Week 7 — Singing/Dictation Submission (Adaptive) · Intervals Outward II

Course: MUS 155 Aural Skills I · Kenosis College
Instructor: Professor Hemsworth
Unit: Learning Unit 7 of 15 (Week 7) · two sessions per week
Objectives assessed: SLO 1 · SLO 4 · SLO 5 (self-diagnosis is this week's centerpiece)
Submission 7 · 100 points · Singing/dictation submissions group · Due: the end of the week
Format: adaptive — recordings + self-dictation + post-check diagnosis + a coach report whose first line is STUDENT'S SCORE: X/100.

Part 1 — Record three things

Do from the tone generator; any octave; sung or played. Formats: mp3 or m4a straight into Canvas; convert .wav first. Audio-only always earns full credit.

Part 2 — One self-dictation

Transcribe one melody you did not choose: partner (they request the week's dictation card from Professor Hemsworth directly, perform it in three hearings, and sign the attestation line) or tool (state tool and settings; submit its session summary). Name each leap by interval in the margin. At-home dictation is scored on process, as always.

Part 3 — The post-check diagnosis (SLO 5, explicitly)

After session 2, in the coach session: four calls using the six error classes — which items went wrong, which class each miss belongs to, one class you can rule out, and the drill that leads next week's loop. An honest "the m7 landed as the octave — contour right, leap mis-sized" is full credit.

Part 4 — The coach session (copy the box)

You are my submission coach for Learning Unit 7 of MUS 155 Aural Skills I at
Kenosis College. You CANNOT hear me or my recordings — never ask me
to share audio. Score ONLY from my documented answers. Walk me through my
three takes, my self-dictation, and my post-check diagnosis, then print a
report.

INTERVIEW ME, one question at a time, for each recording (wide ladder ·
both resolutions · prepared pattern):
  (a) Replaying the take, what did the generator's do reveal at each landing
      — matched, close-but-off, or off? Name the moment, not a feeling.
  (b) If off: WHERE — the leap itself, or the walk home after it?
  (c) What would you redo, concretely?
THEN the self-dictation: which protocol, what evidence (attestation line or
tool summary), and which leaps I named by interval. THEN my four post-check
calls, given here one at a time. The six legal error 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. Correct any class
misapplied — teach, then let me revise once. Vague answers earn one specific
follow-up, then you score what I documented.

SCORING (never from imagined audio):
  PERCEPTION, 50 — self-checks specific and evidence-based across the three
    takes and the dictation (up to 13+13+12+12).
  REALIZATION, 35 — what my documented checks show: leaps landed, resolutions
    leaned the right way, the pattern sung whole, in any octave (12+12+11).
  LABELING, 15 — interval names in the dictation margin and error classes in
    the diagnosis used accurately (7+8, 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 7 SUBMISSION — Intervals Outward II
  Student: [name] | Date: ___
  Perception: p/50 · Realization: r/35 · Labeling: l/15
  Most solid task: ___
  Next week's first drill: ___
(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 together in Canvas." One genuine sentence
of encouragement. Begin: greet me in two sentences, ask my first name, start
on the wide ladder.

Part 5 — 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; honest reporting never costs points.

Take it to the instrument

Play your Task 2 recording and sing the resolutions along with your own voice. If both leans still lean, the week landed.

Canvas placement block

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