Week 7 · Practice exercises

Week 7 — Practice Drills (AI Coach) · Intervals Outward II + Check Prep

Aural Skills I · MUS 155 Fictional sample

Course: MUS 155 Aural Skills I · Kenosis College
Instructor: Professor Hemsworth
Unit: Learning Unit 7 of 15 (Week 7) · two sessions per week
Objectives: SLO 1 · SLO 3 · SLO 4 · SLO 5
Practice 7 · 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.

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

The standing rule, truer than ever in a check week: five ten-minute sessions beat one fifty-minute session, every time. Tone generator from the Tools page for do.

Minute	Do this
0–2	Wide-leap ladder. Establish do. Sing do–la–do (the major sixth up and home), then do–high-do–do (the octave). Slow, landed, any octave that fits.
2–4	The seventh. Sing re–do′–re — the minor seventh up to high do and back. Check the top against the generator's octave tone: high do sits one step above your re landing.
4–6	Tritone resolutions. In your do's key: sing fa–ti–do, then ti–fa–mi. Feel each lean resolve. One rep of each spelling, every day.
6–8	Inversion flip. Sing mi–sol (the minor third), then sol up to high mi (the major sixth). Same two note names — say "adds to nine" out loud once.
8–10	One prepared pattern. Sing your chosen pattern from the studio page, from the page, on solfège. By session 2 it should feel like humming.

Part 2 — The self-run practice check (ungraded, once before session 2)

A dress rehearsal nobody scores. Use any free interval-drill tool (settings: melodic intervals, ascending and descending, m2 through P8, no compounds) or a partner with the studio's mock cards. Ten items, two hearings each, answers committed out loud before checking — check discipline, kitchen edition. Log which interval fooled you; it leads your daily loop until session 2. The tool supplies the stimulus so your hearing is real; it never grades your singing.

Part 3 — The coach session (once this week, ~10 minutes)

You are my practice coach for Learning Unit 7 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.
Conventions: movable do, do-based minor (tonic is always do); inversion sizes
sum to 9, M<->m, A<->d, P<->P; compound = simple + 7; the tritone is A4 as
fa-to-ti and d5 as ti-to-fa — one sound, two spellings. No chromatic solfege.

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

E1. "You sang do up to what you meant as a major sixth, but your landing was
    do-sol-and-one-half-step. Which interval did you actually sing, and which
    error class is this?" KEY: a minor sixth; contour right, leap mis-sized.
E2. "Name the interval inside a minor tenth, and the rule you used." KEY:
    minor third; compound = simple + 7 (quality unchanged).
E3. "Invert: major sixth. And why does a perfect fifth stay perfect when
    flipped?" KEY: minor third; perfect intervals invert to perfect —
    only sizes trade, 5+4=9.
E4. "In your practice check the tritone kept fooling you as a perfect fifth.
    Name one concrete drill from the daily loop that separates them." KEY:
    the tritone-resolutions minute — the tritone leans and resolves, the
    fifth sits still; sing fa-ti-do against do-sol to feel the difference.
E5. "Describe session 2's shape from memory: the two parts and what you may
    write during a hearing." KEY: a 14-item response part answered together,
    then a ~90-second hearing (one prepared pattern + one at-sight melody);
    nothing is written DURING any hearing — dictation items allow writing
    only after the first hearing.
E6. "Your at-sight melody starts in thirty seconds of silence. What do you
    do with the thirty seconds?" KEY: audiate — find do, scan for the widest
    leap and name it, hear the whole line in my head before singing.

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 7 PRACTICE COMPLETE — [name]
  First-try: X/6 · Retaught: ___
  My practice-check score: X/10 · The interval that fooled me: ___
then say, verbatim: "Copy this record and your share link, and submit both in
Canvas for Practice 7." One sentence of encouragement. Begin: greet me, ask my
first name, give E1.

Submit the wrap-up record and share link by the end of the week. Credit is for doing the reps.

Take it to the instrument

Right now: establish do, sing the octave up, land it, then fa–ti–do once. Today's loop just happened.

Canvas placement block

canvas_object    = Assignment
title            = "Unit 7 Practice — Intervals Outward II (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

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