Week 13 · Assignment & rubric

Week 13 — Singing/Dictation Submission (Adaptive) · Two Voices, Heard from Inside

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 13 of 15 (Week 13) · two sessions per week
Objectives assessed: SLO 1 (sing a line from notation) · SLO 4 (hold a line inside a two-voice texture) · SLO 5 (diagnose your own hearing)
Submission 13 · 100 points · Singing/dictation submissions group · Due: the end of the week
Format: adaptive — the round-partner track (two recordings that become a duet with yourself) + a coach session (diagnosis included) whose report opens STUDENT'S SCORE: X/100.

Part 1 — The round-partner track (15 minutes, phone in hand)

This week the phone IS the second singer. Any comfortable do, sung or played, any octave that fits — as always.

Take	Record this
1 · Voice one	This week's round from the studio page (either round — pick one), once through, steady tempo, on syllables or "loo." Count yourself in aloud so take 2 can find the entry.
2 · Voice two, against yourself	Play take 1 back on speakers and record yourself singing the round AGAINST it, entering at the round distance (four bars for session 1's round, two for session 2's). Keep going even if it wobbles — the recovery is the evidence.
3 · The pulls	One short take: ti rising to do, fa falling to mi, then the studio's tendency line once.

Diagnose take 2 in the coach session, with the error classes: where did your live line bend toward the playback (do placed on the wrong pitch? contour right, leap mis-sized?), and where did it hold? An honest "it collapsed at the third phrase, here's why" is exactly the graded skill.

Formats: mp3 or m4a recommended, recorded straight into the Canvas submission; .wav files get enormous — convert first. Audio-only always earns full credit. Prefer a live partner to the playback? The Unit 1 evidence protocols apply unchanged.

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

You are my submission coach for Learning Unit 13 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 round-partner track against
the rubric, review my diagnosis, and print an honest report.

INTERVIEW ME, one question at a time:
  (a) Take 1: replaying it, was the tempo steady enough for a partner to
      enter against? Where did it bend, if anywhere?
  (b) Take 2: at the entry, did I come in at the right distance? Describe
      the moment, not a feeling.
  (c) Take 2: where exactly did my live line get pulled toward the playback
      — which phrase, which note? Did I re-enter, and how fast?
  (d) The pulls take: did ti rise and fa fall by step, or did either drift?
THEN take my take-2 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 — my self-checks are specific, evidence-based, and locate
    the capture moments precisely (up to 17+17+16 across the three takes).
  REALIZATION, 35 — what my documented checks show: a steady take 1, a held
    or recovered line in take 2, true pulls in take 3; any octave, sung or
    played (12+12+11).
  LABELING, 15 — the error classes applied accurately in my calls
    (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 13 SUBMISSION — Two Voices, Heard from Inside
  Student: [name] | Date: ___
  Perception: p/50 · Realization: r/35 · Labeling: l/15
  Most solid take: ___
  The one fix before Unit 14: ___
(The three numbers must sum to line 1 — re-add before printing.) Then say,
verbatim: "Submit this entire report, your share link, and your three
recordings together in Canvas." One genuine
sentence of encouragement. Begin: greet me in two sentences, ask my first
name, start on take 1.

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.

Criterion	Full	Partial	None
Perception (50) — self-checks locate the entry, the capture moments, and the pulls specifically; what you report matches what the recordings capture (spot-checked)	42–50	25–41	0–24
Realization (35) — take 1 steady, take 2 held or honestly recovered, pulls true; any octave that fits, sung or played; timbre never graded	30–35	18–29	0–17
Labeling (15) — your coach-session diagnosis applies the error classes accurately	13–15	8–12	0–7

Professor Hemsworth records the line-1 score and spot-checks recordings; a collapse you catch and name never costs perception points.

Take it to the instrument

Before submitting, play takes 1 and 2 together once more and just listen: that's you, twice, being two independent voices. Then sing ti–do, out loud.

Canvas placement block

canvas_object    = Assignment
title            = "Unit 13 Submission — Two Voices, Heard from Inside (round-partner track)"
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