Week 12 · Assignment & rubric

Week 12 — Singing/Dictation Submission (Adaptive) · Harmonic Listening II

Aural Skills I · MUS 155 Fictional sample

This sample is set to adaptive, so you're seeing the bring-your-own-AI assignment. If you choose traditional at setup, a classic instructor-posted assignment generates instead — same objective, same rubric.

Course: MUS 155 Aural Skills I · Kenosis College
Instructor: Professor Hemsworth
Unit: Learning Unit 12 of 15 (Week 12) · two sessions per week
Objectives assessed: SLO 1 · SLO 3 · SLO 4
Submission 12 · 100 points · Singing/dictation submissions group · Due: the end of the week
Format: adaptive — two recordings + a hymn cadence-hunt + a coach session (diagnosis included) whose report opens 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.

Task	Record this
1 · The four bass moves	One take, from the studio page's fences, on solfège: authentic (sol–do), deceptive (sol–la), plagal (fa–do), half (parked sol). Plant do first, keep it planted.
2 · The promise, bent	One take: sing do–fa–sol–do, then immediately do–fa–sol–la — same do, one breath between. The point of the recording is the lean on sol and the two different releases.

Formats: mp3 or m4a, straight into the Canvas submission; .wav gets enormous — convert first. Audio-only always earns full credit.

Part 2 — The hymn cadence-hunt (found-melody protocol)

At-home listening stays formative, per Unit 1 — process is the graded substance. This week's rep is found melody: find a recording of Old Hundredth, Joy to the World, or Nettleton on a public-domain library or any legitimate stream. For two phrase endings in one verse, write the last two bass notes as syllables, your cadence call, and one sentence of evidence. Submit your notes plus the link.

Part 3 — Diagnose yourself

In the coach session, in the error-class vocabulary. Live this week: do placed on the wrong pitch (the planted do drifted) and contour right, leap mis-sized (the sol–la sidestep sung too wide). Name it, or rule it out with evidence.

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

You are my submission coach for Learning Unit 12 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 cadence-hunt evidence, and print an honest report.

INTERVIEW ME, one question at a time:
  For each recording (four bass moves · the promise, bent):
  (a) Replaying it, did every arrival land where the formula says — do, la,
      do, and the parked sol? Describe any moment pitch and syllable
      disagreed, not a feeling.
  (b) Did do stay planted across the whole take? What did the replay show?
  For the hymn hunt:
  (c) Which tune, which recording (link in hand), and which two phrase
      endings? What were the last two bass syllables at each?
  (d) What is my cadence call for each ending, and what is my one-sentence
      evidence? Challenge me once if the evidence names the chord but not
      the SOUND.
THEN take my diagnosis 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 the two cadence calls are specific and
    evidence-based (recordings up to 15+15; hunt up to 20).
  REALIZATION, 35 — what my documented checks show the takes did: arrivals
    landed, do held, in any octave, sung or played (15+20).
  LABELING, 15 — cadence names and error classes applied accurately
    (10 + 5, 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 12 SUBMISSION — Harmonic Listening II
  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 two recordings,
and your cadence-hunt notes with their link together in Canvas." One genuine
sentence of encouragement. Begin: greet me in two sentences, ask my first
name, start on the four bass moves.

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.

Criterion	Full	Partial	None
Perception (50) — self-checks and cadence calls are specific, evidence-based, and match what the recordings capture (spot-checked)	42–50	25–41	0–24
Realization (35) — the formulas land their arrivals and do stays planted; any octave that fits, sung or played; timbre never graded	30–35	18–29	0–17
Labeling (15) — cadence 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 "my do drifted at the sidestep" never costs points.

Take it to the instrument

Before submitting, replay the promise-bent take and sing along. If live voice and recording bend to la together, the skill is in your ear.

Canvas placement block

canvas_object    = Assignment
title            = "Unit 12 Submission — Harmonic Listening II (recordings + cadence hunt)"
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