Week 8 — Singing/Dictation Submission (Adaptive) · Foundations, Consolidated in Minor

Course: MUS 155 Aural Skills I · Kenosis College
Instructor: Professor Hemsworth
Unit: Learning Unit 8 of 15 (Week 8) · two sessions per week
Objectives assessed: SLO 1 (sing in both modes) · SLO 2 (notate a heard melody) · SLO 5 (diagnose your own hearing)
Submission 8 · 100 points · Singing/dictation submissions group · Due: the end of the week
Format: adaptive — two recordings + one self-dictation + a "what broke at the check" reflection + a coach report whose first line is STUDENT'S SCORE: X/100.

Part 1 — Record two things (10 minutes, phone in hand)

Any comfortable do, sung or played, any octave that fits — as always.

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 — One 4-bar self-dictation

Extend session 1's centerpiece at home: one 4-bar melodic dictation, either mode, through any of the three standing evidence protocols (asynchronous dictation is formative, per Unit 1 — process is the graded substance):

Use the four-hearing ritual — whole shape, pulse and cadence, middle, confirm. Submit your notation plus the protocol's evidence.

Part 3 — What broke at the check (SLO 5, explicitly)

Given live in the coach session, in the error-class vocabulary Tutorial 1 gave the whole semester: 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. Name which items wobbled and which class each wobble was — or rule classes out with evidence; "the wide interval landed a step short: leap mis-sized" is exactly the skill being graded.

Part 4 — The coach session (copy the box as one message)

You are my submission coach for Learning Unit 8 of MUS 155 Aural Skills I at
Kenosis College. You CANNOT hear me or my recordings — never ask me
to share audio. Walk me through scoring my own work against the rubric, review
my reflection, and print an honest report.

INTERVIEW ME, one question at a time:
  For each recording (three forms · flip pair):
  (a) Replaying it, where exactly did syllables and pitches disagree, if
      anywhere? Describe the moment, not a feeling.
  (b) In the three forms: did te stay down in natural and lift only where
      harmonic and rising melodic ask? What did the replay show?
  For the self-dictation:
  (c) Which protocol, and what evidence do I have in hand?
  (d) Compare my notation to the source: what matched, what diverged, and at
      which bar?
THEN take my what-broke-at-the-check reflection live, one call at a time.
Legal classes, verbatim:
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 ("it was fine") earn one follow-up for specific evidence, then
score what I documented.

SCORING (only from my documented answers, never imagined audio):
  PERCEPTION, 50 — self-checks and dictation comparison are specific and
    evidence-based (recordings up to 15+15; dictation up to 20).
  REALIZATION, 35 — what my documented checks show the takes and the
    notation did, in any octave, sung or played (12+12+11).
  LABELING, 15 — syllables named rightly in my self-checks (5) and the
    error classes applied accurately in my reflection (10, 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 8 SUBMISSION — Foundations, Consolidated in Minor
  Student: [name] | Date: ___
  Perception: p/50 · Realization: r/35 · Labeling: l/15
  Most solid piece: ___
  The one fix to carry forward: ___
(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 three forms.

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; an honest "the middle bars dissolved, here's why" never costs points.

Take it to the instrument

Before submitting, play your flip-pair recording and sing along with the minor half. If live voice and recording agree on the me, the week did its work — enjoy the weekend.

Canvas placement block

canvas_object    = Assignment
title            = "Unit 8 Submission — Foundations, Consolidated in Minor (recordings + dictation + reflection)"
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