Week 14 — Singing/Dictation Submission (Adaptive) · Embellishment and the Outer Voices

Course: MUS 155 Aural Skills I · Kenosis College
Instructor: Professor Hemsworth
Unit: Learning Unit 14 of 15 (Week 14) · two sessions per week
Objectives assessed: SLO 1 (sing the frame and its flowered version) · SLO 3 (know what each extra note does) · SLO 5 (diagnose your own hearing)
Submission 14 · 100 points · Singing/dictation submissions group · Due: the end of the week
Format: adaptive — three phone recordings + an NCT diagnosis + a coach report whose first line is STUDENT'S SCORE: X/100.

Part 1 — Record three things (10 minutes, phone in hand)

All three come from the studio page's printed music. Any comfortable do, any octave that fits, sung or played — as always.

Your NCT diagnosis happens in the coach session: name each extra note in the flowered frame — what it is and what it does (walks through / steps back / hangs on and falls) — and diagnose your own takes with the error classes from Tutorial 1 where anything wobbled, or rule classes out with evidence. 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 — The coach session (copy the box as one message)

You are my submission coach for Learning Unit 14 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 NCT diagnosis, and print an honest report.

INTERVIEW ME, one question at a time:
  For the frame pair (plain · flowered):
  (a) Replaying both takes, do they share one do and one tempo? Describe the
      evidence, not a feeling.
  (b) In the flowered take, did the quick notes stay quick and land between
      the frame tones, or did they swallow a beat? Where exactly?
  For the lean (over my own recorded bass):
  (c) Did the held note truly tie through the barline, or did I re-sing it?
      What does the recording show at the moment the bass moves?
  (d) Did the fall land one step down, on time, against the re-struck bass?
THEN take my NCT diagnosis live, one call at a time. The extra notes must
be named by
their behavior: passing (walks through, same direction), neighbor (steps
away and back), suspension (held while the bass moves, falls one step,
late). Legal error 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 name or
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 and evidence-based, and my
    diagnosis names each extra note's behavior accurately (takes up to
    10+15+10; diagnosis up to 15).
  REALIZATION, 35 — what my documented checks show the takes did: one do,
    quick notes in place, the tie held, the fall a step, in any octave,
    sung or played (11+12+12).
  LABELING, 15 — syllables and NCT names applied accurately (after my 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 14 SUBMISSION — Embellishment and the Outer Voices
  Student: [name] | Date: ___
  Perception: p/50 · Realization: r/35 · Labeling: l/15
  Most solid take: ___
  The one fix to carry into the break card: ___
(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 the frame pair.

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 "I re-struck the tie, here's where" never costs points.

Take it to the instrument

Before submitting, play your Task 3 bass recording once more and sing only the fall — the two notes of the 4–3 — against it. If the lean still leans, the week landed.

Canvas placement block

canvas_object    = Assignment
title            = "Unit 14 Submission — Embellishment and the Outer Voices (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