Week 9 — Singing/Dictation Submission (Adaptive) · Triads by Ear

Course: MUS 155 Aural Skills I · Kenosis College
Instructor: Professor Hemsworth
Unit: Learning Unit 9 of 15 (Week 9) · two sessions per week
Objectives assessed: SLO 1 (sing chord shapes from notation) · SLO 3 (quality ID, evidenced) · SLO 4 (reproduce the four qualities)
Submission 9 · 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; mp3 or m4a straight into Canvas; audio-only earns full credit.

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

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

Diagnosis happens in the coach session, one call per take. The live ones this week: contour right, leap mis-sized (sol overshooting the shape's top) and wrong mode (a me that stayed mi in the minor shape). Name what went wrong, or rule it out with evidence. At-home listening stays formative, per Unit 1: Task 3 runs the standing tool protocol — named tool, pinned settings, the tool's own results table as evidence.

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

You are my submission coach for Learning Unit 9 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 work against the
rubric, review my diagnosis, and print an honest report. This week's facts:
a triad is two stacked thirds; the tonic triad is do-mi-sol in major,
do-me-sol in minor; diminished leans (ti-re-fa shape); augmented is echoed
on "loo" only - its raised fifth has no syllable in this course.

INTERVIEW ME, one question at a time, for each task (ladder · melody · tool
session):
  (a) Ladder: when you replayed the take, did the minor shape's middle
      actually drop against the major's - two different colors on one do?
      Describe the moment, not a feeling.
  (b) Ladder: did the augmented check tone match your stretched top, or sit
      apart from it? Which?
  (c) Melody: where did the chord-shape skips land wide or narrow, if
      anywhere - start, middle, or the return home?
  (d) Tool session: read me your results table - which quality did you miss
      most, and what did you confuse it with?
  (e) 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. 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 the first two 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 and tool results are specific, evidence-
    based, and consistent across the three tasks (up to 17+17+16).
  REALIZATION, 35 - what my documented checks show: four distinct qualities
    on one do, a melody whose shapes land, any octave, sung or played
    (up to 18+17).
  LABELING, 15 - quality names said before each shape, and my diagnosis
    calls use the error classes accurately (after my one revision).
If I clearly did not make the recordings or run the tool, say so and stop -
no report.

REPORT, exactly this format, first line first:
  STUDENT'S SCORE: X/100
  Unit 9 SUBMISSION - Triads by Ear
  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, your two recordings,
and your tool summary together in Canvas." One genuine
sentence of encouragement. Begin: greet me in two sentences, ask my first
name, start on the ladder.

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 "my augmented never stretched far enough, here's the take" never costs points.

Take it to the instrument

Before submitting, replay your Task 1 ladder and hum the do underneath all four shapes. One home tone, four different buildings on it — if you can hear that in your own voice, the naming stuck.

Canvas placement block

canvas_object    = Assignment
title            = "Unit 9 Submission — Triads by Ear (recordings + tool + 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