Week 11 — Singing/Dictation Submission (Adaptive) · Harmonic Listening I
Course: MUS 155 Aural Skills I · Kenosis College
Instructor: Professor Hemsworth
Unit: Learning Unit 11 of 15 (Week 11) · two sessions per week
Objectives assessed: SLO 1 (sing the line) · SLO 3 (identify by ear) · SLO 5 (diagnose your own hearing)
Submission 11 · 100 points · Singing/dictation submissions group · Due: the end of the week
Format: adaptive — two recordings + one progression-ID set + 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.
| Task | Record this |
|---|---|
| 1 · The Pachelbel bass | The most famous bass line in Western music is a public-domain loop. Listen to a recording of Pachelbel's Canon in D (free scores and recordings live on its IMSLP page: https://imslp.org/wiki/Canon_and_Gigue_in_D_major,_P.37_(Pachelbel,_Johann) — any recording there works, listed under Performances). Catch the eight-note bass loop by ear — it repeats the entire piece — and sing it on syllables from your own do: it starts do, falls to sol, and lands back on sol just before it loops. |
| 2 · Your gig loops | One take: the major loop bass do–sol–la–fa, then the minor loop do–le–me–te, each twice through, numbers spoken after each ("one, five, six, four"). |
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 — Progression ID (the listening half)
At-home listening runs on the standing evidence protocols from Unit 1 (asynchronous listening is formative; process is the graded substance). Pick one:
| Protocol | Evidence |
|---|---|
| Partner | a partner plays three four-chord loops from cards and signs the attestation line |
| Tool | a named chord-loop app or site with stated settings; submit its session summary |
| Found progression | a song you love; name its loop in Roman numerals; submit title, artist, and your reasoning from the bass |
Write each answer as numerals (e.g., I–IV–V–I) plus one sentence on how the bass told you.
Part 3 — The coach session (copy the box as one message)
You are my submission coach for Learning Unit 11 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 progression IDs, and print an honest report.
INTERVIEW ME, one question at a time:
For each recording (Pachelbel bass · gig loops):
(a) Replaying it, where exactly did syllables and pitches disagree, if
anywhere? Describe the moment, not a feeling.
(b) For the Pachelbel loop: did the line land back where it loops, or
drift by the second pass? What did the replay show?
For the progression-ID set:
(c) Which protocol, and what evidence do I have in hand?
(d) For each loop: what did the bass do, and which numeral call did that
force? Where I guessed from color instead of bass, say so.
THEN take my error-class diagnosis live — one call or rule-out per piece.
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 progression calls are specific and
evidence-based, reasoned from the bass (recordings up to 15+15;
ID set up to 20).
REALIZATION, 35 — what my documented checks show the takes did: lines
land, loops close, in any octave, sung or played (15+10+10).
LABELING, 15 — numerals, function names, syllables, and error classes
applied accurately (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 11 SUBMISSION — Harmonic Listening I
Student: [name] | Date: ___
Perception: p/50 · Realization: r/35 · Labeling: l/15
Most solid piece: ___
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 progression-ID set with its evidence together in Canvas." One genuine
sentence of encouragement. Begin: greet me in two sentences, ask my first
name, start on the Pachelbel bass.
Part 4 — 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.
| Criterion | Full | Partial | None |
|---|---|---|---|
| Perception (50) — self-checks and progression calls are specific, bass-reasoned, and match what the recordings capture (spot-checked) | 42–50 | 25–41 | 0–24 |
| Realization (35) — the Pachelbel loop closes on itself and the gig loops land, in any octave that fits, sung or played; timbre never graded | 30–35 | 18–29 | 0–17 |
| Labeling (15) — numerals, function names, and error classes applied accurately | 13–15 | 8–12 | 0–7 |
Professor Hemsworth records the line-1 score and spot-checks recordings; an honest "I lost the loop at the fifth note, here's why" never costs points.
Take it to the instrument
Play your Pachelbel recording once more and sing the loop along with your own voice, numbers in your head. Three hundred years of gigs run on that line — now it's in your throat.
Canvas placement block
canvas_object = Assignment
title = "Unit 11 Submission — Harmonic Listening I (recordings + progression IDs)"
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
~ Professor Hemsworth's edition · Kenosis College · built with thecoursemaker.com