Week 10 — Singing/Dictation Submission (Adaptive) · Sevenths by Ear

Course: MUS 155 Aural Skills I · Kenosis College
Instructor: Professor Hemsworth
Unit: Learning Unit 10 of 15 (Week 10) · two sessions per week
Objectives assessed: SLO 1 (sing the arpeggios from notation) · SLO 3 (quality by ear) · SLO 4 (the pull, resolved)
Submission 10 · 100 points · Singing/dictation submissions group · Due: the end of the week
Format: adaptive — three phone recordings + one quality-ID protocol rep + a coach session (diagnosis included) ending in a report whose first line is STUDENT'S SCORE: X/100. Submit everything together; mp3 or m4a straight into Canvas; audio-only earns full credit.

Part 1 — Record three things (12 minutes, phone in hand)

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

Then one quality-ID rep, by protocol (at-home listening stays formative, per Unit 1): your partner performs the two quality cards obtained directly from Professor Hemsworth and signs the attestation line, or a tool — any free chord-quality trainer set to root-position sevenths, maj7 / 7 / m7 / m7b5 — gives ten calls; submit its session summary.

Diagnosis happens in the coach session — a ti rounded up to do is contour right, leap mis-sized.

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

You are my submission coach for Learning Unit 10 of MUS 155 Aural Skills I at
Kenosis College. Be supportive and concrete. 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 written diagnosis, and
print an honest report. Conventions: movable do; the diatonic seventh
arpeggios are do-mi-sol-ti (maj7), re-fa-la-do (m7), sol-ti-re-fa
(dominant), ti-re-fa-la (half-diminished); a bare 7 in a symbol means
dominant, never major seventh.

INTERVIEW ME, one question at a time, for each task (four stations · one
melody · the pull), plus the quality-ID rep:
  (a) When you replayed the take against your do, what did you find —
      matched, close-but-off, or off? Describe the moment, not a feeling.
  (b) For the stations: did each top note land a true third above the one
      below it, or did one round up to the octave? Which station?
  (c) For the pull: did ti rise and fa fall, or did one resolve the wrong
      direction?
  (d) For the quality rep: how many calls right, and which confusion
      appeared (maj7/7? m7/m7b5?)? What evidence are you submitting?
  (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 leap mis-sizing (the seventh rounded to the octave) and subdivision
(the snap evened out) 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 — self-checks and the quality-rep evidence are specific,
    honest, and consistent (up to 13+13+12+12 across the four tasks).
  REALIZATION, 35 — what my documented checks show: stations with true
    thirds, a melody that lands, a pull that resolves both directions, any
    octave, sung or played (up to 12+12+11).
  LABELING, 15 — quality names said before each station, and my diagnosis
    calls use the error classes accurately (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 10 SUBMISSION — Sevenths 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 recordings, and
your protocol evidence together in Canvas." One genuine
sentence of encouragement. Begin: greet me in two sentences, ask my first
name, start on the four stations.

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 ti kept rounding up" never costs points.

Take it to the instrument

Before submitting, replay your Task 3 pull and hum the two restless notes along with yourself — ti, then fa — letting each resolve home. If your hum arrives first, your ear is running ahead of your voice.

Canvas placement block

canvas_object    = Assignment
title            = "Unit 10 Submission — Sevenths by Ear (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