By Mike Lawson · artistproMedia
A paired pathway: prepare the teacher, then teach the student curriculum. Adapted from Mike Lawson’s existing Live Sound Reinforcement course (course 20), which remains a separate higher-level offering.
Ages 13–17; middle and high school. 24 lessons of 50 minutes = 1,200 minutes = 20 planned hours, across 12 units. Suggested schedules: 12 weeks at two lessons weekly, or six weeks at four lessons weekly. Longer practical rotations may require additional time. No previous live-sound course required; basic classroom collaboration and reading equipment labels are introduced and supported.
Eight 60-minute modules = eight designed hours. Includes technical rehearsal, teach-back, fictional learner cases, assessment calibration, classroom planning and an individual evidence portfolio. Actual participation is logged and reviewed. Districts apply their own professional-development recognition process.
Teacher-approved small mixer with metering; compatible microphone and stand; suitable audio cables; one approved powered loudspeaker or existing school PA; teacher-approved source for a second input; labeling supplies; manuals; room with suitable clear routes; adult supervision and the school’s listening plan. Provide appropriate adult sound-level monitoring equipment/procedure under local requirements. No specific DAW is required. A recording device or teacher-selected DAW can document comparisons. DI, second output/monitor, compression and effects are optional demonstration extensions; a dry small event is sufficient.
Plan one supervised station per rotating crew of approximately four where practical. With one station and a larger class, use repeat turns and extend the calendar so every learner demonstrates required skills. Paper work, observation and simulation prepare learners but do not replace required operational evidence. Provide written scripts, large-print diagrams, visual cues, accessible work positions, quiet alternatives and agreed handling assistance. This package has not yet undergone a formal accessibility conformance audit.
Each lesson has a check question, evidence requirement and three criterion-level scores. The final portfolio has eight criteria and six required practical observations. Scores: 0 no evidence; 1 material error/missing component; 2 criterion met; 3 independently verified or transferred. Every criterion requires at least 2, all lessons require review, and the final practical record must be verified. Teacher modules use four criteria and an eight-criterion final. Progress follows reviewed evidence, not page views.
School staff confirm equipment suitability, supervision, electrical/rigging/lifting responsibilities, room permissions, listening procedures, student accommodations and media permissions before teaching. Students do not repair mains equipment, distribute power or rig loudspeakers. For online use, district reviewers must examine platform privacy, retention, account access and student-data arrangements; a curriculum review is not a completed platform procurement review. Use learner codes and school-approved evidence storage. Recording faces or publishing performances is unnecessary.
| Local requirement | Curriculum evidence | Reviewer / decision | Action before launch |
|---|---|---|---|
| ________________ | ________________ | ________________ | ________________ |
| ________________ | ________________ | ________________ | ________________ |
| ________________ | ________________ | ________________ | ________________ |
| ________________ | ________________ | ________________ | ________________ |
| ________________ | ________________ | ________________ | ________________ |
| ________________ | ________________ | ________________ | ________________ |
| ________________ | ________________ | ________________ | ________________ |
| ________________ | ________________ | ________________ | ________________ |
The nine source lessons are mapped to all 24 newly authored student lessons in source-crosswalk.json. Technical and safety reference reading for instructors: Shure feedback guidance; HSE event electrical safety; WHO safe listening standard. These references support instructor preparation; they do not replace local school procedures or establish district approval.
Authored curriculum with technical and structural checks. Classroom pilot, local equipment validation and district adoption review remain school-specific next steps. Designed duration is an estimate to be refined through classroom use.