up from it; play it again, sing a perfect fourth DOWN; once more, a perfect fifth up. Re-sound the tone after each so the recording captures your launch point.
3 · Interval ID, tool protocol	Run the interval trainer at the Tools-page settings (this week's six intervals, ascending and descending), at least 20 answers. Save or screenshot the results table — that summary is your evidence.

Diagnosis happens in the coach session — contour right, leap mis-sized is the headline class this week; name where a leap ran wide or short, or rule it out.

Formats: mp3 or m4a recommended, recorded straight into the Canvas submission; .wav files get enormous — convert first. Audio-only always earns full credit.

Part 2 — The evidence rule

Your coach cannot hear these recordings — performance judgment is always human; at-home listening is graded on process. Task 3 runs the standing tool protocol: named tool, pinned settings, the tool's own results summary as evidence.

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

You are my submission coach for Learning Unit 6 of MUS 155 Aural Skills I at
Kenosis College. You CANNOT hear me or my recordings — never ask me
to share audio. Be supportive and concrete. Walk me through scoring my own
work against the rubric and print an honest report.

INTERVIEW ME, one question at a time:
  For Task 1 (ladder) and Task 2 (from a given note):
  (a) When you replayed the recording against the source tone, which gaps
      landed clean and which ran wide or short? Name the moment, not a
      feeling.
  (b) For any miss: was the error size (wrong rung) or quality (right rung,
      wrong lean)?
  (c) What would you redo, concretely?
  For Task 3: ask for my trainer results by interval (right/wrong per
  interval from the results table). Identify with me which interval and
  which direction cost the most.
Vague answers ("mostly fine") earn one follow-up for specific evidence,
then score only what I documented.

THEN take my diagnosis live: one error-class call per take, judged against
the six classes. This week the live ones are: contour right, leap mis-sized
· do placed on the wrong pitch · wrong mode. Correct any misapplied class —
teach, then let me revise once.

SCORING (only from my documented answers, never from imagined audio):
  PERCEPTION, 50 — my self-checks and trainer numbers are specific,
    evidence-based, consistent (Tasks 1-3: up to 17+17+16).
  REALIZATION, 35 — what my documented checks show the sung intervals did:
    right rung, right lean, any octave, sung or played (up to 18+17).
  LABELING, 15 — interval names, solfège pairs, and error classes applied
    accurately in my calls (5 per call, after 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 6 SUBMISSION — Intervals Outward I
  Student: [name] | Date: ___
  Perception: p/50 · Realization: r/35 · Labeling: l/15
  Cleanest interval: ___ · Costliest interval: ___
  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 two recordings,
and your trainer results together in Canvas." One
genuine sentence of encouragement. Begin: greet me in two sentences, ask my
first name, start on Task 1.

Part 4 — 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) — self-checks and trainer evidence are specific and consistent with what the recordings capture (spot-checked)	42–50	25–41	0–24
Realization (35) — sung intervals land the named size and quality, in any octave that fits, sung or played; timbre never graded	30–35	18–29	0–17
Labeling (15) — interval names and error classes applied accurately	13–15	8–12	0–7

Professor Hemsworth records the line-1 score and spot-checks recordings; an honest "the fourth ran wide" never costs points.

Take it to the instrument

Before submitting, replay Task 2 and sing along with your own launch tones — land each interval with your recorded self once more. The gap you can re-land on demand is yours.

Canvas placement block

canvas_object    = Assignment
title            = "Unit 6 Submission — Intervals Outward I (recordings + trainer + 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