{ "schema_version": 3, "publisher": "artistproMedia", "title": "Complete course work, standards and readiness maps", "frameworks": { "NCAS": { "name": "National Core Arts Standards — Music Technology", "edition": "2014", "url": "https://nationalartsstandards.org/sites/default/files/Music%20Tech%20Strand%20at%20a%20Glance%20-%20new%20copyright%20info.pdf" }, "ISTE-S": { "name": "ISTE Standards for Students", "edition": "2024, version 4.02", "url": "https://iste.org/standards/students" }, "ISTE-E": { "name": "ISTE Standards for Educators", "edition": "2024, version 4.02", "url": "https://iste.org/standards/educators" }, "TN-AV1": { "name": "Tennessee A/V Production I — C11H01", "edition": "May 2025", "url": "https://www.tn.gov/content/dam/tn/stateboardofeducation/documents/2024-sbe-meetings/november-22,-2024-sbe-meeting/11-22-24%20VI%20K%20CTE%20Standards%20Attachment%204%20Arts%20AV%20Technology%20Communications%20Attachment.pdf" }, "LF": { "name": "Learning Forward Standards for Professional Learning", "edition": "2022", "url": "https://standards.learningforward.org/standards-for-professional-learning/" } }, "standards": { "compare": { "framework": "NCAS", "code": "MU:Re9.1.T.Ia", "focus": "Judge a musical result", "criterion": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." }, "interpret": { "framework": "NCAS", "code": "MU:Re8.1.T.Ia", "focus": "Explain expressive intent", "criterion": "Identify the intended expression and explain how specific musical elements and production choices convey it." }, "ideas": { "framework": "NCAS", "code": "MU:Cr1.1.T.Ia", "focus": "Generate musical ideas", "criterion": "Retain distinct rhythmic, melodic or harmonic ideas and explain how the digital tools helped produce them." }, "arrange": { "framework": "NCAS", "code": "MU:Cr2.1.T.Ia", "focus": "Develop an arrangement", "criterion": "Show which musical ideas were selected and how their order, combination or development creates a larger work." }, "refine": { "framework": "NCAS", "code": "MU:Cr3.1.T.Ia", "focus": "Revise an original musical draft", "criterion": "Keep the original draft, identify feedback from another listener, and demonstrate the musical effect of a revision." }, "share": { "framework": "NCAS", "code": "MU:Cr3.2.T.Ia", "focus": "Present original music", "criterion": "Present the composition or improvisation and explain how the chosen sounds and digital tools carry the musical ideas." }, "context": { "framework": "NCAS", "code": "MU:Cn11.0.T.Ia", "focus": "Connect music and its setting", "criterion": "Explain a specific relationship between the music, its use and the people or setting involved." }, "goals": { "framework": "ISTE-S", "code": "1.1.a", "focus": "Set and review a learning goal", "criterion": "Identify a personal skill to improve, choose a practical task and compare the result with the starting point." }, "feedback": { "framework": "ISTE-S", "code": "1.1.c", "focus": "Use feedback to improve work", "criterion": "Request focused feedback through a digital tool, retain the response, and explain the change made or declined." }, "tech": { "framework": "ISTE-S", "code": "1.1.d", "focus": "Operate and explain technology", "criterion": "Demonstrate the relevant controls or file operations and explain what changes at the input and output." }, "research": { "framework": "ISTE-S", "code": "1.3.b", "focus": "Evaluate digital information", "criterion": "Identify the source, check its authority and relevance, and distinguish a verified fact from an unanswered question." }, "design": { "framework": "ISTE-S", "code": "1.4.a", "focus": "Test a proposed solution", "criterion": "State the problem and expected result, test a controlled change, and use the result to choose the next action." }, "plan": { "framework": "ISTE-S", "code": "1.4.b", "focus": "Plan within project limits", "criterion": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback." }, "data": { "framework": "ISTE-S", "code": "1.5.b", "focus": "Analyze evidence with digital tools", "criterion": "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records." }, "model": { "framework": "ISTE-S", "code": "1.5.c", "focus": "Break down a system", "criterion": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem." }, "visual": { "framework": "ISTE-S", "code": "1.6.c", "focus": "Explain a complex idea visually", "criterion": "Create a legible digital diagram with accurate labels and a clear relationship between its parts." }, "audience": { "framework": "ISTE-S", "code": "1.6.d", "focus": "Present to a chosen audience", "criterion": "Identify the intended recipient and adapt the selection, format and explanation to that recipient’s needs." }, "team": { "framework": "ISTE-S", "code": "1.7.c", "focus": "Contribute to a project team", "criterion": "Record each person’s responsibility and contribution and show how the group completed the shared task." }, "rights": { "framework": "TN-AV1", "code": "4.2", "focus": "Research permissions and attribution", "criterion": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources." }, "sound": { "framework": "TN-AV1", "code": "6.6", "focus": "Explain sound behavior", "criterion": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it." }, "mic": { "framework": "TN-AV1", "code": "6.7", "focus": "Choose and position microphones", "criterion": "Compare microphone behavior, justify placement and connections, and check the result against the recording purpose." }, "capture": { "framework": "TN-AV1", "code": "8.1", "focus": "Capture a planned performance", "criterion": "Select and connect the equipment, record the planned material, and replay it to verify the capture." }, "archive": { "framework": "TN-AV1", "code": "9.1", "focus": "Organize and preserve session files", "criterion": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works." }, "edit": { "framework": "TN-AV1", "code": "9.2", "focus": "Edit audio in software", "criterion": "Retain the source, make the intended edit, and audition the boundaries and the finished passage." }, "portfolio": { "framework": "TN-AV1", "code": "11.2", "focus": "Document skills in a portfolio", "criterion": "Select relevant work, identify individual contributions, and explain the process, result and next learning step." }, "safety": { "framework": "TN-AV1", "code": "1.3", "focus": "Inspect a working environment", "criterion": "Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred." }, "teach": { "framework": "ISTE-E", "code": "2.5.b", "focus": "Design a practical technology lesson", "criterion": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective." }, "adapt": { "framework": "ISTE-E", "code": "2.5.a", "focus": "Adapt a lesson for learner needs", "criterion": "Name a specific access or learning need and provide a usable alternative that preserves the intended skill." }, "assess": { "framework": "ISTE-E", "code": "2.7.c", "focus": "Use assessment to guide teaching", "criterion": "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity." }, "ethics": { "framework": "ISTE-E", "code": "2.3.c", "focus": "Teach responsible use of digital material", "criterion": "Model permission, attribution and sharing decisions and have learners apply the same process to their work." }, "implement": { "framework": "LF", "code": "Implementation", "focus": "Improve teaching through practice", "criterion": "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." } }, "courses": [ { "id": "roger-nichols-recording-method", "title": "The Roger Nichols Recording Method", "course_url": "/learn/courses/roger-nichols-recording-method.html", "audience": "advanced", "lesson_count": 32, "mapped_checkpoint_count": 32, "rows": [ { "id": "01", "lesson_number": 1, "title": "Plan the session and learn the workspace", "assignment": "Save your own copy of Exercise-201, close it, and reopen it. Play a short passage and find the play and stop controls, each track’s input and output, and the listening-volume control. Write a short recording plan: what you will record first, what you will overdub, and what you need before starting.", "practice_steps": [], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Your project is named Exercise-201 and saved as a separate copy.", "The same tracks and audio return when you reopen it.", "You can point to the play and stop controls, track inputs, track outputs, and listening level.", "Your recording plan names the instruments, recording order, and equipment you need." ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "02", "lesson_number": 2, "title": "Noise, sound and recording formats", "assignment": "Listen to the original, hiss, and hum examples. Describe the difference between them. Draw the path from microphone to speakers and list where you would check for noise. Note the recording format, session format, and export format.", "practice_steps": [], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Describe the hiss and hum you hear.", "Draw the signal path and explain where you would start checking for noise.", "Identify the audio-file, session, and export formats.", "Explain why input gain and listening volume have different jobs." ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "03", "lesson_number": 3, "title": "Create the microphone exercise", "assignment": "Create a mono track named Mic Test. Select your microphone input, make a short recording, then save and reopen the project.", "practice_steps": [], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "The Mic Test track is mono and uses the intended input.", "Note the sample rate and recording format.", "The track and routing return when you reopen the project.", "Name the microphone, interface input, and any required phantom power." ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "04", "lesson_number": 4, "title": "Record and compare microphone response", "assignment": "Record the microphone comparisons described above. Keep each take and explain what changes when you move the microphone. Without recording equipment, compare the supplied demonstrations and write listening notes for each position.", "practice_steps": [], "evidence_requirement": "Include a labeled placement sketch and microphone information from its manufacturer. Record whether you made the capture yourself, observed a demonstration, or analyzed supplied audio. Practical microphone operation requires a witnessed capture.", "standards": [ "mic" ], "assessment_criteria": [ "Keep the recordings, or identify the demonstrations and times you compared.", "Turn record arm off before listening back.", "Describe the change in bass, clarity, and room sound at each position.", "Note the input level and listen for distortion in the recorded take." ], "assessed_focus": "Compare microphone behavior, justify placement and connections, and check the result against the recording purpose.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "04B", "lesson_number": 5, "title": "Compare Shabby Road microphone models", "assignment": "Compare two microphone models on the same phrase at similar listening levels. Save the one you prefer, then switch it off and on to explain what it changes.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name both models and their comparison-gain settings.", "Use the same phrase for both models.", "Save and reopen the preferred setting.", "Explain how a modeled change differs from moving a real microphone." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "05", "lesson_number": 6, "title": "Trace the channel strip", "assignment": "Draw the channel’s signal path. Show where an insert processes the sound and where a send feeds a reverb return. Play the track and demonstrate each route.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "The drawing matches the route you hear.", "Explain the difference between track level, send level, and listening volume." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "06", "lesson_number": 7, "title": "Prepare the supplied recording session", "assignment": "Set up the stereo Drums track to record from Bus 1–2. Arm it, start a short recording, then stop and listen to the recorded track. Explain what arming does and what starts the recording.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Drums is stereo, receives Bus 1–2, and feeds the stereo output with its fader at unity.", "The drums play once, without feedback or a doubled source.", "The correct audio reaches the intended track." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "07", "lesson_number": 8, "title": "Record the incomplete first drum take", "assignment": "Record the first drum take through 00:55. Listen back, locate the mistake, and keep the take for comparison with the next recording.", "practice_steps": [], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "A new recording appears on Drums.", "The recording ends at 00:55.", "The recorded take still plays when its source feed is muted." ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "08", "lesson_number": 9, "title": "Record and retain the complete second take", "assignment": "Record the complete second drum take without overwriting the first. Compare them, select the second for overdubs, then save and reopen the project.", "practice_steps": [], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Both drum takes are kept.", "The second take is selected for overdubs.", "Both takes and their markers return when the project reopens." ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "09", "lesson_number": 10, "title": "Gain structure and headphone balance", "assignment": "Make a comfortable headphone balance while keeping the recording input level unchanged. Explain when a performer would need a different mix from the control-room speakers.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Changing the listening mix does not change the recorded level.", "Identify input gain, track fader, master level, and headphone volume.", "Watch the input and output meters and avoid clipping.", "Show which outputs share a mix and which can carry a separate cue mix." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "10", "lesson_number": 11, "title": "Overdub bass and organ together", "assignment": "Record bass and organ together on separate mono tracks. Listen to each new track on its own, then with the drums. Save and reopen the project.", "practice_steps": [], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "Bass and Organ record from their intended buses and begin together.", "The drum takes remain unchanged.", "Pan Organ about halfway right and listen through the stereo output.", "Both new parts play separately and with the drums after reopening." ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "11", "lesson_number": 12, "title": "Overdub stereo Rhodes", "assignment": "Record the stereo Rhodes part. Listen to its left and right channels and check it with the existing arrangement.", "practice_steps": [], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "The new Rhodes recording has two channels.", "Its input is Bus 5–6.", "The earlier tracks and takes remain unchanged." ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "12", "lesson_number": 13, "title": "Overdub guitar and vocal", "assignment": "Record guitar and vocal on separate mono tracks from 00:55 to 05:05. Listen to each and then both in the arrangement. Save a portable copy and reopen it. Explain when you would record the performers in separate passes.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Guitar and Vocal remain separate mono tracks.", "Pan Guitar about halfway left.", "Earlier recordings remain unchanged.", "Both new recordings cover 00:55–05:05.", "The parts play correctly after saving and reopening.", "Keep a portable session file that opens with its audio." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "13", "lesson_number": 14, "title": "Punch in without pre-roll", "assignment": "Record replacement passages at 01:50–02:10 and 03:35–03:50. Save and reopen the project. Listen to each complete phrase and across the beginning and end of each edit.", "practice_steps": [], "evidence_requirement": "Keep the original and edited versions. Identify the changed passage and audition its entrance, join and ending.", "standards": [ "edit" ], "assessment_criteria": [ "Both replacement passages cover the intended times.", "Audio outside the replacement passages is unchanged.", "Keep the original takes as well as the replacements.", "Listen for clipped words, clicks, and unnatural joins." ], "assessed_focus": "Retain the source, make the intended edit, and audition the boundaries and the finished passage.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "14", "lesson_number": 15, "title": "Punch with pre-roll and post-roll", "assignment": "Record a punch-in with pre-roll and post-roll. Listen to the music before and after the replacement and identify where recording begins and ends.", "practice_steps": [], "evidence_requirement": "Keep the original and edited versions. Identify the changed passage and audition its entrance, join and ending.", "standards": [ "edit" ], "assessment_criteria": [ "The new recording starts and ends at the selected times.", "Pre-roll and post-roll let you hear surrounding music without replacing it.", "Reset pre-roll and post-roll to zero after the exercise." ], "assessed_focus": "Retain the source, make the intended edit, and audition the boundaries and the finished passage.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "15", "lesson_number": 16, "title": "Quick Punch and recover the missed first note", "assignment": "Use Quick Punch, then extend the recorded region to recover the first note you missed. Listen to the recovered entrance with the surrounding phrase.", "practice_steps": [], "evidence_requirement": "Keep the original and edited versions. Identify the changed passage and audition its entrance, join and ending.", "standards": [ "edit" ], "assessment_criteria": [ "The underlying recording includes audio from 04:30 or earlier.", "The region first starts at 04:40; extend it to about 04:35.", "The earlier note comes from the same recording." ], "assessed_focus": "Retain the source, make the intended edit, and audition the boundaries and the finished passage.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "15B", "lesson_number": 17, "title": "Loop record, compare takes and build a comp", "assignment": "Record and keep three loop takes. Choose passages from at least two takes to make a comp. Explain your choices, listen across every join, and save and reopen the project.", "practice_steps": [], "evidence_requirement": "Keep the original and edited versions. Identify the changed passage and audition its entrance, join and ending.", "standards": [ "edit" ], "assessment_criteria": [ "Keep all three takes, including any partial take.", "The original takes remain available after editing.", "Compare the same passage from each take.", "Explain the musical differences you hear.", "The comp uses passages from at least two takes without shifting their timing.", "The comp and original takes remain intact after saving and reopening." ], "assessed_focus": "Retain the source, make the intended edit, and audition the boundaries and the finished passage.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "16", "lesson_number": 18, "title": "Mute percussion regions and preserve fills", "assignment": "Choose where the percussion should play and where it should drop out. Mute selected regions while preserving the fills, then explain how the changes support the arrangement.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Mute individual regions without muting the whole track.", "Keep the original audio.", "The selected fills remain audible." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "17", "lesson_number": 19, "title": "Clean the sax and audition edit boundaries", "assignment": "Clean a gap between sax phrases. Listen across both edit points in the mix, then use Undo to restore the original and compare.", "practice_steps": [], "evidence_requirement": "Keep the original and edited versions. Identify the changed passage and audition its entrance, join and ending.", "standards": [ "edit" ], "assessment_criteria": [ "The edit changes the gap while keeping the original audio available.", "Keep the phrase attacks and decays intact.", "Note any clicks or abrupt changes at the joins." ], "assessed_focus": "Retain the source, make the intended edit, and audition the boundaries and the finished passage.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "18", "lesson_number": 20, "title": "Reveal the remaining mix tracks", "assignment": "Bring back the remaining parts and listen to the complete arrangement. Hide one track without silencing it, then make it inactive and explain the difference.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Each intended part plays once.", "Hiding a track changes the display; making it inactive stops its participation in playback.", "Track names match the parts you hear." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "19", "lesson_number": 21, "title": "Build the balance and stereo image", "assignment": "Build a balance and stereo image for the song. Explain two choices by playing the passage before and after each change.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Avoid clipping.", "Keep stereo sources in stereo.", "Explain how the level and pan choices serve the song." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "20", "lesson_number": 22, "title": "EQ balance and remove unnecessary low end", "assignment": "Use EQ on a midrange instrument. Find a high-pass cutoff that removes unwanted low end without thinning the part, then compare it with bypass in the full mix.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Note the frequency, gain, and bandwidth of each band you use.", "After finding where the sound begins to thin, lower the cutoff by about 15 percent and listen again.", "Compare the same passage at similar listening levels.", "Save and reopen the chosen settings." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "21", "lesson_number": 23, "title": "Compress the vocal gently", "assignment": "Compress the vocal gently. Use the gain-reduction meter while listening, then compare compression and bypass at similar loudness.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Start with a 2:1 ratio.", "Aim for about 3 dB of reduction on vocal peaks, adjusting by listening.", "Note threshold, attack, release, and output gain." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "22", "lesson_number": 24, "title": "Build one shared reverb return", "assignment": "Create one shared reverb return. Send the vocal and one other instrument to it, adjust their send levels, and explain how the shared space joins them.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Use one stereo return, 100 percent wet, with a 1.6-second decay.", "The return adds reverb without duplicating the dry signal.", "Save the send levels and avoid a feedback loop.", "Place UNIQUEL-IZER after Studio ’76 and enable a 250 Hz high-pass filter on the return." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "23", "lesson_number": 25, "title": "Refine balances with the one-dB test", "assignment": "Choose two parts. Move each fader up 1 dB and down 1 dB while listening in the mix. Return to the starting level between comparisons and explain which level you keep.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Compare the original level with both 1 dB changes.", "Keep other processing and master settings unchanged.", "Explain the musical reason for your choice." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "24", "lesson_number": 26, "title": "Keep useful mix notes", "assignment": "Write three mix notes with times and clear descriptions. Make the changes, replay each passage, and mark the notes resolved or explain what still needs work.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Each note identifies a passage you can find.", "Save the changes you keep.", "Replay the passage before marking a note resolved." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "25", "lesson_number": 27, "title": "Write and read fader automation", "assignment": "Write a short vocal-level ride. Switch to Read and play it back, then save and reopen the session.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "The automation points appear on the intended track.", "Read mode repeats the level move.", "Name the track and the passage you changed." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "26", "lesson_number": 28, "title": "Edit automation breakpoints", "assignment": "Move one automation point, move a group of points, and raise or lower a segment. Listen after each change and undo one edit.", "practice_steps": [], "evidence_requirement": "Keep the original and edited versions. Identify the changed passage and audition its entrance, join and ending.", "standards": [ "edit" ], "assessment_criteria": [ "The points and curve change as intended.", "Moving a group keeps the spacing between its points.", "After erasing automation, check the track’s manual level." ], "assessed_focus": "Retain the source, make the intended edit, and audition the boundaries and the finished passage.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "27", "lesson_number": 29, "title": "Level vocal phrases throughout the song", "assignment": "Adjust the vocal level through the whole song. Explain at least two rides and play the passages before and after the changes.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "The rides follow the intended phrases.", "Listen to the whole song after editing.", "Explain how the changes help the words and performance." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "28", "lesson_number": 30, "title": "Prepare the final mix range", "assignment": "Choose the start and end of the final export. Leave the opening intact and enough time for the last note and effects to fade. Play both ends before exporting.", "practice_steps": [], "evidence_requirement": "Keep the plan in a digital document. Include the intended result, resources, timing and a response to one likely change.", "standards": [ "plan" ], "assessment_criteria": [ "The selected range includes the complete song.", "For the CD exercise, leave 0.25–0.5 seconds before the music.", "Include the final decay and master fade.", "Check for unwanted solos, mutes, or armed tracks." ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "29", "lesson_number": 31, "title": "Export and verify the finished file", "assignment": "Export the final mix and play the downloaded file from beginning to end. Save a portable copy of the editable project and reopen it.", "practice_steps": [], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "The downloaded file opens in an audio player and has the intended stereo format.", "Its beginning and ending match your selected range.", "Listen for missing parts, missing effects, silence, or a cut-off ending.", "The reopened project retains its audio, edits, effects, and automation." ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "30", "lesson_number": 32, "title": "Complete the training and explain the mix", "assignment": "Present your finished mix and editable session. Explain one choice each in recording, editing, EQ, compression, reverb or delay, and automation. Play examples that show what those decisions changed.", "practice_steps": [], "evidence_requirement": "Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.", "standards": [ "portfolio" ], "assessment_criteria": [ "Provide the editable project and playable mix.", "Check the files by opening and playing them.", "Use specific passages to explain your decisions.", "Review unfinished exercises and complete them before submitting the final project." ], "assessed_focus": "Select relevant work, identify individual contributions, and explain the process, result and next learning step.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "teacher_practice": [ { "standard": "teach", "task": "Prepare and teach “Plan the session and learn the workspace.” Demonstrate the task, then have learners complete it independently.", "evidence": "A teaching plan, demonstration or teach-back, and learner work showing the result.", "criterion": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective." }, { "standard": "adapt", "task": "Adapt one practical assignment for a learner with limited equipment, a different way of accessing instructions, or a different way of presenting the result.", "evidence": "The original task, the adapted route and the shared assessment criteria.", "criterion": "Name a specific access or learning need and provide a usable alternative that preserves the intended skill." }, { "standard": "assess", "task": "Use “Complete the training and explain the mix” to assess the learner’s decisions and finished work. Plan feedback and a second attempt for one unmet criterion.", "evidence": "An annotated rubric, specific feedback, revised work and a brief comparison.", "criterion": "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity." } ], "readiness": { "pathway": "specialize", "fit": "Usually 16–18 after a multitrack course. A 13- or 14-year-old with real DAW experience can enter after a teacher reviews a saved recording and mix.", "prioritySkills": "Multitrack capture; overdubbing and comping; automation; mix judgment and verification.", "priorSkills": "Can open, save, edit, route, and export a multitrack project; can describe a listening comparison.", "equipment": "ArtistPro studio access, Exercise-201 and Street Life session materials, headphones, and recording gear for capture labs.", "expectedTime": "Plan 32–40 hours for 32 practical lessons.", "teacherGuidance": "Teacher edition required for school use; an instructor checks the entry project and practical work.", "educationTitle": "The Roger Nichols Recording Method — Advanced Recording Elective", "teacherEditionUrl": "/learn/access.php?resource=teaching/roger-nichols-recording-method/teacher.html" } }, { "id": "roger-nichols-drum-replacement", "title": "The Roger Nichols Drum Replacement Method", "course_url": "/learn/courses/roger-nichols-drum-replacement.html", "audience": "advanced", "lesson_count": 35, "mapped_checkpoint_count": 35, "rows": [ { "id": "lesson-section-1", "lesson_number": 1, "title": "1 Why Roger invented Wendel", "assignment": "Listen to “Hey Nineteen” and describe the pulse, snare sound, and kick-and-bass relationship. Explain why the Gaucho team wanted control of drum sound and placement.", "practice_steps": [], "evidence_requirement": "Identify the intended expression and point to two audible details that support your interpretation.", "standards": [ "interpret" ], "assessment_criteria": [ "Distinguish a choice of drum sound from a change in when a hit occurs." ], "assessed_focus": "Identify the intended expression and explain how specific musical elements and production choices convey it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-2", "lesson_number": 2, "title": "2 What had to be built", "assignment": "Draw the path from a recorded drum hit through conversion, memory, playback, and studio output. Calculate the storage for ten seconds of mono, 16-bit audio at 50 kHz.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "The calculation should give 1,000,000 bytes before file overhead. Explain why silence before a sample’s attack makes the audible hit late." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-3", "lesson_number": 3, "title": "3 Understand the Street Life example", "assignment": "Compare Drums alone, Drums plus Clap / Snare, and Drums plus a Wendel replacement on Clap / Snare. Write down which snare sounds remain in each version.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "The original snare remains in Drums throughout this comparison. Describe what the added layer changes." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-4", "lesson_number": 4, "title": "4 Set up the snare lesson", "assignment": "Open Street Life — plugin demo, select Clap / Snare, and insert Wendel Jr. Solo the source briefly, then listen with the kit. Save a practice copy.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Both the selected track and insert window should identify Clap / Snare. Check that just one replacement processor is active." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-5", "lesson_number": 5, "title": "5 Choose a Wendel Jr snare", "assignment": "Compare 1923LUDWIG, 3X13DAMP, and 5X14WROOM on the same passage with both tunings at zero. Choose a snare and describe its attack, body, and decay.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Match listening levels and explain how the choice fits the kit and song." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-6", "lesson_number": 6, "title": "6 Make each intended hit trigger once", "assignment": "Count the intended snare hits in a short passage. Adjust Sensitivity and Ignore to correct missed and extra hits, then test a fill and a quieter passage.", "practice_steps": [], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Keep separate counts of missed and extra triggers. Confirm that closely spaced intended strokes survive." ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-7", "lesson_number": 7, "title": "Wendel-izer front-panel walkthrough", "assignment": "Find Pre, Expand, both Release controls, Attack, Ratio, and Band Levels. Set the lesson baseline, select a snare, and play the passage.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Identify which controls affect detection and which affect the expression of detected hits." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-8", "lesson_number": 8, "title": "Wendel-izer front-panel listening exercise", "assignment": "Compare Ratio 1 and 4, then restore Ratio 1 and compare Expand 1 and 0.8. Keep the passage, sample, and listening level consistent.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Describe what happens to accents and ghost notes. The Band Levels faders set amplitude regions." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-9", "lesson_number": 9, "title": "7 Use Wendel-izer for sound variation", "assignment": "Use Single mode to compare two assigned snares. Make one restrained reinforcement and one deliberate change of snare character.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Keep source timing and detection settings consistent. Explain the tonal difference at similar loudness." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-10", "lesson_number": 10, "title": "8 Control Wendel-izer detection and balance", "assignment": "Compare three Sensitivity settings on the same passage. Adjust Holdoff if ringing causes retriggers, then test a fill.", "practice_steps": [], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Choose the setting that catches quiet intended strokes without adding bleed-triggered hits." ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-11", "lesson_number": 11, "title": "9 Blend the new snare with the mixed kit", "assignment": "Bring the replacement layer up gradually alongside Drums. Compare the kit alone, kit with the unprocessed layer, and kit with replacement.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Listen for flams, hollow tone, excessive decay, and loss of vocal clarity. Save the chosen layer level." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-12", "lesson_number": 12, "title": "10 The anatomy of a convincing drum sound", "assignment": "Audition three kick or snare samples with the full arrangement. Describe attack, body, pitch, room sound, and decay for each.", "practice_steps": [], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Choose the sample that solves a named problem. For kick, explain its relationship with bass." ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-13", "lesson_number": 13, "title": "11 Timing phase and the science of layering", "assignment": "Compare original and replacement separately, then together. Try another sample or small tuning change if their blend loses weight. Preserve the original timing.", "practice_steps": [], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Explain how polarity inversion differs from a time shift. Check the blend on several hits and in mono." ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-14", "lesson_number": 14, "title": "12 Tune the sound without losing the drum", "assignment": "Set Tuning A and B equally and compare −2, 0, and +2 semitones. Match output levels, then try a small A/B difference on a fill.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Describe the change in attack and decay as well as pitch. Check kick tuning with bass." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-15", "lesson_number": 15, "title": "13 Wendel Jr complete control guide", "assignment": "On a practice copy, deliberately create a false trigger, a missed close hit, and an unintended cartridge change. Identify the cause and repair each one.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Use Sensitivity, Ignore, and Cartridge select for their distinct purposes. Save the restored version." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-16", "lesson_number": 16, "title": "14 Wendel-izer dynamics and level regions", "assignment": "With one sample selected, compare multi-parameter dynamics on and off. Then change Ratio and Expand separately while listening to accents and ghost notes.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Explain how the dynamics change while confirming that intended notes still trigger." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-17", "lesson_number": 17, "title": "15 Wendel-izer Mix Blend and Output", "assignment": "At Blend 1, compare Mix 0, 0.25, 0.5, and 1. Then hold Mix at 0.5 and compare Blend 0.5, 1, and 2. Match loudness with Output.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Identify which control changes both contributions and which changes only replacement level." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-18", "lesson_number": 18, "title": "16 Wendel-izer samples variation and audition", "assignment": "Build a pool of two related snare samples. Compare Single, Round robin, Random, and Fill A/B on a roll, keeping a Single version for reference.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Check both sample assignments and explain whether the variation sounds natural or distracting." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-19", "lesson_number": 19, "title": "17 Wendel-izer analysis and timing workflow", "assignment": "Analyze the trigger track’s source WAV and set Source start in session to its actual position. Listen through a backbeat, quiet passage, and fill.", "practice_steps": [], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "All three passages should stay aligned. Reanalyze after changing detector settings or the source." ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-20", "lesson_number": 20, "title": "18 Separate drums when only a mix is available", "assignment": "Export a short region from Drums, run Drum Separation in the Mac companion, and import result.json with all four WAVs. Listen to each returned part.", "practice_steps": [], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "The parts should align with the selected region. Identify spill, missing hits, or damaged attacks." ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-21", "lesson_number": 21, "title": "19 Project B complete the stereo drum separation", "assignment": "Separate the complete Drums clip. Mute Clap / Snare, then compare the original stereo kit with the four unprocessed parts at their imported levels.", "practice_steps": [], "evidence_requirement": "Keep the original and edited versions. Identify the changed passage and audition its entrance, join and ending.", "standards": [ "edit" ], "assessment_criteria": [ "Switch between the original and reconstructed kit. Keep start positions and relative levels unchanged." ], "assessed_focus": "Retain the source, make the intended edit, and audition the boundaries and the finished passage.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-22", "lesson_number": 22, "title": "20 Project B replace and blend the kick", "assignment": "Insert Wendel Jr on Drums — kick. Compare 1960LUDWIGKICK, 20inKICK, and 22inKICK, then test replacement mixes of 0, 0.35, and 1.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Check quiet and fast kicks, attack timing, and the bass relationship. Record both tuning settings." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-23", "lesson_number": 23, "title": "21 Project B replace and blend the snare", "assignment": "Insert Wendel-izer on Drums — snare. Choose one sample and compare Mix 0, 0.5, and 1 with Blend 1, then compare equal A/B tuning at 0 and −1.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Retain ghost notes and check cymbal and room tails with the complete kit." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-24", "lesson_number": 24, "title": "22 Three ways to combine original and new drums", "assignment": "Make three versions: reinforcement over the intact kit, partial replacement inside the reconstructed kit, and fully wet kick and snare inside that kit.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Draw or describe the audible tracks in each version. Check that the original stereo kit is muted in the two reconstruction versions." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-25", "lesson_number": 25, "title": "23 Evaluate a separated snare before replacing it", "assignment": "Count snare hits in an original passage, its separated snare, and the triggered result. Compare the full mix before and after at similar loudness.", "practice_steps": [], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Decide whether the separated part works as audible sound, a trigger, or neither. Explain the decision with listening examples." ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-26", "lesson_number": 26, "title": "24 Troubleshooting and final assignment", "assignment": "Complete Projects A and B. Save original, replacement-only, and blended comparisons, settings, and a short explanation of the final musical choices.", "practice_steps": [], "evidence_requirement": "Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.", "standards": [ "portfolio" ], "assessment_criteria": [ "Use the course’s 100-point rubric: triggers 30, timing 20, sound and blend 20, dynamics 15, and comparison and explanation 15." ], "assessed_focus": "Select relevant work, identify individual contributions, and explain the process, result and next learning step.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-27", "lesson_number": 27, "title": "Read Wendel-izer meters while it plays", "assignment": "Watch Wendel-izer’s Input, Mix, Blend, region, and output meters during a backbeat and fill. Compare each path by listening.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Identify replacement and original-path activity. Check actual output headroom on the DAW’s level meters." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-28", "lesson_number": 28, "title": "Read Wendel Jr while it plays", "assignment": "Play the kick example with Cartridge select fixed at 1. Compare Replacement mix 0, 0.35, and 1 with matched listening levels.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Relate Trigger, Ignore, and A/B indications to the notes heard. Check for missing strokes and unexpected cartridge changes." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-29", "lesson_number": 29, "title": "Wendel Jr controls and musical decisions", "assignment": "Compare Sensitivity 0.4, 0.5, and 0.6, then Ignore 30, 50, and 80 ms. Test equal tuning and a small A/B difference.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Keep a record of intended, missed, and extra hits. Choose settings that preserve the fill and groove." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-30", "lesson_number": 30, "title": "Wendel-izer input and timing decisions", "assignment": "Set Pre first, refine Sensitivity, then test Holdoff on fast strokes. Compare Attack and the two Release controls one at a time.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Explain which adjustment changes trigger reliability and which changes the response to soft and loud strokes." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-31", "lesson_number": 31, "title": "Wendel-izer dynamics and level-region decisions", "assignment": "Begin with Band Levels −36/−24/−12 dB. Compare Ratio 1, 2, and 4, then Expand 1, 0.9, and 0.8 with multi-parameter dynamics enabled.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Keep thresholds ordered and listen for the relationship between accents and ghost notes." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-32", "lesson_number": 32, "title": "Wendel-izer sample and tuning decisions", "assignment": "Assign two related sounds to enabled slots and audition them. Compare selection modes, then tune both A and B together.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Check sample eligibility, attack, room sound, and decay. Save the sample assignments and chosen mode." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-33", "lesson_number": 33, "title": "Wendel-izer blend and analysis decisions", "assignment": "Compare original-only, replacement-only, and blended states. Save source analysis with the correct start offset, reopen the session, and check alignment.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Explain the roles of Mix, Blend, Output, and source analysis. Listen again after reopening." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-34", "lesson_number": 34, "title": "Separation controls and musical decisions", "assignment": "Separate a short drum passage and compare its four-part reconstruction with the original. Then use one separated part to trigger a replacement.", "practice_steps": [], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Distinguish an artifact from separation from a problem introduced by replacement." ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-section-35", "lesson_number": 35, "title": "Listening lab", "assignment": "Choose one steady passage and one with quiet or close strokes. Test detection, sample choice, pitch, dynamics, and blend separately, then export the chosen result.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Explain the final choice in terms of attack, body, tail, and groove. Include the original comparison and saved settings." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "teacher_practice": [ { "standard": "teach", "task": "Prepare and teach “1 Why Roger invented Wendel.” Demonstrate the task, then have learners complete it independently.", "evidence": "A teaching plan, demonstration or teach-back, and learner work showing the result.", "criterion": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective." }, { "standard": "adapt", "task": "Adapt one practical assignment for a learner with limited equipment, a different way of accessing instructions, or a different way of presenting the result.", "evidence": "The original task, the adapted route and the shared assessment criteria.", "criterion": "Name a specific access or learning need and provide a usable alternative that preserves the intended skill." }, { "standard": "assess", "task": "Use “Listening lab” to assess the learner’s decisions and finished work. Plan feedback and a second attempt for one unmet criterion.", "evidence": "An annotated rubric, specific feedback, revised work and a brief comparison.", "criterion": "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity." } ], "readiness": { "pathway": "specialize", "fit": "Usually 16–18 with mixing experience; younger learners need a practical entry review.", "prioritySkills": "Trigger timing; sample choice; phase and blend; defending a replacement by ear.", "priorSkills": "Can edit drum timing, compare original and replacement in context, and preserve a session copy.", "equipment": "DAW, supplied Street Life examples, Wendel Jr and Wendel-izer demonstrations, headphones.", "expectedTime": "Plan 28–40 hours for 35 lessons and projects.", "teacherGuidance": "Teacher edition required for school use, especially for timing and source-provenance review.", "educationTitle": "The Roger Nichols Drum Replacement Method — Advanced Drum Production Elective", "teacherEditionUrl": "/learn/access.php?resource=teaching/roger-nichols-drum-replacement/teacher.html" } }, { "id": "everest-critical-listening", "title": "Critical Listening Skills for Audio Professionals", "course_url": "/learn/courses/everest-critical-listening.html", "audience": "advanced", "lesson_count": 18, "mapped_checkpoint_count": 18, "rows": [ { "id": "everest-01", "lesson_number": 1, "title": "Estimating the Frequency of Sound", "assignment": "Listen to each announced reference, then pause before the next answer. Write your estimate first. On a second pass, record whether your errors tend to run high or low.", "practice_steps": [], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Identify frequency regions without using a spectrum display.", "Distinguish a tone from narrowband and broadband noise." ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "everest-02", "lesson_number": 2, "title": "Estimation of Sound Level Changes", "assignment": "Write louder, softer, or unchanged for each comparison before hearing its explanation. Repeat at the same comfortable playback setting and compare confidence.", "practice_steps": [], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Recognize increases and decreases in level.", "Compare level judgments for tones, speech, and music." ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "everest-03", "lesson_number": 3, "title": "Estimating Frequency Band Limitations", "assignment": "Compare each restricted example with the reference. Note whether bass weight, vocal clarity, or high-frequency detail changed. Predict which edge of the band moved before the narration confirms it.", "practice_steps": [], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Recognize low- and high-frequency restrictions.", "Describe how restrictions affect speech and music." ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "everest-04", "lesson_number": 4, "title": "Frequency Response Irregularities", "assignment": "For each example, record peak or dip, an approximate region, and a plain-language description. Compare your descriptions across speech and music.", "practice_steps": [], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Distinguish localized peaks from dips.", "Connect coloration to a frequency region." ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "everest-05", "lesson_number": 5, "title": "Judgment of Sound Quality", "assignment": "List what changed in each pair before deciding which you prefer. Revisit one difficult example and identify the musical feature that made the difference audible.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Separate description from preference.", "Compare simple and complex listening signals." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "everest-06", "lesson_number": 6, "title": "Detecting Distortion", "assignment": "Listen for the first example where a change becomes noticeable. Describe its character and the signal used. Repeat without increasing your monitoring level.", "practice_steps": [], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Recognize added roughness or harmonic content.", "Distinguish harmonic from intermodulation distortion conceptually." ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "everest-07", "lesson_number": 7, "title": "Reverberation Effects", "assignment": "Compare the speech and music examples. Record where words become harder to follow and where musical sounds begin to overlap.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Hear differences in reverberant decay.", "Describe the effect on speech intelligibility and musical texture." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "everest-08", "lesson_number": 8, "title": "Signal Versus Noise", "assignment": "Note the point where noise becomes audible in each sequence. Compare speech pauses with sustained music and explain the difference.", "practice_steps": [], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Recognize noise under different program material.", "Explain why noise is more apparent during pauses." ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "everest-09", "lesson_number": 9, "title": "Voice Colorations", "assignment": "For each voice example, write one descriptive phrase and the demonstrated cause. Compare male and female voice examples without assuming identical responses.", "practice_steps": [], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Describe vocal coloration consistently.", "Separate an audible observation from a proposed cause." ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "everest-10", "lesson_number": 10, "title": "Listening With Discernment", "assignment": "Make a listening log for the review track: example, suspected change, confidence, and explanation. Revisit your two least certain judgments using the earlier lesson tracks.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Apply several listening skills to an unfamiliar example.", "Identify evidence for a proposed diagnosis." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "everest-11", "lesson_number": 11, "title": "Loudness, Pitch, and Timbre", "assignment": "For each demonstration, identify the physical change and the perceptual change separately. Note any example where the simple correspondence is incomplete.", "practice_steps": [], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Distinguish physical quantities from perceptions.", "Describe timbre without confusing it with pitch." ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "everest-12", "lesson_number": 12, "title": "How One Sound Masks Another", "assignment": "Follow the masker and test signal through the demonstrations. Record when the test signal is detectable and how the masker changes.", "practice_steps": [], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Recognize a masked signal.", "Relate masking to spectral proximity." ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "everest-13", "lesson_number": 13, "title": "How the Ear Analyzes Sound", "assignment": "Listen for how the demonstrations change as spectral components move closer together or farther apart. Use the source figures alongside the narration.", "practice_steps": [], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Explain auditory filtering in practical terms.", "Connect filter selectivity with masking." ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "everest-14", "lesson_number": 14, "title": "Non-Linearities in the Auditory System", "assignment": "Follow the tone-pair demonstrations at a comfortable level. Describe any additional perceived pitch, then compare your observation with the narration.", "practice_steps": [], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Recognize the distinction between acoustic input and perception.", "Explain why the playback chain matters in a distortion demonstration." ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "everest-15", "lesson_number": 15, "title": "The Perception of Delayed Sounds", "assignment": "For each sequence, note the first change in timbre and the first clearly separate event. Compare your observations across the different source sounds.", "practice_steps": [], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Distinguish coloration, fusion, and a separate echo.", "Describe the role of delay and relative level." ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "everest-16", "lesson_number": 16, "title": "Why Some Sounds Are More Pleasant Than Others", "assignment": "Describe how the interaction changes as tone spacing changes. Record perceived beats or roughness separately from whether you enjoy the sound.", "practice_steps": [], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Hear beating and roughness.", "Separate a sensory observation from a preference judgment." ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "everest-17", "lesson_number": 17, "title": "How We Locate Sounds", "assignment": "Follow each spatial demonstration and record perceived position. Note your speaker or headphone arrangement so the result can be interpreted.", "practice_steps": [], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Identify timing, level, and spectral localization cues.", "Describe apparent direction without confusing it with loudness." ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "everest-18", "lesson_number": 18, "title": "True Binaural Listening", "assignment": "Use headphones with left and right correctly oriented. Describe position, distance, and whether images seem inside or outside your head. Compare with the source explanation.", "practice_steps": [], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Distinguish binaural reproduction from ordinary stereo.", "Evaluate spatial impressions using headphones." ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "teacher_practice": [ { "standard": "teach", "task": "Prepare and teach “Estimating the Frequency of Sound.” Demonstrate the task, then have learners complete it independently.", "evidence": "A teaching plan, demonstration or teach-back, and learner work showing the result.", "criterion": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective." }, { "standard": "adapt", "task": "Adapt one practical assignment for a learner with limited equipment, a different way of accessing instructions, or a different way of presenting the result.", "evidence": "The original task, the adapted route and the shared assessment criteria.", "criterion": "Name a specific access or learning need and provide a usable alternative that preserves the intended skill." }, { "standard": "assess", "task": "Use “True Binaural Listening” to assess the learner’s decisions and finished work. Plan feedback and a second attempt for one unmet criterion.", "evidence": "An annotated rubric, specific feedback, revised work and a brief comparison.", "criterion": "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity." } ], "readiness": { "pathway": "specialize", "fit": "About 16–18 after an introductory listening course; prepared younger learners may use selected tracks.", "prioritySkills": "Repeatable listening tests; hearing and perception; evidence-backed audio judgments.", "priorSkills": "Can keep a repeatable listening log and separate observation from preference.", "equipment": "Headphones or monitors, 18 narrated listening tracks, worksheets, quiet playback space.", "expectedTime": "Plan 14–20 hours for 18 lessons and practice.", "teacherGuidance": "Teacher recommended for level-matched tests and interpretation of results.", "educationTitle": "Critical Listening for Audio Production — Advanced Elective", "teacherEditionUrl": "/learn/access.php?resource=teaching/everest-critical-listening/teacher.html" } }, { "id": "shaping-microphones", "title": "Shaping Your Sound with Microphones", "course_url": "/learn/courses/shaping-microphones.html", "audience": "advanced", "lesson_count": 8, "mapped_checkpoint_count": 8, "rows": [ { "id": "microphones-1", "lesson_number": 1, "title": "1. Listen before you place the microphone", "assignment": "Open apStudio → Session library → Street Life — plugin demo. Let all sources load. Leave recording disarmed. Bypass added inserts, UNIQUEL-IZER, D1, microphone modeling, and sends. Select a 15-second passage with an active vocal. Listen in context, then solo Vocal and identify one attack, one sustained sound, and one phrase ending. Repeat with Drums and Guitar. Describe how close or distant each sounds, how much room you hear, and any sound spilling from other instruments. Write a capture goal for a new recording of each source: what should be prominent, what should be reduced, and what you would test first.", "practice_steps": [], "evidence_requirement": "Identify the intended expression and point to two audible details that support your interpretation.", "standards": [ "interpret" ], "assessment_criteria": [ "Identify the intended expression and explain how specific musical elements and production choices convey it." ], "assessed_focus": "Identify the intended expression and explain how specific musical elements and production choices convey it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "microphones-2", "lesson_number": 2, "title": "2. Understand microphone types", "assignment": "Select Vocal. Choose Shabby Road microphones in Track plugin, then Open existing plugin settings. Start with Original recording. Replay one phrase with EQ, dynamics, and effects bypassed. Select Studio 47 and enable the model. Adjust Comparison gain to avoid choosing it simply because it is louder. Compare Ribbon 38 and Stage 57 on the identical phrase. Record one tonal difference and one drawback for each. Restore Original recording. State what this model comparison cannot tell you about the physical recording.", "practice_steps": [], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "State the problem and expected result, test a controlled change, and use the result to choose the next action." ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "microphones-3", "lesson_number": 3, "title": "3. Use pickup patterns and proximity effect", "assignment": "Listen to the dry Street Life Vocal phrase and describe its direct-to-room impression without assigning a distance. Draw a top-view plan for a vocal recording, marking the performer, microphone front, a reflective wall, and an unwanted noise source. Mark where an omni, cardioid, and figure-eight would be most sensitive. Explain which placement you would try and why. If recording a physical test, follow that microphone’s power instructions, use a fixed performance, and change one distance or angle at a time. In the learning record, separate your Street Life listening observations from your proposed or physically tested placement.", "practice_steps": [], "evidence_requirement": "Include a labeled placement sketch and microphone information from its manufacturer. Record whether you made the capture yourself, observed a demonstration, or analyzed supplied audio. Practical microphone operation requires a witnessed capture.", "standards": [ "mic" ], "assessment_criteria": [ "Compare microphone behavior, justify placement and connections, and check the result against the recording purpose." ], "assessed_focus": "Compare microphone behavior, justify placement and connections, and check the result against the recording purpose.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "microphones-4", "lesson_number": 4, "title": "4. Separate polarity from timing", "assignment": "On a practice copy, compare Vocal with its polarity-inverted version alone. Write down whether you hear a difference. Duplicate Vocal at the same start position and level. Invert one copy with a polarity control, keeping other processing off. You can also use the supplied polarity example for this comparison. Play the aligned copies together and listen for cancellation. Check that one copy is inverted and the two levels match. Move one copy slightly later, then compare the changed sum. Restore alignment afterward. Explain why polarity inversion cannot correct an arbitrary arrival-time difference.", "practice_steps": [], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it." ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "microphones-5", "lesson_number": 5, "title": "5. Choose a stereo technique", "assignment": "Solo Drums and identify whether the image is stable or changes with different instruments. In MIX, identify its left and right pan controls. Write their starting values before changing either. Narrow both sides symmetrically, replay the same passage, then restore the original width. Repeat with Rhodes in the ensemble. Listen for how the centered vocal competes with it. Sketch an XY pair and a spaced pair. Explain one advantage and one compromise of each for an ensemble recording.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "microphones-6", "lesson_number": 6, "title": "6. Capture a clean vocal", "assignment": "Bypass the vocal’s processing and listen through a complete phrase plus the silence around it. Identify a quiet detail worth preserving and any distraction you hear. Note where each occurs. Write a recording setup separating physical input gain, record-track input, playback fader, and headphone level. Plan three short takes with one controlled change: distance, angle, or room position. Explain how you will keep the performance comparable. Use your notes to decide whether the next action belongs at capture, editing, EQ, or dynamics.", "practice_steps": [], "evidence_requirement": "Include a labeled placement sketch and microphone information from its manufacturer. Record whether you made the capture yourself, observed a demonstration, or analyzed supplied audio. Practical microphone operation requires a witnessed capture.", "standards": [ "mic" ], "assessment_criteria": [ "Compare microphone behavior, justify placement and connections, and check the result against the recording purpose." ], "assessed_focus": "Compare microphone behavior, justify placement and connections, and check the result against the recording purpose.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "microphones-7", "lesson_number": 7, "title": "7. Place microphones on instruments", "assignment": "Find an active phrase on each named source. Solo briefly, then restore the ensemble. For Guitar, describe the balance of attack and sustain. Propose one placement change for more attack and one for more body. For Sax solo, identify a phrase where tone changes with register. Explain why one EQ setting or bell position might not suit every note. For Djembe, distinguish the transient from the resonant tail. State what an overly fast gate would remove. Produce a labeled placement sketch for one source and describe what would make you move the microphone.", "practice_steps": [], "evidence_requirement": "Include a labeled placement sketch and microphone information from its manufacturer. Record whether you made the capture yourself, observed a demonstration, or analyzed supplied audio. Practical microphone operation requires a witnessed capture.", "standards": [ "mic" ], "assessment_criteria": [ "Compare microphone behavior, justify placement and connections, and check the result against the recording purpose." ], "assessed_focus": "Compare microphone behavior, justify placement and connections, and check the result against the recording purpose.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "microphones-8", "lesson_number": 8, "title": "8. Build a repeatable capture workflow", "assignment": "Create a microphone worksheet for Vocal and one instrument: desired sound, proposed pattern and placement, rejection target, gain plan, and two alternate tests. Document one Shabby Road response comparison using the same Street Life phrase, including Comparison gain and the limits of the model. Include a stereo or combined-microphone plan and explain your mono/polarity check. Replay your chosen comparison in context and write what improved and what became less useful. Complete the knowledge assessment and submit the final written analysis in your account record.", "practice_steps": [], "evidence_requirement": "Include a labeled placement sketch and microphone information from its manufacturer. Record whether you made the capture yourself, observed a demonstration, or analyzed supplied audio. Practical microphone operation requires a witnessed capture.", "standards": [ "mic" ], "assessment_criteria": [ "Compare microphone behavior, justify placement and connections, and check the result against the recording purpose." ], "assessed_focus": "Compare microphone behavior, justify placement and connections, and check the result against the recording purpose.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "teacher_practice": [ { "standard": "teach", "task": "Prepare and teach “1. Listen before you place the microphone.” Demonstrate the task, then have learners complete it independently.", "evidence": "A teaching plan, demonstration or teach-back, and learner work showing the result.", "criterion": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective." }, { "standard": "adapt", "task": "Adapt one practical assignment for a learner with limited equipment, a different way of accessing instructions, or a different way of presenting the result.", "evidence": "The original task, the adapted route and the shared assessment criteria.", "criterion": "Name a specific access or learning need and provide a usable alternative that preserves the intended skill." }, { "standard": "assess", "task": "Use “8. Build a repeatable capture workflow” to assess the learner’s decisions and finished work. Plan feedback and a second attempt for one unmet criterion.", "evidence": "An annotated rubric, specific feedback, revised work and a brief comparison.", "criterion": "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity." } ], "readiness": { "pathway": "build", "fit": "About 15–18 after a first recording course; younger learners need demonstrated studio skills.", "prioritySkills": "Microphone choice and placement; controlled comparisons; documenting a recording decision.", "priorSkills": "Can open a multitrack session, distinguish tracks, and compare two takes at a safe level.", "equipment": "ArtistPro studio access, headphones, supplied Street Life examples; microphone and interface for capture extensions.", "expectedTime": "Plan 8–12 hours for eight lessons and labs.", "teacherGuidance": "Teacher recommended for school use and required for any practical microphone setup.", "educationTitle": "Shaping Your Sound with Microphones — Recording Elective", "teacherEditionUrl": "/learn/access.php?resource=teaching/shaping-microphones/teacher.html" } }, { "id": "shaping-eq-compressors-gates", "title": "Shaping Your Sound with Equalizers, Compressors, and Gates", "course_url": "/learn/courses/shaping-eq-compressors-gates.html", "audience": "advanced", "lesson_count": 8, "mapped_checkpoint_count": 8, "rows": [ { "id": "eq-compressors-gates-1", "lesson_number": 1, "title": "1. Make a processing decision", "assignment": "Open the raw plugin-demo session and listen to 00:45–01:00 at a comfortable level. Write one musical goal for Vocal before opening an effect. Try a small fader change first, then restore it. Decide whether the problem remains. Choose EQ for a tonal problem or D1 for a dynamic problem, changing only one processor at a time. Record the passage, setting, comparison level, and one possible drawback.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "eq-compressors-gates-2", "lesson_number": 2, "title": "2. Read an EQ curve", "assignment": "Select Vocal → UNIQUEL-IZER → Open existing plugin settings. Enable the processor. Use one Parametric band at 350 Hz, −3 dB, bandwidth 1 octave; leave other bands flat. Compare the embedded original and EQ examples, then reproduce the comparison in the studio. Change only bandwidth, then only frequency, returning to the reference setting each time. Write which change affected body, which affected clarity, and whether either helped in the full mix.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "eq-compressors-gates-3", "lesson_number": 3, "title": "3. Create space without thinning the mix", "assignment": "Listen to Bass and Drums together, then add Rhodes and Vocal. State which part becomes harder to hear and identify the moment. Use UNIQUEL-IZER on one competing track with a broad cut of no more than a few decibels as a first test. Match level and compare the whole passage. Restore the original if the mix loses more than it gains. Check a quieter section and record whether a static setting still works.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "eq-compressors-gates-4", "lesson_number": 4, "title": "4. Understand compression", "assignment": "Disable EQ and microphone modeling. Open D1 on Vocal and leave automatic gain and limiter off. Set ratio 4:1, attack 20 ms, release 150 ms. Lower threshold until the louder phrases produce useful reduction. Compare bypassed and active versions at similar perceived level using output gain. Explain which parts became more consistent and which details became more exposed. Calculate the ideal output increment for a signal 8 dB above threshold at 4:1, then explain why real transients may differ.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "eq-compressors-gates-5", "lesson_number": 5, "title": "5. Shape attack and release", "assignment": "Play the original, fast-attack, and slow-attack vocal examples one at a time. Describe consonant onset and sustain separately. Do not use loudness as the only description. Reproduce the two attack settings on Vocal, holding ratio, threshold, and release fixed. Try a shorter and longer release around the 150 ms starting point and listen to phrase endings. On Drums, test gently and note whether cymbal decay moves with louder hits; restore the source afterward.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "eq-compressors-gates-6", "lesson_number": 6, "title": "6. Use gates and expanders musically", "assignment": "Open Street Life — plugin demo, select Vocal, solo it and use 00:45–01:00 with recording disarmed. Add D4 from the plug-in library. Set two active zones and boundaries 3/4/5 to −60/−36/0 dB. Set output-map offset −24 dB, zone 3 ratio 0.5 and zone 4 ratio 1; enable ZGC. Keep input/output gain 0, automatic gain off and limiter off. Keep both active-zone attack controls at 10 ms and release at 200 ms. Compare bypassed and active playback without changing other processing. Identify one quiet wanted event, explain whether it survived, and save your settings and comparison notes.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "eq-compressors-gates-7", "lesson_number": 7, "title": "7. Control the detector", "assignment": "Select the same Street Life Vocal passage and add or reset D4. Set one active zone with −24/0 dB input boundaries, ratio 4, attack 10 ms, release 200 ms and map offset 0; automatic gain, limiter and ZGC off. Open KEY and compare the program output with all key filters off. Set filter 1 to High pass, 180 Hz, shape 0.24; enable it and replay the same passage. Keep audition Off. Explain why the reduction changes even though the filter is in the detector rather than directly in the audible path.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "eq-compressors-gates-8", "lesson_number": 8, "title": "8. Build and evaluate a processing chain", "assignment": "State one tonal goal and one dynamic goal for Vocal, Drums, or Bass. Create the smallest useful UNIQUEL-IZER/D1 chain and compare it at matched listening level. Compare EQ before compression with EQ after compression if your host supports reordering. Otherwise, draw the two chains and explain how the compressor would respond to each. Check a second passage and the full mix for clipping, pumping, lost attacks, and lost endings. Submit your analysis, including why you used or declined expansion, and take the knowledge assessment.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "teacher_practice": [ { "standard": "teach", "task": "Prepare and teach “1. Make a processing decision.” Demonstrate the task, then have learners complete it independently.", "evidence": "A teaching plan, demonstration or teach-back, and learner work showing the result.", "criterion": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective." }, { "standard": "adapt", "task": "Adapt one practical assignment for a learner with limited equipment, a different way of accessing instructions, or a different way of presenting the result.", "evidence": "The original task, the adapted route and the shared assessment criteria.", "criterion": "Name a specific access or learning need and provide a usable alternative that preserves the intended skill." }, { "standard": "assess", "task": "Use “8. Build and evaluate a processing chain” to assess the learner’s decisions and finished work. Plan feedback and a second attempt for one unmet criterion.", "evidence": "An annotated rubric, specific feedback, revised work and a brief comparison.", "criterion": "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity." } ], "readiness": { "pathway": "specialize", "fit": "About 16–18 after a first mix; experienced younger learners may take it with guidance.", "prioritySkills": "EQ, compression and gating chosen for a musical reason; level-matched A/B checks.", "priorSkills": "Can compare a passage at matched level and restore an unprocessed reference.", "equipment": "ArtistPro studio, supplied session, UNIQUEL-IZER and D1 examples, headphones.", "expectedTime": "Plan 8–12 hours for eight lessons and labs.", "teacherGuidance": "Teacher edition required for school use; review processing choices by ear.", "educationTitle": "Shaping Your Sound with EQ, Compression and Gates — Mixing Elective", "teacherEditionUrl": "/learn/access.php?resource=teaching/shaping-eq-compressors-gates/teacher.html" } }, { "id": "shaping-reverb-delay", "title": "Shaping Your Sound with Reverb and Delay", "course_url": "/learn/courses/shaping-reverb-delay.html", "audience": "advanced", "lesson_count": 8, "mapped_checkpoint_count": 8, "rows": [ { "id": "reverb-delay-1", "lesson_number": 1, "title": "1. Hear direct sound and reflections", "assignment": "Open the raw plugin demo and bypass new effects. Solo Vocal and listen through a phrase ending. Compare Drums and Vox FX / Horns, identifying audible ambience without guessing its origin. Write a space goal for Vocal: closer, farther, larger, shorter, or rhythmically repeated. Listen to the original and Studio ’76 examples in this lesson one at a time. Describe the onset, the tail, and the gap before the next event separately.", "practice_steps": [], "evidence_requirement": "Identify the intended expression and point to two audible details that support your interpretation.", "standards": [ "interpret" ], "assessment_criteria": [ "Identify the intended expression and explain how specific musical elements and production choices convey it." ], "assessed_focus": "Identify the intended expression and explain how specific musical elements and production choices convey it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "reverb-delay-2", "lesson_number": 2, "title": "2. Route the effect correctly", "assignment": "Select Vocal and enable Reverb send. Open Studio ’76 · Bus 15–16. Confirm Wet / dry is 100% for the shared return. Leave the direct Vocal path active. Use SENDS / FX and RETURNS to identify the send and return controls, then start with a low contribution. Compare dry-only by lowering or muting the return, then restore it. Watch for an unintended dry-level increase. Draw source → dry mix plus source → send → wet processor → return → mix, labeling which control you changed.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "reverb-delay-3", "lesson_number": 3, "title": "3. Set delay time and feedback", "assignment": "Add Analog Delay to Vocal in a disposable comparison. Keep reverb and other added effects off. Start in Free timing around 180 ms, repeats 0.35, blend 0.25. These settings are shown in the capture. Reduce repeats toward one audible echo, then increase cautiously and listen to the overlap. For a tempo-based test, determine the intended tempo and enter it before selecting a note value; show your calculation. Return to the full mix and choose a setting that supports the phrase rather than obscuring the next line.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "reverb-delay-4", "lesson_number": 4, "title": "4. Use short delays and modulation", "assignment": "On Guitar, compare a short static delay with a clearly separated echo at low blend. Hold blend constant while changing time. Describe when the result becomes a second event to you. Optionally add Shabby Road ADT or Blue Chorus in a separate version; avoid stacking it on the first test. Compare stereo and mono listening where the host provides a mono check, preserving the original stereo version. Explain the difference among a delayed copy, a second performance, chorus, flanging, and phasing.", "practice_steps": [], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it." ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "reverb-delay-5", "lesson_number": 5, "title": "5. Shape the beginning and end of reverb", "assignment": "Open Studio ’76 on the shared wet return and start with the captured Plate preset. Compare 0.8 s and 2.1 s decay while holding pre-delay and return level fixed. Return decay to your preference and compare a short pre-delay with 99 ms. Listen to the first consonant, the middle of the phrase, and the gap before the next phrase. Choose a balance and state what you traded away: immediacy, spaciousness, rhythmic definition, or tail length.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "reverb-delay-6", "lesson_number": 6, "title": "6. Make space without mud", "assignment": "Compare the dry vocal with the effect return. Keep dry-path EQ unchanged. Reduce the reverb’s high-frequency content and listen to sibilants and tail brightness. Where return UNIQUEL-IZER is available, apply a cautious high-pass filter to the wet return and compare low-frequency buildup. Add Bass and Rhodes back to the listening comparison and adjust the return level. Draw whether your EQ sits before or after the reverb and explain which signal it changes.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "reverb-delay-7", "lesson_number": 7, "title": "7. Create movement with automation", "assignment": "Identify a phrase ending and the next musical event. Write both timeline positions. Rehearse a small delay-blend or send move, listening to where the repeats land. Use a send-automation lane to record the move, or place a separately processed effect region at the chosen time. If you are completing the listening-study route, draw the timed move and explain the expected result. Replay from before the entrance through the complete tail and the next phrase. Describe whether the automation controls effect input, effect output, or dry-track level, and retain the starting state.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Demonstrate the relevant controls or file operations and explain what changes at the input and output." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "reverb-delay-8", "lesson_number": 8, "title": "8. Build a convincing sense of depth", "assignment": "Choose a near source and a supporting source and write the intended relationship. Use Studio ’76 as a shared wet return; vary source contributions rather than replacing the dry mix. Add one Artist Pro delay only if it improves a phrase or rhythm. Record timing and feedback separately. Compare at similar listening level across a busy passage and an exposed ending, checking tails and headroom. Submit the route and listening analysis, then take the knowledge assessment. Preserve your session for further work.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "teacher_practice": [ { "standard": "teach", "task": "Prepare and teach “1. Hear direct sound and reflections.” Demonstrate the task, then have learners complete it independently.", "evidence": "A teaching plan, demonstration or teach-back, and learner work showing the result.", "criterion": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective." }, { "standard": "adapt", "task": "Adapt one practical assignment for a learner with limited equipment, a different way of accessing instructions, or a different way of presenting the result.", "evidence": "The original task, the adapted route and the shared assessment criteria.", "criterion": "Name a specific access or learning need and provide a usable alternative that preserves the intended skill." }, { "standard": "assess", "task": "Use “8. Build a convincing sense of depth” to assess the learner’s decisions and finished work. Plan feedback and a second attempt for one unmet criterion.", "evidence": "An annotated rubric, specific feedback, revised work and a brief comparison.", "criterion": "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity." } ], "readiness": { "pathway": "specialize", "fit": "About 16–18 after basic mixing; experienced younger learners may take it with guidance.", "prioritySkills": "Depth, timing, sends and returns; controlled ambience decisions.", "priorSkills": "Can use a send and return and compare a dry and processed passage.", "equipment": "ArtistPro studio, supplied session, reverb and delay tools, headphones.", "expectedTime": "Plan 8–12 hours for eight lessons and labs.", "teacherGuidance": "Teacher edition required for school use; check level, routing, and musical purpose.", "educationTitle": "Shaping Your Sound with Reverb and Delay — Mixing Elective", "teacherEditionUrl": "/learn/access.php?resource=teaching/shaping-reverb-delay/teacher.html" } }, { "id": "shaping-mixers-mixing", "title": "Shaping Your Sound with Mixers and Mixing", "course_url": "/learn/courses/shaping-mixers-mixing.html", "audience": "advanced", "lesson_count": 8, "mapped_checkpoint_count": 8, "rows": [ { "id": "mixers-mixing-1", "lesson_number": 1, "title": "1. Read the console as a signal path", "assignment": "Open Session library → Street Life — plugin demo and allow the 11 tracks to load. Save a separate practice project before changing the mix. Select Vocal and inspect SIGNAL FLOW. Draw its main route and one effects branch. Label the insert, send, return, and master output. Follow each route while listening.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "mixers-mixing-2", "lesson_number": 2, "title": "2. Set levels without hiding overload", "assignment": "Start from your saved plugin-demo copy with record arms off. Inspect Vocal, a strong Drums passage, their processors and the master output. Compare a modest track-level reduction with a physical monitoring-volume reduction where available. Record which meter or output changed; do not deliberately clip your speakers or hardware.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Demonstrate the relevant controls or file operations and explain what changes at the input and output." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "mixers-mixing-3", "lesson_number": 3, "title": "3. Build the static balance", "assignment": "Write a one-sentence mix intention. Use a saved copy and establish a balance with level controls before adding new processing. Listen near 00:45, then select one contrasting section by ear. Save a static-balance version and identify two moments that may need later movement.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "mixers-mixing-4", "lesson_number": 4, "title": "4. Place parts and resolve competition", "assignment": "Identify a supporting part that competes with Vocal. Compare a small level change, then a placement change; change one control at a time. Return to the full ensemble after each solo investigation. Write what improved and what became less useful.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "mixers-mixing-5", "lesson_number": 5, "title": "5. Use processing as part of the mix", "assignment": "Select one problem in Vocal or another supplied track. Use the relevant artistpro plugin and record the actual settings. Compare bypass and active in context, compensating for an obvious level change. Reject one setting and explain its audible cost.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "mixers-mixing-6", "lesson_number": 6, "title": "6. Build shared space and a useful cue mix", "assignment": "Create a modest shared Studio ’76 send in your saved mix. Listen before and after a phrase; document send and return settings. Open Headphone cue mix and read the actual route description. Draw the main and cue paths. If you have a four-output interface, assign the cue pair and listen through the headphones connected to it.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "mixers-mixing-7", "lesson_number": 7, "title": "7. Make purposeful moves and preserve recall", "assignment": "Choose one section-specific level change from your earlier notes. Save a checkpoint and make the move with the actual automation controls. Replay the interval and document the audible change. Keep a cue entry naming track, time, musical event, goal and recovery version.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Demonstrate the relevant controls or file operations and explain what changes at the input and output." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "mixers-mixing-8", "lesson_number": 8, "title": "8. Verify and explain the finished mix", "assignment": "Play the whole mix and resolve any unintended mute, solo or missing source. Compare against the static version at similar listening level. Export, reopen the file and audition its beginning, one automation move and ending. Submit the practical analysis and retain the project plus export.", "practice_steps": [], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works." ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "teacher_practice": [ { "standard": "teach", "task": "Prepare and teach “1. Read the console as a signal path.” Demonstrate the task, then have learners complete it independently.", "evidence": "A teaching plan, demonstration or teach-back, and learner work showing the result.", "criterion": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective." }, { "standard": "adapt", "task": "Adapt one practical assignment for a learner with limited equipment, a different way of accessing instructions, or a different way of presenting the result.", "evidence": "The original task, the adapted route and the shared assessment criteria.", "criterion": "Name a specific access or learning need and provide a usable alternative that preserves the intended skill." }, { "standard": "assess", "task": "Use “8. Verify and explain the finished mix” to assess the learner’s decisions and finished work. Plan feedback and a second attempt for one unmet criterion.", "evidence": "An annotated rubric, specific feedback, revised work and a brief comparison.", "criterion": "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity." } ], "readiness": { "pathway": "build", "fit": "About 15–18 after basic recording and signal flow.", "prioritySkills": "Mixer signal flow; balance; buses and sends; explaining a mix decision.", "priorSkills": "Can identify track input, output, fader, bus, and a saved project.", "equipment": "DAW with the supplied session, headphones, and a second playback system when available.", "expectedTime": "Plan 8–12 hours for eight lessons and labs.", "teacherGuidance": "Teacher recommended for first routing and listening comparisons.", "educationTitle": "Shaping Your Sound with Mixers and Mixing — Studio Elective", "teacherEditionUrl": "/learn/access.php?resource=teaching/shaping-mixers-mixing/teacher.html" } }, { "id": "shaping-multitrack-recording", "title": "Shaping Your Sound with Multitrack Recording", "course_url": "/learn/courses/shaping-multitrack-recording.html", "audience": "advanced", "lesson_count": 8, "mapped_checkpoint_count": 8, "rows": [ { "id": "multitrack-recording-1", "lesson_number": 1, "title": "1. Plan the performance and track layout", "assignment": "Write an arrangement brief and an overdub order for a short song section. Create a source/input/route/destination list. Identify one guide part and one later part that depends on it. Reserve recovery versions and decide which sources must stay independent.", "practice_steps": [], "evidence_requirement": "Keep the plan in a digital document. Include the intended result, resources, timing and a response to one likely change.", "standards": [ "plan" ], "assessment_criteria": [ "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback." ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "multitrack-recording-2", "lesson_number": 2, "title": "2. Understand the recorder and monitoring modes", "assignment": "Download shaping-recording-practice.apstudio from the course overview. In apStudio choose SESSION / FILES → Open and select that file. Confirm Drums take 1 uses Bus 1–2 and Bass overdub uses Bus 3. Their initial destination timelines are empty; the prerecorded source excerpts are in the buses. Identify a prerecorded source bus and the separate physical-input option. Explain the difference between input, arm, transport Record and monitoring.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Demonstrate the relevant controls or file operations and explain what changes at the input and output." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "multitrack-recording-3", "lesson_number": 3, "title": "3. Set record gain and performer monitoring", "assignment": "Select the intended destination input and leave unrelated tracks disarmed. Play a known strong source passage and identify recording versus playback meters. Adjust listening level without assuming it changes record gain. For physical work, capture and replay a short test before committing to a take.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Demonstrate the relevant controls or file operations and explain what changes at the input and output." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "multitrack-recording-4", "lesson_number": 4, "title": "4. Record and keep the foundation", "assignment": "Choose a short supplied bus interval and an intended destination. Record the interval and inspect the resulting region and input identity. Replay the start and end, then retain and name the first take. Record the second take onto a new track. Keep the first take so you can compare them.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Demonstrate the relevant controls or file operations and explain what changes at the input and output." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "multitrack-recording-5", "lesson_number": 5, "title": "5. Overdub with a deliberate listening plan", "assignment": "Add a supplied bus part or a new performance alongside the foundation. Confirm only the intended new destination is armed. Replay the combined result and record one musical observation. Plan a punch interval with lead-in and lead-out; perform it only after verifying the available controls and preserving the original.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Demonstrate the relevant controls or file operations and explain what changes at the input and output." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "multitrack-recording-6", "lesson_number": 6, "title": "6. Bounce deliberately and preserve options", "assignment": "Plan a submix from two or more parts and list the decisions it would commit. Save a checkpoint and identify which independent sources will remain. If rendering the submix, verify its route and range, then compare it with the original combination. Document whether processing and tails are included.", "practice_steps": [], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works." ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "multitrack-recording-7", "lesson_number": 7, "title": "7. Edit the sound, not just the grid", "assignment": "Choose one boundary with audible material on both sides. Save the original and make a small reversible edit. Compare the join in isolation and in the full phrase. Record one rejected edit and identify how to restore the original.", "practice_steps": [], "evidence_requirement": "Keep the original and edited versions. Identify the changed passage and audition its entrance, join and ending.", "standards": [ "edit" ], "assessment_criteria": [ "Retain the source, make the intended edit, and audition the boundaries and the finished passage." ], "assessed_focus": "Retain the source, make the intended edit, and audition the boundaries and the finished passage.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "multitrack-recording-8", "lesson_number": 8, "title": "8. Organize, reopen and hand off the session", "assignment": "Save and reopen the project; verify track names, regions, inputs and source availability. Replay the foundation and added layer. Keep a reference export plus take/track/edit notes. Submit the session, reference mix, and recording notes. Identify any work still needed before delivery.", "practice_steps": [], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works." ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "teacher_practice": [ { "standard": "teach", "task": "Prepare and teach “1. Plan the performance and track layout.” Demonstrate the task, then have learners complete it independently.", "evidence": "A teaching plan, demonstration or teach-back, and learner work showing the result.", "criterion": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective." }, { "standard": "adapt", "task": "Adapt one practical assignment for a learner with limited equipment, a different way of accessing instructions, or a different way of presenting the result.", "evidence": "The original task, the adapted route and the shared assessment criteria.", "criterion": "Name a specific access or learning need and provide a usable alternative that preserves the intended skill." }, { "standard": "assess", "task": "Use “8. Organize, reopen and hand off the session” to assess the learner’s decisions and finished work. Plan feedback and a second attempt for one unmet criterion.", "evidence": "An annotated rubric, specific feedback, revised work and a brief comparison.", "criterion": "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity." } ], "readiness": { "pathway": "build", "fit": "About 15–18 after a basic recording project.", "prioritySkills": "Track preparation; overdubbing; session integrity; recoverable handoff.", "priorSkills": "Can record and reopen one track and identify the original audio files.", "equipment": "DAW, headphones, supplied multitrack session; interface and microphone for capture work.", "expectedTime": "Plan 8–12 hours for eight lessons and labs.", "teacherGuidance": "Teacher recommended; witnessed capture is required when that skill is assessed.", "educationTitle": "Shaping Your Sound with Multitrack Recording — Recording Elective", "teacherEditionUrl": "/learn/access.php?resource=teaching/shaping-multitrack-recording/teacher.html" } }, { "id": "beginning-mixing", "title": "Beginning Mixing", "course_url": "/learn/courses/beginning-mixing.html", "audience": "advanced", "lesson_count": 16, "mapped_checkpoint_count": 16, "rows": [ { "id": "mixing-01", "lesson_number": 1, "title": "1. Hear the song before you touch a control", "assignment": "Follow the access check first. Protect existing work, then load Session library → Street Life — plugin demo if it is available to your account. Listen from the start with recording disarmed. Write the foreground, groove, and supporting parts. Choose three moments to revisit and state one musical goal for each.", "practice_steps": [], "evidence_requirement": "Identify the intended expression and point to two audible details that support your interpretation.", "standards": [ "interpret" ], "assessment_criteria": [ "Identify the intended expression and explain how specific musical elements and production choices convey it." ], "assessed_focus": "Identify the intended expression and explain how specific musical elements and production choices convey it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "mixing-02", "lesson_number": 2, "title": "2. Build a reliable listening routine", "assignment": "Set a comfortable monitoring level and keep it fixed for the first pass. Listen to your chosen Street Life passage in stereo, then use a mono monitoring option if available. Check the same passage on a second familiar system and record what remains consistent.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "mixing-03", "lesson_number": 3, "title": "3. Prepare a session you can reopen", "assignment": "Confirm the supplied demo tracks loaded and record the actual inventory. Save a separate Beginning Mixing project only if supported. Solo each source briefly, then return to the ensemble. Record its name and musical role. Save a starting version before edits or processing and reopen it to confirm the audio is available.", "practice_steps": [], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works." ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "mixing-04", "lesson_number": 4, "title": "4. Set levels and preserve headroom", "assignment": "Play a strong Street Life passage and inspect track and master meters. Lower an overloaded input at the stage responsible; replay the same moment. Save a conservative balance and document where you checked for clipping.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Demonstrate the relevant controls or file operations and explain what changes at the input and output." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "mixing-05", "lesson_number": 5, "title": "5. Make a static mix with faders", "assignment": "Bypass added processing in your saved course copy. Build a balance around Vocal, Bass, and the stereo Drums source, then add the remaining parts. Check two contrasting sections and save a static-mix checkpoint.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "mixing-06", "lesson_number": 6, "title": "6. Place sounds without losing the center", "assignment": "Keep Vocal, Bass, and Drums stable while moving one supporting mono part. Compare narrow and wider placements at the same passage. Use available mono monitoring and record any loss of an essential part.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "mixing-07", "lesson_number": 7, "title": "7. Use EQ for a specific audible change", "assignment": "Watch the captured EQ demonstration; the source is Street Life Vocal at 00:45. In your own copy, compare bypass with a bell cut around 350 Hz. Start at −3 dB and note the bandwidth. Check the vocal with the ensemble and compensate for a meaningful level difference before choosing.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "mixing-08", "lesson_number": 8, "title": "8. Resolve masking without emptying the mix", "assignment": "Choose one Street Life passage where Vocal competes with a supporting part. Test a small fader reduction first, then a modest EQ change on the supporting part if needed. Compare both alternatives with the ensemble and document any loss of useful tone.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "mixing-09", "lesson_number": 9, "title": "9. Control level with compression", "assignment": "Select Vocal in your Street Life course copy and open D1. Try a moderate ratio and adjust threshold until the chosen phrases show useful reduction. Compare with bypass at similar perceived level and record both clarity and side effects.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "mixing-10", "lesson_number": 10, "title": "10. Hear attack and release", "assignment": "Watch the D1 comparison and identify the two attack settings. Reproduce the stated threshold, ratio, and release on Vocal; compare 20 ms and 1 ms attacks. Adjust release separately and explain how the recovery affects the next phrase.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "mixing-11", "lesson_number": 11, "title": "11. Use expansion and gates carefully", "assignment": "Identify an actual pause or low-level distraction on a Street Life source. Try gentle expansion in an available processor, then test phrase endings and quiet events. Compare with bypass and keep the unprocessed version if the tradeoff is worse.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "mixing-12", "lesson_number": 12, "title": "12. Create depth with a shared reverb", "assignment": "Keep Vocal routed dry to the master and create a send to a shared reverb return if available. Set the return effect fully wet, then start with a low send. Compare two decay choices, check the next phrase, and save your preferred routing.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "mixing-13", "lesson_number": 13, "title": "13. Choose delay and other effects with intent", "assignment": "In your Street Life copy, test a quiet single-repeat vocal delay on an available send. Compare a short repeat with a longer rhythmic response and listen across the next lyric. Test one optional color effect on a supporting part, then check the full mix and mono if available.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "mixing-14", "lesson_number": 14, "title": "14. Use automation to guide attention", "assignment": "Save a pre-automation checkpoint in your Street Life project. Use an available volume automation lane to support one obscured phrase or featured fill. Replay across both boundaries of the move, then verify it in a short export if export is available.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Demonstrate the relevant controls or file operations and explain what changes at the input and output." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "mixing-15", "lesson_number": 15, "title": "15. Compare revisions and finish the mix", "assignment": "Compare your current Street Life mix with the saved static balance at similar loudness. Listen from beginning to ending and address one high-priority revision. Export if your studio access permits it; reopen the file and check beginning, ending, and the revised passage.", "practice_steps": [], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works." ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "mixing-16", "lesson_number": 16, "title": "16. Complete your independent mixing project", "assignment": "Keep the starting and final project versions, comparison audio, and listening notes. Complete the final assignment through studio practice or the supplied listening examples. Review the lessons, pass the 40-question assessment, and submit your coursework.", "practice_steps": [], "evidence_requirement": "Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.", "standards": [ "portfolio" ], "assessment_criteria": [ "Select relevant work, identify individual contributions, and explain the process, result and next learning step." ], "assessed_focus": "Select relevant work, identify individual contributions, and explain the process, result and next learning step.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "teacher_practice": [ { "standard": "teach", "task": "Prepare and teach “1. Hear the song before you touch a control.” Demonstrate the task, then have learners complete it independently.", "evidence": "A teaching plan, demonstration or teach-back, and learner work showing the result.", "criterion": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective." }, { "standard": "adapt", "task": "Adapt one practical assignment for a learner with limited equipment, a different way of accessing instructions, or a different way of presenting the result.", "evidence": "The original task, the adapted route and the shared assessment criteria.", "criterion": "Name a specific access or learning need and provide a usable alternative that preserves the intended skill." }, { "standard": "assess", "task": "Use “16. Complete your independent mixing project” to assess the learner’s decisions and finished work. Plan feedback and a second attempt for one unmet criterion.", "evidence": "An annotated rubric, specific feedback, revised work and a brief comparison.", "criterion": "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity." } ], "readiness": { "pathway": "build", "fit": "About 15–18 after a first multitrack project.", "prioritySkills": "Listening goals; balance; EQ and dynamics decisions; revisions and translation.", "priorSkills": "Can save a separate session and identify the musical role of each track.", "equipment": "DAW and supplied Street Life session, headphones, and a familiar second playback system.", "expectedTime": "Plan 16–24 hours for 16 lessons and revisions.", "teacherGuidance": "Teacher recommended for feedback and level-matched comparisons.", "educationTitle": "Beginning Mixing — Studio Elective", "teacherEditionUrl": "/learn/access.php?resource=teaching/beginning-mixing/teacher.html" } }, { "id": "guitar-tone", "title": "Understanding Guitar Tone: Recording and Performance", "course_url": "/learn/courses/guitar-tone.html", "audience": "advanced", "lesson_count": 24, "mapped_checkpoint_count": 24, "rows": [ { "id": "tone-01", "lesson_number": 1, "title": "1. Hear tone as a musical role", "assignment": "Listen to the reference without looking at controls. Write one musical role and three audible qualities. Choose one change to test and state what would count as improvement.", "practice_steps": [], "evidence_requirement": "Identify the intended expression and point to two audible details that support your interpretation.", "standards": [ "interpret" ], "assessment_criteria": [ "Identify the intended expression and explain how specific musical elements and production choices convey it." ], "assessed_focus": "Identify the intended expression and explain how specific musical elements and production choices convey it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "tone-02", "lesson_number": 2, "title": "2. The player is the first tone control", "assignment": "Record the same phrase with two attack strengths. Keep input gain fixed and check that neither recording clips. Compare attack and decay, then listen within the arrangement.", "practice_steps": [], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "Select and connect the equipment, record the planned material, and replay it to verify the capture." ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "tone-03", "lesson_number": 3, "title": "3. Pickups, loading, and guitar controls", "assignment": "Record a fixed phrase at two guitar-volume settings. Compare first at their natural levels, then at matched listening levels. Repeat with the tone control and describe frequency balance separately from loudness.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "tone-04", "lesson_number": 4, "title": "4. Build a signal path you can explain", "assignment": "Open a saved course copy in apStudio. Add Velcro Underground or one artistpro pedal and trace its input and output. Write the routing and make a bypass comparison before adding another process.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "tone-05", "lesson_number": 5, "title": "5. Separate input drive from output level", "assignment": "Compare low and high drive at comfortable level. Describe one change in attack and one in sustained texture. Reproduce the comparison with input drive changing and output level compensated.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "tone-06", "lesson_number": 6, "title": "6. Distortion, harmonics, and note separation", "assignment": "Compare a single note and a chord through the same drive setting. Increase drive while compensating output level. Describe note separation and save a clean source for future comparisons.", "practice_steps": [], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it." ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "tone-07", "lesson_number": 7, "title": "7. EQ before drive and EQ after drive", "assignment": "Listen to EQ-before-drive and EQ-after-drive. Write what changes despite identical parameter values. Reproduce both orders and judge them in context.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "tone-08", "lesson_number": 8, "title": "8. Compression and the shape of a note", "assignment": "Compare light and heavy sensitivity. Describe the attack-to-body relationship and noise between phrases. Test the compressor before and after drive in a saved copy.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "tone-09", "lesson_number": 9, "title": "9. Noise, bypass, and useful silence", "assignment": "Listen to a quiet interval and a sustained decay. Bypass one stage at a time and note where noise changes. If using a gate, test your softest intended note and longest useful decay.", "practice_steps": [], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "State the problem and expected result, test a controlled change, and use the result to choose the next action." ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "tone-10", "lesson_number": 10, "title": "10. Modulation as controlled motion", "assignment": "Compare subtle and deep chorus on the same phrase. Listen to the slow phaser and describe the moving quality. Test your preferred setting in stereo and mono.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "tone-11", "lesson_number": 11, "title": "11. Delay, repeats, and the spaces between notes", "assignment": "Compare the short and long delay. Change feedback without changing blend, then reverse that test. Rehearse a switch while a tail is still sounding.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "tone-12", "lesson_number": 12, "title": "12. Reverb and a believable sense of space", "assignment": "Create dry and modest-reverb versions using your processor. Compare the same setting on sparse and busy phrases. Test reduced effect level and shorter duration separately.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "tone-13", "lesson_number": 13, "title": "13. Speakers, cabinets, and recording perspective", "assignment": "Choose either a real microphone-position test or a modeled cabinet comparison. Keep the source and other settings fixed. Label the test as physical or modeled and describe the audible result.", "practice_steps": [], "evidence_requirement": "Include a labeled placement sketch and microphone information from its manufacturer. Record whether you made the capture yourself, observed a demonstration, or analyzed supplied audio. Practical microphone operation requires a witnessed capture.", "standards": [ "mic" ], "assessment_criteria": [ "Compare microphone behavior, justify placement and connections, and check the result against the recording purpose." ], "assessed_focus": "Compare microphone behavior, justify placement and connections, and check the result against the recording purpose.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "tone-14", "lesson_number": 14, "title": "14. Combine paths without losing the guitar", "assignment": "Compare each branch alone and then the blend. Check the blend in mono and note lost or reinforced regions. Distinguish a polarity test from a timing adjustment in your notes.", "practice_steps": [], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it." ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "tone-15", "lesson_number": 15, "title": "15. Make the recorded tone work in the arrangement", "assignment": "Compare the EQ examples alone, then in the arrangement. Try level and arrangement changes before adding another effect. Save a version and explain the guitar’s relationship to bass and foreground.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "tone-16", "lesson_number": 16, "title": "16. Translate the tone to performance", "assignment": "Build and save rhythm, feature, and spacious versions. Rehearse switching, tails, mono translation, and output levels. Write a final analysis with tested conditions and any physical tests still pending.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "tone-17", "lesson_number": 17, "title": "17. Effect families: what changes, and what drives the change", "assignment": "Choose one level, one drive, one filter and one time effect from the pictured pedal library. Keep the phrase and monitoring level fixed. Describe attack, harmonic density, motion and tail separately. Compare tremolo with an attack-driven filter: does the motion follow the clock or your playing?", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "tone-18", "lesson_number": 18, "title": "18. Build a pedalboard with an audible purpose", "assignment": "Choose a passage and write a goal such as clear rhythm behind the vocal; describe the attack and space you want. Start with amp and cabinet only. Identify one audible problem, then add a drive, filter, dynamics or time effect only if it addresses that problem. Compare EQ before and after drive at matched listening level. Explain which order gives useful note separation for this part. Try another pickup, guitar or attack strength. Adjust the relevant stage and explain why copying the original setting did not give the same behavior. Return to the arrangement, bypass each added effect and keep the simplest chain that serves the goal.", "practice_steps": [], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "State the problem and expected result, test a controlled change, and use the result to choose the next action." ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "tone-19", "lesson_number": 19, "title": "19. Buffers, loading and the OBEL distinction", "assignment": "Place OBEL on a recorded track and compare active with bypass at the same level. Draw the physical pickup, buffer, send, effects return and final volume path for the wiring you actually have. Explain which parts of that diagram happen before conversion into digital audio.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "tone-20", "lesson_number": 20, "title": "20. Attack-driven filters and silence-reset swells", "assignment": "Compare Quackmaster sensitivity 0.65, Peak 0.50, LP, full wet with the reference. Set Wah Volume to Volume/Swell, position 1.0, trigger −46 dB; compare rise 180 ms and 900 ms. Play separated notes with muted gaps, then legato notes. Raise the trigger above the idle noise and document rearming. Repeat with softer and stronger attacks. Set sensitivity or trigger for the signal you actually have, then compare muted gaps with legato playing.", "practice_steps": [], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "State the problem and expected result, test a controlled change, and use the result to choose the next action." ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "tone-21", "lesson_number": 21, "title": "21. Choose an amplifier by behavior", "assignment": "Choose two amplifier images and list a listening goal for each. Keep the cabinet fixed; match output and compare attack, breakup and chord separation. Save the preferred amp, then compare two cabinets without changing its gain. Try a different pickup or attack strength. Restore the desired breakup with input or gain before matching final output; explain why the original numbers needed adjustment.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "tone-22", "lesson_number": 22, "title": "22. Cabinets, microphone types and profile choices", "assignment": "Compare Flat reference, dynamic-style curve and condenser cardioid curve at matched playback level. Keep amp and cabinet fixed while comparing two target profiles. With your physical cabinet, record center/edge and near/far tests, then check any two-mic blend in mono. Name the capture problem first: harsh attack, excess bass, spill or phase cancellation. Compare a placement or profile change appropriate to that problem, and explain its limits.", "practice_steps": [], "evidence_requirement": "Include a labeled placement sketch and microphone information from its manufacturer. Record whether you made the capture yourself, observed a demonstration, or analyzed supplied audio. Practical microphone operation requires a witnessed capture.", "standards": [ "mic" ], "assessment_criteria": [ "Compare microphone behavior, justify placement and connections, and check the result against the recording purpose." ], "assessed_focus": "Compare microphone behavior, justify placement and connections, and check the result against the recording purpose.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "tone-23", "lesson_number": 23, "title": "23. Series and parallel: clarity, character and space", "assignment": "Choose a goal: a unified lead tone or a clear anchor with a moving layer. Draw the processes needed to achieve it. Hear the anchor alone in the arrangement. Add the second path gradually, match final level and name what it improves or obscures. Compare motion on the added branch with motion after the combined paths. Explain the effect on attack stability and clarity. Check the blend in mono. If low notes or chords become hollow, reduce the added path and compare simpler processing choices. Adapt the preferred route to a dense and a sparse passage; save the version that leaves the important musical events clear.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "tone-24", "lesson_number": 24, "title": "24. Build rhythm, lead and spacious tones for the song", "assignment": "Choose a passage and describe the musical role, desired attack, body, sustain and space for each of your three tones. Compare the supplied examples at comfortable matched level. Write one useful quality and one possible problem in each, then listen in the arrangement. Choose one example as a starting point. Change one stage to address a named problem; preserve a before/after comparison and explain the result. Try a different pickup, guitar, attack strength or passage. Adjust input drive, frequency balance or space according to what actually changed. Check mono, level transitions and tails through your intended destination. Save three usable tones and explain the choices in your final analysis.", "practice_steps": [], "evidence_requirement": "Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.", "standards": [ "portfolio" ], "assessment_criteria": [ "Select relevant work, identify individual contributions, and explain the process, result and next learning step." ], "assessed_focus": "Select relevant work, identify individual contributions, and explain the process, result and next learning step.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "teacher_practice": [ { "standard": "teach", "task": "Prepare and teach “1. Hear tone as a musical role.” Demonstrate the task, then have learners complete it independently.", "evidence": "A teaching plan, demonstration or teach-back, and learner work showing the result.", "criterion": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective." }, { "standard": "adapt", "task": "Adapt one practical assignment for a learner with limited equipment, a different way of accessing instructions, or a different way of presenting the result.", "evidence": "The original task, the adapted route and the shared assessment criteria.", "criterion": "Name a specific access or learning need and provide a usable alternative that preserves the intended skill." }, { "standard": "assess", "task": "Use “24. Build rhythm, lead and spacious tones for the song” to assess the learner’s decisions and finished work. Plan feedback and a second attempt for one unmet criterion.", "evidence": "An annotated rubric, specific feedback, revised work and a brief comparison.", "criterion": "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity." } ], "readiness": { "pathway": "specialize", "fit": "About 16–18 with guitar or recording experience; younger players may enter through a practical review.", "prioritySkills": "Player and guitar choices; gain staging; pedal and amp routing; recorded tone in a mix.", "priorSkills": "Can trace an instrument signal path and record a repeatable comparison.", "equipment": "Guitar, amplifier or simulator, pedals or supplied examples, DAW and headphones.", "expectedTime": "Plan 24–36 hours for 24 lessons and tone projects.", "teacherGuidance": "Teacher edition required for school use; supervise powered gear and listening levels.", "educationTitle": "Guitar Tone: Recording and Performance — Studio Elective", "teacherEditionUrl": "/learn/access.php?resource=teaching/guitar-tone/teacher.html" } }, { "id": "music-publishing-business", "title": "The Music Publishing Business Course", "course_url": "/learn/courses/music-publishing-business.html", "audience": "advanced", "lesson_count": 18, "mapped_checkpoint_count": 18, "rows": [ { "id": "chapter-1", "lesson_number": 1, "title": "The business behind the song", "assignment": "Draw two boxes for Evening Train, one for the composition and one for the master. Put each participant in the proper box, mark unresolved interests, and list the evidence needed before you could approve a film use. The completed drawing should make uncertainty visible rather than filling gaps with assumed ownership.", "practice_steps": [], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources." ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "chapter-2", "lesson_number": 2, "title": "Building the catalog record", "assignment": "Build a record for Evening Train containing its 60/40 authorship split, two recording versions, one unresolved master agreement, and a future administration end date. Another student should be able to identify every unresolved item without asking the person who entered it.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "chapter-3", "lesson_number": 3, "title": "Starting a publishing company", "assignment": "Prepare a twelve-month budget for a twenty-song startup. Include a three-month collection delay, a writer advance, professional fees, and a reserve for an unexpected dispute. State which planned activity you would reduce first if collections were half your forecast.", "practice_steps": [], "evidence_requirement": "Keep the figures or observations in a spreadsheet or other digital table. Show each calculation or comparison and explain the decision it supports.", "standards": [ "data" ], "assessment_criteria": [ "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records." ], "assessed_focus": "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "chapter-4", "lesson_number": 4, "title": "Acquiring songs and valuing catalogs", "assignment": "Value a five-song catalog using normalized retained income. Give one song a title dispute, one a major one-time license, and one an approaching contractual reversion. Present a price range and explain which documents could change it. Do not hide unresolved ownership in a discount without identifying the problem.", "practice_steps": [], "evidence_requirement": "Keep the figures or observations in a spreadsheet or other digital table. Show each calculation or comparison and explain the decision it supports.", "standards": [ "data" ], "assessment_criteria": [ "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records." ], "assessed_focus": "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "chapter-5", "lesson_number": 5, "title": "Copyright ownership registration and duration", "assignment": "Prepare a rights checklist for a newly recorded version of a 1930 song using a 1990 arrangement. Do not decide the answer from the oldest date alone. Identify the composition, arrangement, recording, publication facts, and permissions that must be checked.", "practice_steps": [], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources." ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "chapter-6", "lesson_number": 6, "title": "Negotiating songwriter agreements", "assignment": "Compare two fictional offers: a larger advance with broad deductions and long control, and a smaller advance with narrower rights and stronger reversion. Calculate one year's writer credit under each. Then identify a nonfinancial term that could outweigh the cash difference.", "practice_steps": [], "evidence_requirement": "Keep the figures or observations in a spreadsheet or other digital table. Show each calculation or comparison and explain the decision it supports.", "standards": [ "data" ], "assessment_criteria": [ "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records." ], "assessed_focus": "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "chapter-7", "lesson_number": 7, "title": "Co publishing and administration", "assignment": "Prepare a one-page authority schedule for Evening Train. Lena's company controls her 60 percent in the United States; Omar's administrator handles his 40 percent worldwide; a separate agent handles Lena's European interest. Show who may quote a U.S. film use, a European advertisement, and a worldwide exclusive campaign. Mark every approval still required.", "practice_steps": [], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources." ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "chapter-8", "lesson_number": 8, "title": "Mechanical licensing and streaming royalties", "assignment": "Calculate the whole-work statutory amounts for 2,000 units of a 3:45 song and 2,000 units of a 6:01 song using the stated 2026 rate. Then allocate 60 percent to Lena's interest. Explain why neither calculation gives the amount due for 2,000 interactive streams.", "practice_steps": [], "evidence_requirement": "Keep the figures or observations in a spreadsheet or other digital table. Show each calculation or comparison and explain the decision it supports.", "standards": [ "data" ], "assessment_criteria": [ "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records." ], "assessed_focus": "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "chapter-9", "lesson_number": 9, "title": "Public performance and collection societies", "assignment": "A student receives a master-distribution statement, a BMI statement, and an MLC statement for the same song. Identify the right associated with each, the identifiers needed to match them, and why the amounts cannot be combined into a single universal per-stream rate.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "chapter-10", "lesson_number": 10, "title": "Synchronization and audiovisual licensing", "assignment": "Draft a clearance brief for a fictional documentary using twenty seconds of Evening Train and its existing master. Then change the request to a paid advertisement. Identify every term that needs reconsideration rather than copying the first quote.", "practice_steps": [], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources." ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "chapter-11", "lesson_number": 11, "title": "International rights and collections", "assignment": "Draw two international collection routes for Evening Train, one using a reciprocal society relationship and one involving a subpublisher. Identify possible fees, approvals, currency conversion, and the records required to reconcile each route. Explain which facts would justify paying for a local creative partner.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "chapter-12", "lesson_number": 12, "title": "Print lyrics and educational uses", "assignment": "Prepare a permission brief for a lesson that includes a score excerpt, sung demonstration, on-screen lyric, downloadable worksheet, and promotional trailer. Identify which assets you created and which require additional authority. Do not assume the book permission covers the trailer.", "practice_steps": [], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources." ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "chapter-13", "lesson_number": 13, "title": "Theater and dramatic uses", "assignment": "A producer wants to use Evening Train as a character's recurring theme, rewrite a verse, film the show, and release a cast album. Prepare a list of separate permissions and approvals. Explain why a venue's ordinary music license does not answer the entire request.", "practice_steps": [], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources." ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "chapter-14", "lesson_number": 14, "title": "Advertising branded content and endorsements", "assignment": "Quote a three-month regional digital campaign for Evening Train with no lyric changes and no product-category exclusivity. Then list the additional information and approvals needed for worldwide television, a rewritten chorus, and an artist-voice simulation. Explain how the added rights affect each quote.", "practice_steps": [], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources." ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "chapter-15", "lesson_number": 15, "title": "Samples games platforms and artificial intelligence", "assignment": "Review three requests: sampling Lena's master, recreating its melody in a game, and using her voice to generate new lyrics. Make separate lists of composition, recording, identity, contract, and platform questions. The correct result is a clearance plan, not a blanket yes or no based on the word “AI.”", "practice_steps": [], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources." ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "chapter-16", "lesson_number": 16, "title": "Developing songs and finding uses", "assignment": "Prepare two pitches for Evening Train, one to a recording artist and one to a documentary editor. Select the appropriate version for each and explain the fit in two sentences. Attach a truthful clearance summary and a proposed follow-up date.", "practice_steps": [], "evidence_requirement": "Prepare the presentation digitally and identify its intended recipient. Explain why you chose these examples and this format.", "standards": [ "audience" ], "assessment_criteria": [ "Identify the intended recipient and adapt the selection, format and explanation to that recipient’s needs." ], "assessed_focus": "Identify the intended recipient and adapt the selection, format and explanation to that recipient’s needs.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "chapter-17", "lesson_number": 17, "title": "Marketing a publishing catalog", "assignment": "Design a ninety-day marketing plan for a ten-song catalog. Name one buyer group, the material it needs, the contact method, the budget, and the evidence you will review. Include a rule for stopping an activity that produces attention but no relevant inquiries.", "practice_steps": [], "evidence_requirement": "Keep the plan in a digital document. Include the intended result, resources, timing and a response to one likely change.", "standards": [ "plan" ], "assessment_criteria": [ "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback." ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "chapter-18", "lesson_number": 18, "title": "Accounting management and continuity", "assignment": "Close a fictional quarter for Evening Train. Reconcile one domestic receipt, one foreign remittance, a recoupable expense, and a late correction. Produce a writer statement and an exceptions list. A second student should be able to reproduce the payment without consulting the person who prepared it.", "practice_steps": [], "evidence_requirement": "Keep the figures or observations in a spreadsheet or other digital table. Show each calculation or comparison and explain the decision it supports.", "standards": [ "data" ], "assessment_criteria": [ "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records." ], "assessed_focus": "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "teacher_practice": [ { "standard": "teach", "task": "Prepare and teach “The business behind the song.” Demonstrate the task, then have learners complete it independently.", "evidence": "A teaching plan, demonstration or teach-back, and learner work showing the result.", "criterion": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective." }, { "standard": "adapt", "task": "Adapt one practical assignment for a learner with limited equipment, a different way of accessing instructions, or a different way of presenting the result.", "evidence": "The original task, the adapted route and the shared assessment criteria.", "criterion": "Name a specific access or learning need and provide a usable alternative that preserves the intended skill." }, { "standard": "assess", "task": "Use “Accounting management and continuity” to assess the learner’s decisions and finished work. Plan feedback and a second attempt for one unmet criterion.", "evidence": "An annotated rubric, specific feedback, revised work and a brief comparison.", "criterion": "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity." } ], "readiness": { "pathway": "specialize", "fit": "About 16–18 with strong reading and numeracy; selected cases can serve younger learners.", "prioritySkills": "Copyright interests; catalog administration; licensing; cash flow and royalty records.", "priorSkills": "Can distinguish song and recording rights and work accurately with percentages.", "equipment": "Case files, spreadsheet or document editor, and internet access to verify sources.", "expectedTime": "Plan 45–60 hours for 18 substantial lessons and projects.", "teacherGuidance": "Teacher edition required for school use; check legal and royalty reasoning against current sources.", "educationTitle": "The Music Publishing Business Course — Advanced Career Elective", "teacherEditionUrl": "/learn/access.php?resource=teaching/music-publishing-business/teacher.html" } }, { "id": "midi-production-2026", "title": "MIDI Production: From First Performance to MIDI 2.0", "course_url": "/learn/courses/midi-production-2026.html", "audience": "advanced", "lesson_count": 24, "mapped_checkpoint_count": 24, "rows": [ { "id": "midi-01", "lesson_number": 1, "title": "A performance is not a recording", "assignment": "A three-sentence explanation of MIDI, audio, and project files, plus your organized working folder.", "practice_steps": [], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works." ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "midi-02", "lesson_number": 2, "title": "Find your way around the ArtistPro studio", "assignment": "A screenshot showing the ready instrument and a note naming the browser used.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Demonstrate the relevant controls or file operations and explain what changes at the input and output." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "midi-03", "lesson_number": 3, "title": "Record, export, and reopen", "assignment": "One .mid, one .apstudio, one audio render, and a reopen checklist with actual results.", "practice_steps": [], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works." ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "midi-04", "lesson_number": 4, "title": "Ports, channels, and one clear route", "assignment": "A labeled route diagram and a clear explanation of one potential loop.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "midi-05", "lesson_number": 5, "title": "Read a note before changing it", "assignment": "The edited MIDI file and a note describing the two independently changed properties.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Demonstrate the relevant controls or file operations and explain what changes at the input and output." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "midi-06", "lesson_number": 6, "title": "Velocity, pressure, sustain, and pitch", "assignment": "An expressive MIDI version and a short explanation of velocity versus pressure.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Demonstrate the relevant controls or file operations and explain what changes at the input and output." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "midi-07", "lesson_number": 7, "title": "Tempo, grid, and the sound of timing", "assignment": "Original and edited MIDI files plus one measured onset change.", "practice_steps": [], "evidence_requirement": "Keep the original and edited versions. Identify the changed passage and audition its entrance, join and ending.", "standards": [ "edit" ], "assessment_criteria": [ "Retain the source, make the intended edit, and audition the boundaries and the finished passage." ], "assessed_focus": "Retain the source, make the intended edit, and audition the boundaries and the finished passage.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "midi-08", "lesson_number": 8, "title": "Swing, humanization, and intentional variation", "assignment": "Two controlled comparisons, with timing and velocity changes kept separate.", "practice_steps": [], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "State the problem and expected result, test a controlled change, and use the result to choose the next action." ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "midi-09", "lesson_number": 9, "title": "Program drums as a performance", "assignment": "A two-bar pattern, a variation, and a drum-map note.", "practice_steps": [], "evidence_requirement": "Keep the editable digital sketches as well as listening copies. Identify a rhythmic, melodic or harmonic difference between the alternatives.", "standards": [ "ideas" ], "assessment_criteria": [ "Retain distinct rhythmic, melodic or harmonic ideas and explain how the digital tools helped produce them." ], "assessed_focus": "Retain distinct rhythmic, melodic or harmonic ideas and explain how the digital tools helped produce them.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "midi-10", "lesson_number": 10, "title": "Sampling: the source is part of the instrument", "assignment": "A sampler comparison and a complete sample-source entry.", "practice_steps": [], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources." ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "midi-11", "lesson_number": 11, "title": "FM: change the spectrum at the source", "assignment": "One custom voice, one performance and a before/after description of a single controlled change.", "practice_steps": [], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "State the problem and expected result, test a controlled change, and use the result to choose the next action." ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "midi-12", "lesson_number": 12, "title": "Layering, registers, and the mono check", "assignment": "A two-layer project and a written mono-compatibility observation.", "practice_steps": [], "evidence_requirement": "Retain the editable arrangement and its starting ideas. Explain how their placement or combination establishes the larger musical form.", "standards": [ "arrange" ], "assessment_criteria": [ "Show which musical ideas were selected and how their order, combination or development creates a larger work." ], "assessed_focus": "Show which musical ideas were selected and how their order, combination or development creates a larger work.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "midi-13", "lesson_number": 13, "title": "Higher resolution, with an audible purpose", "assignment": "A feature-specific compatibility checklist and a clear resolution explanation.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Demonstrate the relevant controls or file operations and explain what changes at the input and output." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "midi-14", "lesson_number": 14, "title": "Per-note expression and MPE", "assignment": "A short listening comparison and a feature-specific expression routing note.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Demonstrate the relevant controls or file operations and explain what changes at the input and output." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "midi-15", "lesson_number": 15, "title": "Discovery and Profiles: agreement before control", "assignment": "A completed capability worksheet that separates claims from actual tests.", "practice_steps": [], "evidence_requirement": "Record the digital source’s author or organization, location and date. Explain why it answers this question and what it leaves unresolved.", "standards": [ "research" ], "assessment_criteria": [ "Identify the source, check its authority and relevance, and distinguish a verified fact from an unanswered question." ], "assessed_focus": "Identify the source, check its authority and relevance, and distinguish a verified fact from an unanswered question.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "midi-16", "lesson_number": 16, "title": "UMP and transports without the jargon trap", "assignment": "A layered route diagram with one test at each layer.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "midi-17", "lesson_number": 17, "title": "Property Exchange and safe configuration", "assignment": "A saved instrument-state file and a configuration-change worksheet.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Demonstrate the relevant controls or file operations and explain what changes at the input and output." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "midi-18", "lesson_number": 18, "title": "Files, conversion, and the handoff package", "assignment": "A complete project folder with a list of its files. Reopen the project and check that nothing is missing.", "practice_steps": [], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works." ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "midi-19", "lesson_number": 19, "title": "Bring MIDI and live audio together", "assignment": "A hybrid or two-source project, plus a monitoring and alignment note.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Demonstrate the relevant controls or file operations and explain what changes at the input and output." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "midi-20", "lesson_number": 20, "title": "Arrange first, then shape the sound", "assignment": "Two alternatives and a domain-specific explanation of the chosen fix.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "midi-21", "lesson_number": 21, "title": "Automation, Clock, timecode, and transport", "assignment": "A synchronization diagram and a saved automation example or observation.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "midi-22", "lesson_number": 22, "title": "A diagnostic path from silence to sound", "assignment": "A diagnostic report with observations, not just a proposed cause.", "practice_steps": [], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "State the problem and expected result, test a controlled change, and use the result to choose the next action." ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "midi-23", "lesson_number": 23, "title": "Accessible practice and responsible collaboration", "assignment": "An accessible comparison description, source manifest and rubric review.", "practice_steps": [], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources." ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "midi-24", "lesson_number": 24, "title": "Capstone: a complete musical handoff", "assignment": "The complete capstone package, reopen proof and a self-review or instructor review.", "practice_steps": [], "evidence_requirement": "Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.", "standards": [ "portfolio" ], "assessment_criteria": [ "Select relevant work, identify individual contributions, and explain the process, result and next learning step." ], "assessed_focus": "Select relevant work, identify individual contributions, and explain the process, result and next learning step.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "teacher_practice": [ { "standard": "teach", "task": "Prepare and teach “A performance is not a recording.” Demonstrate the task, then have learners complete it independently.", "evidence": "A teaching plan, demonstration or teach-back, and learner work showing the result.", "criterion": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective." }, { "standard": "adapt", "task": "Adapt one practical assignment for a learner with limited equipment, a different way of accessing instructions, or a different way of presenting the result.", "evidence": "The original task, the adapted route and the shared assessment criteria.", "criterion": "Name a specific access or learning need and provide a usable alternative that preserves the intended skill." }, { "standard": "assess", "task": "Use “Capstone: a complete musical handoff” to assess the learner’s decisions and finished work. Plan feedback and a second attempt for one unmet criterion.", "evidence": "An annotated rubric, specific feedback, revised work and a brief comparison.", "criterion": "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity." } ], "readiness": { "pathway": "specialize", "fit": "About 15–18 after a first MIDI project; younger experienced producers may qualify.", "prioritySkills": "Expressive MIDI editing; instrument sound design; MIDI 2.0 capabilities; portable production.", "priorSkills": "Can edit and export MIDI, reopen a DAW project, and compare two renders.", "equipment": "DAW or ArtistPro studio, virtual instruments, headphones; MIDI 2.0 hardware is optional.", "expectedTime": "16–24 hours including independent production.", "teacherGuidance": "Instructor guide recommended for school use; teacher verifies portfolio and hardware claims.", "educationTitle": "MIDI Production to MIDI 2.0 — Advanced Elective", "teacherEditionUrl": "/learn/access.php?resource=midi-2026/Instructor-guide.html" } }, { "id": "music-production", "title": "Music Production: From Creative Vision to Finished Record", "course_url": "/learn/courses/music-production.html", "audience": "advanced", "lesson_count": 48, "mapped_checkpoint_count": 48, "rows": [ { "id": "lesson-1", "lesson_number": 1, "title": "Lesson 1 — The Producer’s Role: Vision, Judgment, and Responsibility", "assignment": "Choose a rough recording and listen once without stopping. Write a single sentence describing what should reach the listener. Then identify one moment that supports it and one moment that weakens it, using a timestamp or section name. Propose two possible causes for the weaker moment. Test one cause through a small change you can reverse. Save or record the original and the test with clear names. Write a short decision record using these fields: intention; observation; possible cause; action tested; what changed; what was lost; keep, undo, or defer; next responsibility and owner. For “After the Last Train,” a note might read: “At the first chorus entrance, the guitar answer covers the first vocal phrase. Leaving two beats open makes the words clearer, but the transition loses momentum. Keep the space and test a drum pickup next.” The guitarist and drummer now know what to try next.", "practice_steps": [], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "You have completed this lesson when another person can identify the intended result, the evidence behind your decision, and who must act next. If you are working alone, reread the record the following day without playing the track first. If you cannot tell what you meant, make the observation more specific. A decision to preserve the original can be a successful outcome." ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-2", "lesson_number": 2, "title": "Lesson 2 — Understanding the Artist and Defining the Record", "assignment": "Work with a partner, or answer in writing for your own project. Discuss the track’s emotional purpose, its strongest existing moment, what must be preserved, what remains uncertain, and one reference passage. Avoid naming equipment for the first ten minutes; this exercise is about establishing musical intention. Write a brief of no more than 250 words. Include two priorities you can hear, one open question, a practical constraint, and the approval arrangement. Read it back to the artist and ask them to correct it. Include the correction in the revised brief. Then imagine receiving enough resources to add any instrument you want. Name one addition you would decline because it does not serve the brief. Explain the effect it would have on the listener, not merely its cost.", "practice_steps": [], "evidence_requirement": "Keep the plan in a digital document. Include the intended result, resources, timing and a response to one likely change.", "standards": [ "plan" ], "assessment_criteria": [ "A useful brief lets two collaborators independently propose compatible next steps. If one proposes a crowded chorus and the other proposes a solo vocal, discover whether they are interpreting different words or consciously testing different paths. Revise vague language; preserve productive uncertainty as a question to test." ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-3", "lesson_number": 3, "title": "Lesson 3 — Evaluating Songs, Arrangements, and Performances", "assignment": "Draw a section map of your track. For each section, note its purpose, the leading part, the supporting roles, and the change that tells a listener a new section has arrived. Use approximate timestamps if you do not work in bars. Choose one weak transition. Write three possible diagnoses: one involving the material, one involving the arrangement, and one involving performance. Select the most plausible and create a short test. Preserve the baseline. Compare the transition from at least several seconds before the change through the following phrase. Ask another listener which version better supports your stated intention without telling them which one you made last. If you are working alone, return after a break and reverse the playback order. Describe the improvement and any cost in no more than 150 words.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Submit the section map, three diagnoses, test recording, and your reason for choosing a version. If the experiment changes several variables, acknowledge that you cannot isolate the cause. If the original remains stronger, preserve it and state what the test ruled out." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-4", "lesson_number": 4, "title": "Lesson 4 — Preproduction: Planning Sessions and Preparing Musicians", "assignment": "Use the blank session plan in the supporting resources. Name one essential result and no more than two optional results. List the unresolved questions and place each in the appropriate group: before, during, or after recording. Provide a reason for the placement. Create a schedule that adds up to the time available, including setup, a break, review, preservation of the work, and reserve. Write a fallback for one likely disruption, such as an absent player or a guide that proves uncomfortable. If you are working alone, plan for an interruption or an instrument problem instead. Test the packet with someone who has not helped create it. Ask them to explain what they would prepare and what they expect to accomplish. Revise the instructions wherever their interpretation differs from yours.", "practice_steps": [], "evidence_requirement": "Keep the plan in a digital document. Include the intended result, resources, timing and a response to one likely change.", "standards": [ "plan" ], "assessment_criteria": [ "The plan is ready when every essential task has an owner, every participant has usable materials, and the fallback still produces something worthwhile. If the schedule works only when nothing goes wrong, reduce its scope." ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-5", "lesson_number": 5, "title": "Lesson 5 — Building Trust and Keeping Creativity Moving", "assignment": "With a partner, record or rehearse a short passage. Ask the performer what they intended before giving your note. Identify one successful detail and one specific change to try. Record a second version, listen together, and ask whether your instruction helped. Keep the version that best serves the intention, regardless of which came last. If you are working alone, record a rough pass, leave the instrument, and write the note as though another musician will read it. Return and perform only that instruction. Notice whether the wording produces a useful action or merely makes you more critical of yourself. Write a short reflection answering four questions: What did the performer understand? What changed audibly? Did the change serve the brief? What would you say differently next time? Include one sentence you would use to end the session when further takes are no longer useful.", "practice_steps": [], "evidence_requirement": "Keep a digital copy of the request, the response and the revision. Identify which comment changed the work and explain why.", "standards": [ "feedback" ], "assessment_criteria": [ "You have completed the exercise when your feedback leads to a clear action and your comparison distinguishes a better performance from a merely different one. If the note did not help, revise the note before assuming the performer failed. Keep the two recordings and the performer’s response with your notes.", "Part 1 project — Prepare one track for recording", "Bring together the work from these five lessons into a concise production packet. Include the agreed brief, a section map, one arrangement comparison, a decision record, a session plan, and your feedback reflection. Keep the audio examples short enough that another person can hear the relevant difference without searching.", "Assess the packet using four questions. Is the intention specific enough to guide decisions? Do the proposed changes follow from something you actually heard? Can the available people and time accomplish the essential result? Does the plan give collaborators clear responsibilities and room to contribute?", "For each question, mark ready, revise, or untested. “Ready” requires evidence in the packet. “Revise” means the evidence reveals a problem. “Untested” means you have not yet heard or checked what the plan assumes. Do not average these into a score that hides an unresolved essential task. Resolve the task or schedule the test before recording depends on it.", "List the questions you plan to test during recording and reserve time for them in the session plan." ], "assessed_focus": "Request focused feedback through a digital tool, retain the response, and explain the change made or declined.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-6", "lesson_number": 6, "title": "Lesson 6 — Listening Critically and Choosing References", "assignment": "Choose two references and your rough track. For each reference, record a passage, a quality to study, and a feature you do not intend to copy. Listen to your track in three passes and write no more than five observations with locations. Rank them by their effect on the brief. Convert only the highest-priority observation into a test. Submit the reference notes, your observations, and a short before-and-after comparison. The exercise succeeds when the change answers the stated question. If you cannot hear a consistent improvement, retain the original and record the uncertainty.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-7", "lesson_number": 7, "title": "Lesson 7 — Understanding the Recording Chain", "assignment": "Draw your actual recording and playback paths, naming the physical connections and software routes. Record ten seconds of speech, then play the saved recording back with input monitoring disabled. Check that the saved file plays with the live microphone muted. On paper, diagnose three faults: no input meter movement; input movement but no recorded waveform; a recorded waveform with silent playback. For each, name the first two places to inspect. Begin upstream for the first fault, check track input and recording state for the second, and trace track output, mute state, interface output, and monitor level for the third. Change one relevant condition at a time. Use the diagram to show where each fault interrupts the path. Identify the recorded signal separately from the signal heard only through monitoring.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-8", "lesson_number": 8, "title": "Lesson 8 — Working with Rooms, Acoustics, and Monitoring", "assignment": "Using one familiar track, compare three listening positions at the same playback setting. Note how the bass and stereo image change as you move. Then record a short source in two room positions, keeping the microphone’s relationship to the source as consistent as practical. Submit a simple room sketch and two conclusions: one about monitoring, one about capture. Avoid claiming that a room is “flat” from listening alone. A successful exercise identifies a repeatable improvement and one remaining uncertainty that would require measurement or a better-controlled test.", "practice_steps": [], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it." ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-9", "lesson_number": 9, "title": "Lesson 9 — Choosing Microphones and Finding Their Placement", "assignment": "Record the same short passage in three documented placements using one microphone. Choose the best for the production brief and explain one disadvantage it retains. If you have a second microphone, make a fourth version and state what it adds. If you do not, outline where you would put it and why. The assignment succeeds when your conclusion follows from the combined musical result. Do not rank microphones by price, and do not equate the brightest soloed capture with the best choice for a full arrangement.", "practice_steps": [], "evidence_requirement": "Include a labeled placement sketch and microphone information from its manufacturer. Record whether you made the capture yourself, observed a demonstration, or analyzed supplied audio. Practical microphone operation requires a witnessed capture.", "standards": [ "mic" ], "assessment_criteria": [ "Compare microphone behavior, justify placement and connections, and check the result against the recording purpose." ], "assessed_focus": "Compare microphone behavior, justify placement and connections, and check the result against the recording purpose.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-10", "lesson_number": 10, "title": "Lesson 10 — Setting Levels and Managing Signal Flow", "assignment": "Draw a channel with an insert, fader, pre-fader cue send, and post-fader effect send. Predict which destinations change when you move the fader. Verify the prediction in a simple session, using low monitor levels while learning the routes. Record a loud and quiet passage without changing gain midway. Inspect and listen for overload, then set a usable cue level independently. Submit a short routing description and identify the earliest stage at which an overload would be irreversible in the saved recording. Demonstrate a cue-level adjustment while the recording level stays unchanged.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Demonstrate the relevant controls or file operations and explain what changes at the input and output." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-11", "lesson_number": 11, "title": "Lesson 11 — Creating Cue Mixes That Help Musicians Perform", "assignment": "Create two cue mixes for a short performance: one with every part at roughly similar prominence, and one built around the performer’s stated needs. Keep overall listening level comfortable. Record the same passage with each and ask the performer to describe the difference. Document the monitoring route, what was recorded, what was heard only in the cue, and whether the player’s timing or phrasing changed. With no partner, perform the comparison yourself. Save the cue settings and rebuild the preferred mix. Ask the performer to confirm the balance before another take.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-12", "lesson_number": 12, "title": "Lesson 12 — Organizing Sessions, Takes, and Backups", "assignment": "Create a small project with three named takes, one selected performance, and one unused alternative. Save a version before editing. Package the project into a separate location, then reopen that copy and play the selected take. Record any missing dependencies and fix the package. Submit a folder map, naming convention, take-log example, and recovery note. Include one plausible failure and explain which copy would survive it. Ask someone else to find and play the selected take from your restored copy. If working alone, follow your own recovery notes from the beginning. Part 2 checkpoint Record a short performance using the brief from Part 1. Provide a signal-path drawing, placement note, gain and cue decisions, labeled takes, and a verified recoverable copy. Listen back before judging the performance. If you cannot confidently distinguish a capture problem from a playback problem, return to the signal-path exercise before adding more microphones.", "practice_steps": [], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works." ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-13", "lesson_number": 13, "title": "Lesson 13 — Recording Musicians Together: Interaction, Isolation, and Bleed", "assignment": "Record two performers together, or sing while playing an instrument. Make two short configurations: one prioritizing interaction, one increasing separation. Keep the musical passage comparable and document positions. Submit a blend from each and one example of bleed heard in isolation. Explain a future edit that would be easy and one that would be difficult. If collaborators are unavailable, use an existing multi-microphone session you are authorized to study and map its shared sounds. Compare the ease of editing with the quality of the combined performance. Explain which compromise you would accept for this song.", "practice_steps": [], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "Select and connect the equipment, record the planned material, and replay it to verify the capture." ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-14", "lesson_number": 14, "title": "Lesson 14 — Preparing and Tuning Drums", "assignment": "Choose one drum and record the same groove before and after a small tuning, damping, or implement change. Keep microphone position and gain fixed unless necessary; note any change you cannot hold constant. Describe attack, decay, body, and how the drum fits the part. If you lack a kit, compare two available drum recordings or programmed articulations and design a physical preparation test you would ask a drummer to perform. Identify it as a listening exercise. Give the preparation note to the drummer, or reread it later, and check that it specifies the change well enough to repeat.", "practice_steps": [], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it." ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-15", "lesson_number": 15, "title": "Lesson 15 — Recording Drums", "assignment": "Create a basic kit recording, then add one close or room microphone at a time. Save short blends labeled by the channel added. Document one polarity comparison and one placement adjustment. If you use a supplied multitrack, perform the blend exercise and list any microphone moves you would want to test at a future session. Your submission should explain the main picture, the job of each added microphone, and the best mono compromise. A strong result can use three channels or twelve. Match playback levels before comparing the added channel. Keep it only if it improves the required attack, body, or room sound, and note any loss in mono.", "practice_steps": [], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "Select and connect the equipment, record the planned material, and replay it to verify the capture." ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-16", "lesson_number": 16, "title": "Lesson 16 — Recording Bass and Building the Rhythm Foundation", "assignment": "Record eight to sixteen bars with two deliberately different note-length approaches. Keep pitch content similar. Compare each with the kick and leading part. If direct and amplifier signals are available, make direct-only, amp-only, and blended versions. Submit the preferred musical version and a short explanation of its capture path. Identify whether any uneven note appears to originate in playing, the instrument, capture, or playback. At a modest playback level, follow the bass line from start to finish. Check whether the selected blend preserves the note starts and releases you preferred.", "practice_steps": [], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "Select and connect the equipment, record the planned material, and replay it to verify the capture." ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-17", "lesson_number": 17, "title": "Lesson 17 — Recording Acoustic and Electric Guitars", "assignment": "Record one acoustic or electric part in two positions or two amp settings. Keep the passage and performance as comparable as possible. Select a version in the track, then test a separate double if appropriate. Submit placement or settings notes, a short comparison, and a statement of what the chosen sound contributes. If using only software instruments, perform the arrangement and doubling comparisons and mark microphone work as unpracticed. Point to a phrase where the selected guitar sound leaves room for the lead, and another where it needs to stand out.", "practice_steps": [], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "Select and connect the equipment, record the planned material, and replay it to verify the capture." ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-18", "lesson_number": 18, "title": "Lesson 18 — Recording Piano", "assignment": "Record a passage containing low and high notes, soft and strong attacks, sustain, and a clean release. Compare two distances or stereo widths, keeping other conditions stable. Listen in mono as well as stereo. If using a virtual piano, compare microphone perspectives or ambience controls supplied by the instrument and document that this is a simulated capture exercise. Submit the selected version with an explanation of its role, perspective, and handling of decay. Check for abrupt changes of image or level across the keyboard and for decay that obscures the following notes.", "practice_steps": [], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "Select and connect the equipment, record the planned material, and replay it to verify the capture." ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-19", "lesson_number": 19, "title": "Lesson 19 — Recording Keyboards, Synthesizers, and Electronic Instruments", "assignment": "Create a short part with an expressive control such as velocity, modulation, or filter movement. Save the editable performance, the sound’s identifying information, and an audio render. Reopen the project and compare it with the render. Then create a second arrangement with fewer notes or a different register. Submit both in context and explain which leaves the leading part clearer. Confirm that the reopened project matches the saved audio. Describe what the keyboard adds and where it rests to leave room for another part.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Demonstrate the relevant controls or file operations and explain what changes at the input and output." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-20", "lesson_number": 20, "title": "Lesson 20 — Recording Percussion", "assignment": "Record a short pattern with one instrument in two microphone positions. Compare consistency, attack, resonance, and handling sound. Then record two rhythmic interpretations of the same pattern and audition them in context. If you do not have a percussion instrument, record a safe household object and note what you used. Submit the chosen recording and rhythmic version. Check that strong strokes are free of overload and soft strokes remain audible with the other instruments.", "practice_steps": [], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "Select and connect the equipment, record the planned material, and replay it to verify the capture." ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-21", "lesson_number": 21, "title": "Lesson 21 — Recording Horns and Woodwinds", "assignment": "Record a wind player through a phrase containing at least two registers and a range of articulation. Compare two positions. With an ensemble, include a unison or harmonized passage and listen specifically to its releases. If players are unavailable, use authorized recordings to identify a placement or articulation question and write a session test; clearly mark the capture component as pending practice. Submit a position sketch, level-check note, and one concrete performance direction. Use the full phrase to judge the position, including its register changes. Tie the performance direction to a specific attack, note, or release.", "practice_steps": [], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "Select and connect the equipment, record the planned material, and replay it to verify the capture." ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-22", "lesson_number": 22, "title": "Lesson 22 — Recording Strings and Orchestras", "assignment": "Plan a small ensemble session with a seating sketch, main-microphone intention, optional spots, communication roles, and a take-log method. If an ensemble is available, record one passage and compare main-only with a restrained spot blend. Otherwise, use an authorized ensemble multitrack to perform the blend and continuity checks, or submit the plan with recording practice explicitly marked incomplete. Explain what would make you move the main system, add a spot, or ask for a performance change. Review the plan for unnecessary spots. Explain the balance problem each retained microphone is intended to address.", "practice_steps": [], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "Select and connect the equipment, record the planned material, and replay it to verify the capture." ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-23", "lesson_number": 23, "title": "Lesson 23 — Producing and Recording Vocals", "assignment": "Record three short passes: one baseline, one with a specific interpretive direction, and one after a single capture or cue adjustment. Change only what each test requires and label the versions clearly. Select a phrase and explain why it serves the lyric or musical intention. Identify one genuine distraction and propose the least disruptive repair. Submit the setup notes and your direction to the singer. Play the chosen phrase and identify the detail you want to preserve during the repair. Check the repaired version against it.", "practice_steps": [], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "Select and connect the equipment, record the planned material, and replay it to verify the capture." ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-24", "lesson_number": 24, "title": "Lesson 24 — Building Background Vocals and Harmonies", "assignment": "Build a short chorus with no more than three background parts. Write each part’s role before recording. Make one version with backgrounds throughout and another with selected entries and rests. Compare consonants, releases, pitch relationships, and the lead’s intelligibility. Submit the preferred version, a simple part map, and one revision made at the performance or arrangement stage. Solo learners can overdub; groups can perform together. Mute each background part in turn. Describe the missing harmony, response, or rhythmic accent; reconsider layers whose removal improves the lead. Part 3 checkpoint Record the instruments for your course track. Keep placement notes, test recordings, selected takes, and notes on any editing restrictions caused by bleed. For instruments you could not record, keep your proposed session plan for later practice.", "practice_steps": [], "evidence_requirement": "Retain the editable arrangement and its starting ideas. Explain how their placement or combination establishes the larger musical form.", "standards": [ "arrange" ], "assessment_criteria": [ "Show which musical ideas were selected and how their order, combination or development creates a larger work." ], "assessed_focus": "Show which musical ideas were selected and how their order, combination or development creates a larger work.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-25", "lesson_number": 25, "title": "Lesson 25 — Arrangement Through Sound: Space, Contrast, and Texture", "assignment": "Choose a verse-to-chorus transition. Make three short arrangements: the baseline; a version that removes one supporting role; and a version that changes register or entry while keeping the same tracks. Keep processing similar enough to judge the arrangement. Write a section map identifying the foreground and the source of contrast in each version. Submit the one that best supports the brief, with a reason for rejecting an attractive alternative. Play each transition from several seconds before the change. Note which part first attracts attention and whether that is the part you intended.", "practice_steps": [], "evidence_requirement": "Retain the editable arrangement and its starting ideas. Explain how their placement or combination establishes the larger musical form.", "standards": [ "arrange" ], "assessment_criteria": [ "Show which musical ideas were selected and how their order, combination or development creates a larger work." ], "assessed_focus": "Show which musical ideas were selected and how their order, combination or development creates a larger work.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-26", "lesson_number": 26, "title": "Lesson 26 — Overdubbing with Purpose", "assignment": "Propose three possible overdubs and rank them by value to the brief. Record only the highest-priority idea first. Make a with-and-without comparison and decide whether it earns a place. Submit the intention sentence, the recorded passage, and a keep, revise, or remove decision. Then explain whether the next proposed overdub is still necessary. Name any phrase the overdub obscures. Revise its entry or register if it helps one section but crowds another.", "practice_steps": [], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "Select and connect the equipment, record the planned material, and replay it to verify the capture." ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-27", "lesson_number": 27, "title": "Lesson 27 — Editing, Comping, Timing, and Tuning", "assignment": "Build a comp from three short takes. Include at least one transition between takes and one deliberate decision to retain an imperfect but effective phrase. Make a separate version with a small timing or pitch repair. Submit the comp, the unprocessed comparison, and an edit log identifying what changed and why. Verify that source takes remain recoverable. Listen through every join without watching the edit display. Note any remaining mismatch of tone, phrasing, or room sound and any artifact from the repair.", "practice_steps": [], "evidence_requirement": "Keep the original and edited versions. Identify the changed passage and audition its entrance, join and ending.", "standards": [ "edit" ], "assessment_criteria": [ "Retain the source, make the intended edit, and audition the boundaries and the finished passage." ], "assessed_focus": "Retain the source, make the intended edit, and audition the boundaries and the finished passage.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-28", "lesson_number": 28, "title": "Lesson 28 — Compression and Dynamics: Control, Character, and Movement", "assignment": "Process one rhythmic source and one sustained or vocal source. For each, state the intended change, compare two attack/release combinations, and match output level for bypass checks. Keep one version without compression. Submit short comparisons and describe the gain reduction’s musical effect without relying only on the meter. Explain what changed in the attack, sustain, and recovery for each setting. Keep the uncompressed version if neither setting improves the passage.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-29", "lesson_number": 29, "title": "Lesson 29 — EQ and Tonal Balance", "assignment": "Choose one tonal issue in a full mix. Write the observation, affected section, and two plausible causes. Try one broad adjustment and one more focused adjustment. Match levels and compare in context, including a passage where the problem is less obvious. Submit the preferred version, the bypassed version, and the filter type and purpose. Check that the fix remains useful in the less crowded passage. If an arrangement change works better than either EQ setting, submit that comparison and explain why.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-30", "lesson_number": 30, "title": "Lesson 30 — Reverb, Delay, and Depth", "assignment": "Create one shared space and one phrase-specific delay. Compare a short and long decay, then two pre-delay choices. Keep the dry balance stable. Write which phrase or transition each effect supports. Submit a dry comparison and the processed version through the following section. Listen through the rests and next entrance. Bypass each effect to identify the space or rhythmic response it adds; reduce tails that obscure the following phrase.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-31", "lesson_number": 31, "title": "Lesson 31 — Saturation, Distortion, and Creative Processing", "assignment": "Create three versions of a short passage: clean, subtly colored, and obviously transformed. Match playback loudness and compare in the full arrangement. Test one pre-processing filter or envelope change and document its effect. Submit the version that serves the brief and explain why the more dramatic option was kept or rejected. Identify the distortion you intended and check the clean recording for any pre-existing overload. Note any loss of articulation in the processed version.", "practice_steps": [], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "State the problem and expected result, test a controlled change, and use the result to choose the next action." ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-32", "lesson_number": 32, "title": "Lesson 32 — Sampling, Programming, and Hybrid Production", "assignment": "Build a short section using a self-recorded sound or an appropriately licensed sample, plus one live or newly performed element. Create a second section with a different pattern, register, or combination of sounds. Submit the audio, event or arrangement view, source/license note, and a description of the timing relationship. Reopen the project and verify that the sample and performance play together as intended. Keep the source and permission notes beside the audio.", "practice_steps": [], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources." ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-33", "lesson_number": 33, "title": "Lesson 33 — Experimentation: Breaking Habits and Finding Unexpected Sounds", "assignment": "Run a twenty-minute experiment on a copy of your project. Use one constraint and create no more than three candidates. Choose one, place it in the track, and compare with the baseline. Submit the chosen audio, a reproducible recipe or source render, and a short keep-or-reject decision. Explain where the chosen sound could be used and demonstrate that you can recover it. Rejecting all three candidates is acceptable if the comparison supports keeping the original.", "practice_steps": [], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "State the problem and expected result, test a controlled change, and use the result to choose the next action." ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-34", "lesson_number": 34, "title": "Lesson 34 — Knowing When the Production Is Finished", "assignment": "Make a completion list of no more than five essential tasks. For each, state the condition that will let you mark it complete. Finish or explicitly resolve those tasks, then export the production reference and prepare a short mix handoff note. Submit the brief, completed list, reference, and a statement of any remaining limits. Name the selected arrangement and takes in the handoff note. List unresolved issues explicitly so the mixer knows what still needs attention.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-35", "lesson_number": 35, "title": "Lesson 35 — Preparing a Session for Mixing", "assignment": "Prepare your track for a hypothetical mixer. Include the production reference, a short handoff note, and either a collected native session or clearly specified audio exports. Reconstruct or reopen the package from its delivery location. Submit a verification note naming the version, format, and checks performed. Identify one creative effect that must be preserved and one area where the mixer has freedom. Have a collaborator open the package, or follow the handoff note yourself in a fresh session. Resolve missing files and uncertain version names before submitting.", "practice_steps": [], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works." ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-36", "lesson_number": 36, "title": "Lesson 36 — Building the Balance: Rhythm, Vocal, and Supporting Parts", "assignment": "Make a mix using only levels and panning, retaining production effects that are essential to the arrangement. Export it. Then address the single largest problem you hear with one additional tool or arrangement change. Submit both versions and identify the leading element in each section. Explain one part you kept quieter than expected and why. Listen at a modest level and follow the leading part through each section. Note where a quieter supporting part still makes a useful contribution.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-37", "lesson_number": 37, "title": "Lesson 37 — Creating Width, Depth, and Separation", "assignment": "Make a narrow and a wider version of one section. Use panning and existing arrangement differences first, then add an effect only if it has a defined purpose. Compare both in stereo and mono at similar loudness. Submit a simple stage sketch and a note describing the foreground, background, and any intentional movement. Check that the main hook and essential rhythm remain audible in mono. Document any tonal change caused by the wider version.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-38", "lesson_number": 38, "title": "Lesson 38 — Automation and the Emotional Shape of a Mix", "assignment": "Automate one verse and chorus using no more than three types of move: leading-part level, one supporting-part relationship, and one effect transition. Export a static and automated comparison. Describe three moments where the automation changes what the listener notices. Check those moments without watching the automation. Revise moves that call attention to the fader or flatten an expressive change in the performance.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-39", "lesson_number": 39, "title": "Lesson 39 — Evaluating Mixes Across Listening Systems", "assignment": "Check one mix on three available systems or positions, including the primary one. Use two explicit questions on each. Record observations before making changes, then choose no more than two revisions supported by the evidence. Submit the log and a before-and-after comparison. Explain which observations led to a revision and which you attributed to the playback system. Recheck the revised export on the primary system.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-40", "lesson_number": 40, "title": "Lesson 40 — Managing Feedback and Revisions", "assignment": "Ask one or two listeners for feedback on a clearly named mix. Convert their notes into a revision list with passage, intended outcome, priority, and responsible approver. Include at least one ambiguous note and show how you clarified it. Make a limited revision, verify the export, and write a concise response explaining what changed. Include timestamps for the changes and identify the current version, its approval status, and any unanswered notes.", "practice_steps": [], "evidence_requirement": "Keep a digital copy of the request, the response and the revision. Identify which comment changed the work and explain why.", "standards": [ "feedback" ], "assessment_criteria": [ "Request focused feedback through a digital tool, retain the response, and explain the change made or declined." ], "assessed_focus": "Request focused feedback through a digital tool, retain the response, and explain the change made or declined.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-41", "lesson_number": 41, "title": "Lesson 41 — Preparing for Mastering and Working with a Mastering Engineer", "assignment": "Prepare a mastering packet containing the approved mix, brief, file/version information, destination requirements or explicitly unresolved specifications, and two listening questions. If no mastering engineer is involved, create a clearly labeled self-mastering exercise while preserving the approved mix. Submit a level-matched comparison and a decision note. Separate the listening decision from the file checks. Note whether the master changed a musical quality you wanted to preserve and whether it meets the stated delivery requirements.", "practice_steps": [], "evidence_requirement": "Keep the plan in a digital document. Include the intended result, resources, timing and a response to one likely change.", "standards": [ "plan" ], "assessment_criteria": [ "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback." ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-42", "lesson_number": 42, "title": "Lesson 42 — Delivering and Archiving the Finished Project", "assignment": "Build a delivery package for your track using an explicit specification. If there is no real recipient, write a fictional specification and label it as an exercise. Include only the agreed deliverables, then create a separate archive with the material needed for recovery. Submit the manifest, verification log, approval identifier, and archive-recovery note. Use the manifest to locate the approved master and its alternates. Reopen the archived session and record any dependency you had to restore. Part 5 checkpoint Complete a mix, gather focused feedback, document approval of an exact version, and prepare a verified finishing and delivery package. Keep the artistic comparison separate from the technical file checks. The finished result should communicate the original brief while making any intentional changes to that brief explicit.", "practice_steps": [], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works." ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-43", "lesson_number": 43, "title": "Lesson 43 — Field Recording and Found Sound", "assignment": "Record one safe, accessible environment and one repeatable object sound. Submit the unprocessed originals, an edited atmosphere, and a short musical passage using the object. Include a location and file log. Check the edits through headphones, including their starts and tails. Use the log to locate each original recording. If location access is unavailable, use your own indoor recordings.", "practice_steps": [], "evidence_requirement": "Identify the intended setting and audience. Explain how those circumstances affect a specific musical or production decision, using a sourced example.", "standards": [ "context" ], "assessment_criteria": [ "Explain a specific relationship between the music, its use and the people or setting involved." ], "assessed_focus": "Explain a specific relationship between the music, its use and the people or setting involved.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-44", "lesson_number": 44, "title": "Lesson 44 — Producing Music for Picture", "assignment": "Use a short scene you created or have permission to score. Write a cue sheet with picture version, timing reference, cue boundaries, and three dramatic intentions. Produce one cue and one revision after shifting a chosen picture event. Submit synchronized review video if permitted, music audio, and revision notes. Check the cue against the identified picture version after the revision. Explain the musical response to each of the three dramatic intentions.", "practice_steps": [], "evidence_requirement": "Identify the intended setting and audience. Explain how those circumstances affect a specific musical or production decision, using a sourced example.", "standards": [ "context" ], "assessment_criteria": [ "Explain a specific relationship between the music, its use and the people or setting involved." ], "assessed_focus": "Explain a specific relationship between the music, its use and the people or setting involved.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-45", "lesson_number": 45, "title": "Lesson 45 — Recording Casts and Large Ensembles Under Time Pressure", "assignment": "Plan a 90-minute recording block for a group of at least three performers, or simulate it with collaborators. Allocate setup confirmation, complete takes, targeted pickups, and final checks; include a contingency reserve. Produce a take log with usable ranges and outstanding repairs. Check that the schedule totals 90 minutes, every pickup names its destination, and one agreed coordinator delivers feedback to performers.", "practice_steps": [], "evidence_requirement": "Keep an individual role record alongside the shared project. Describe one contribution, one handoff and how the group checked the result.", "standards": [ "team" ], "assessment_criteria": [ "Record each person’s responsibility and contribution and show how the group completed the shared task." ], "assessed_focus": "Record each person’s responsibility and contribution and show how the group completed the shared task.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-46", "lesson_number": 46, "title": "Lesson 46 — Broadcast Mixes and Playback Processing", "assignment": "Create a delivery specification for a clearly labeled classroom simulation, or use a real recipient’s current specification. Export and measure a complete file. Submit the requirements, measured results, meter identification, and listening observations. Record a result for every specified parameter and listen to the complete file after adjustment. Label classroom specifications as exercises.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Demonstrate the relevant controls or file operations and explain what changes at the input and output." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-47", "lesson_number": 47, "title": "Lesson 47 — Surround and Immersive Production", "assignment": "Write a spatial plan for a short passage naming a stable focal element, an environmental element, and one purposeful movement or contrast. If you have a suitable renderer, make and compare supported outputs; otherwise create an annotated plan and stereo sketch. State the monitoring setup and untested presentations. Explain the musical reason for each spatial choice. Identify which outputs you checked and which need further listening. Submit the plan and stereo sketch as planning work if you have not made an immersive master.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-48", "lesson_number": 48, "title": "Lesson 48 — Produce a Complete Track: Brief, Session Plan, Recording, Mix, and Evaluation", "assignment": "Produce a complete track with an intentional beginning and ending, a newly recorded performance or original sound capture, and contrasting sections. Submit the brief, rough demo, session plan, take log, original and revised versions, three decision records, stereo mix, recoverable session archive and evaluation. Include one rejected test and explain its audible cost.", "practice_steps": [], "evidence_requirement": "Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.", "standards": [ "portfolio" ], "assessment_criteria": [ "Select relevant work, identify individual contributions, and explain the process, result and next learning step." ], "assessed_focus": "Select relevant work, identify individual contributions, and explain the process, result and next learning step.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "teacher_practice": [ { "standard": "teach", "task": "Prepare and teach “Lesson 1 — The Producer’s Role: Vision, Judgment, and Responsibility.” Demonstrate the task, then have learners complete it independently.", "evidence": "A teaching plan, demonstration or teach-back, and learner work showing the result.", "criterion": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective." }, { "standard": "adapt", "task": "Adapt one practical assignment for a learner with limited equipment, a different way of accessing instructions, or a different way of presenting the result.", "evidence": "The original task, the adapted route and the shared assessment criteria.", "criterion": "Name a specific access or learning need and provide a usable alternative that preserves the intended skill." }, { "standard": "assess", "task": "Use “Lesson 48 — Produce a Complete Track: Brief, Session Plan, Recording, Mix, and Evaluation” to assess the learner’s decisions and finished work. Plan feedback and a second attempt for one unmet criterion.", "evidence": "An annotated rubric, specific feedback, revised work and a brief comparison.", "criterion": "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity." } ], "readiness": { "pathway": "specialize", "fit": "About 16–18 after a recording project; an experienced younger producer can enter with a teacher-reviewed portfolio.", "prioritySkills": "Artist brief; preproduction; performance direction; recording, mixing and delivery.", "priorSkills": "Can plan a session, record or import original material, edit, mix, and accept focused feedback.", "equipment": "DAW, headphones or monitors, recording access, collaborators or self-production material.", "expectedTime": "Plan 48–72 hours for 48 lessons and a finished track.", "teacherGuidance": "Teacher edition required for a school elective; review collaboration, credits, and final delivery.", "educationTitle": "Music Production: From Vision to Finished Record — Advanced Elective", "teacherEditionUrl": "/learn/access.php?resource=music-production/teacher.html" } }, { "id": "audio-engineering-recording-1", "title": "Audio Engineering & Recording I", "course_url": "/learn/courses/audio-engineering-recording-1.html", "audience": "student", "lesson_count": 73, "mapped_checkpoint_count": 73, "rows": [ { "id": "AER1-U01-L01", "lesson_number": 1, "title": "Make your first take", "assignment": "Original take or imported reference, project name, and a one-sentence description of what you captured.", "practice_steps": [ "Create a project and give it a name you will recognize later.", "Choose a recording input, make a three-second test, then listen. Ask for help if it is silent.", "Record ten seconds of your own sound, or import melody.wav if recording access is unavailable.", "Keep an untouched original; save the project. Mark whether you recorded or imported." ], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "Recognizable ten-second source", "Original retained", "Project named and saved", "Capture versus import reported accurately" ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U01-L02", "lesson_number": 2, "title": "Keep the part you want", "assignment": "Original and edited audio plus the approximate start/end times you changed.", "practice_steps": [ "Import the practice file or duplicate your first take.", "Identify the intended start and ending by listening.", "Trim unwanted silence without cutting the first attack or final decay. Use a short fade only if needed.", "Replay across both edges; compare with the original. Save the edited version separately." ], "evidence_requirement": "Keep the original and edited versions. Identify the changed passage and audition its entrance, join and ending.", "standards": [ "edit" ], "assessment_criteria": [ "First intended sound preserved", "Final intended decay preserved", "Original recoverable", "Edit justified by listening" ], "assessed_focus": "Retain the source, make the intended edit, and audition the boundaries and the finished passage.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U01-L03", "lesson_number": 3, "title": "Build a sound identity", "assignment": "Audio draft and two sentences explaining the identity and one arrangement choice.", "practice_steps": [ "Write the identity and intended feeling in one sentence.", "Use your own take or supplied sounds to create a 15–30-second sequence. Repeat, leave space or change an entrance.", "Use track level to keep the intended foreground audible.", "Listen from beginning to end without editing; revise one confusing moment." ], "evidence_requirement": "Keep the editable digital sketches as well as listening copies. Identify a rhythmic, melodic or harmonic difference between the alternatives.", "standards": [ "ideas" ], "assessment_criteria": [ "15–30-second complete shape", "Intended foreground audible", "One purposeful arrangement choice", "Explanation identifies an audible event" ], "assessed_focus": "Retain distinct rhythmic, melodic or harmonic ideas and explain how the digital tools helped produce them.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U01-L04", "lesson_number": 4, "title": "Deliver something that plays", "assignment": "Final audio, project link/file or reconstruction notes, and a three-item playback/reopen checklist.", "practice_steps": [ "Export the sound identity with a clear title and version number.", "Open the exported file in a separate player. Check the first sound, final decay and total duration.", "Reopen the project or document the reconstruction files if native project export is unavailable.", "Write one change you made and submit through the teacher’s chosen assignment route." ], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Export independently plays", "Filename identifies the version", "Working source can be reopened or reconstructed", "Checklist reports actual checks" ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U02-L01", "lesson_number": 5, "title": "Pitch is not loudness", "assignment": "Three comparison statements and a note describing your one-control test.", "practice_steps": [ "Describe the reference using “pitch” and “level” in separate sentences.", "Compare the second tone with the reference and name the main changed property.", "Compare the third tone and repeat the decision.", "On a copy of melody.wav, change only track level. Explain what stayed the same." ], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Pitch/level terms distinguished", "Both source comparisons correctly identified", "One variable changed in own test", "Listening setting kept fixed" ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U02-L02", "lesson_number": 6, "title": "A waveform is a record", "assignment": "A time observation and annotated screenshot or written timeline description.", "practice_steps": [ "Import the file and find the first event by listening.", "Record its approximate time, then compare it with the waveform.", "Duplicate the audio and lower its clip or track level; note whether your DAW changes the displayed waveform.", "Explain why screen appearance alone cannot establish the better version." ], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Event located in time", "Observation checked by listening", "Display behavior described honestly", "Appearance separated from quality" ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U02-L03", "lesson_number": 7, "title": "Samples and file choices", "assignment": "Source/export metadata table and one sentence about what conversion cannot restore.", "practice_steps": [ "Find the file information in the supplied manifest or your software.", "Write sample rate, bit depth and channel count with their units.", "Export a copy using a supported setting. If your tool hides bit depth, report “not exposed.”", "Compare the source and export length; do not change playback speed to simulate another format." ], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Sample rate described correctly", "Bit depth distinguished from loudness", "Actual or unavailable settings reported", "No invented improvement claim" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U02-L04", "lesson_number": 8, "title": "Prove your export", "assignment": "Export plus source/export comparison record.", "practice_steps": [ "Choose one five-second passage from your sound identity.", "Compare project playback and export; note missing parts, wrong speed or cut endings if present.", "Inspect duration and filename. Repair a real problem or record that none was found.", "Write a two-sentence handoff note containing one verified fact and one limit of your check." ], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Same passage compared", "Duration/endings checked", "Claim tied to evidence", "One limitation acknowledged" ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U03-L01", "lesson_number": 9, "title": "Follow the sound", "assignment": "Labeled diagram or equivalent ordered text, with one input/output explanation.", "practice_steps": [ "Draw the actual classroom path, including combined devices where appropriate.", "Label the source, input control, recording track and listening output.", "Point to the place where stored audio is created.", "Explain where a headphone-volume change occurs in your diagram." ], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Actual path represented", "Input and output separated", "Recording stage located", "Combined device stages acknowledged" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U03-L02", "lesson_number": 10, "title": "Find the broken link", "assignment": "Three case responses: evidence, next check, expected result.", "practice_steps": [ "For each case, identify the last known working stage.", "Choose one next check: selected input, record-arm/record state, or output route/listening device.", "Explain what a successful result would tell you.", "With the teacher, inspect one real route without deliberately creating an unsafe fault." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Evidence used in each case", "One change/check at a time", "Expected result stated", "No random or unsafe intervention" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U03-L03", "lesson_number": 11, "title": "Leave room for peaks", "assignment": "Comparison response and clean test or documented supervised level-setting observation.", "practice_steps": [ "Describe the sound difference at one moment.", "Lower the distorted file’s playback level and check whether its rough quality disappears.", "Perform a normal loud passage while the teacher helps check the input meter.", "Set a conservative input level and record a short clean test; report if the device uses automatic gain." ], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "Distortion distinguished from loudness", "Headroom purpose explained", "Input checked before take", "Automatic or hidden controls honestly reported" ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U03-L04", "lesson_number": 12, "title": "Capture a clean take", "assignment": "Two takes, keeper choice and route/level notes. If no capture device is available, submit analysis and mark capture pending.", "practice_steps": [ "Choose a ten-second source and record a test.", "Identify one controllable issue in the source, position or input path.", "Change one thing and record again, retaining the first take.", "Choose a keeper and document input setting if available, location, listening result and remaining limitation." ], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "Baseline retained", "One controlled change", "Choice supported by listening", "Recording versus analysis completion accurate" ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U04-L01", "lesson_number": 13, "title": "Choose a microphone for the job", "assignment": "Microphone choice card and placement prediction.", "practice_steps": [ "Read the classroom microphone card: model, type, pattern, connection and teacher-approved power state.", "Name the recording purpose.", "Explain one reason this available microphone can serve the purpose and one limitation.", "Propose a placement to test; do not rank microphone types by price." ], "evidence_requirement": "Include a labeled placement sketch and microphone information from its manufacturer. Record whether you made the capture yourself, observed a demonstration, or analyzed supplied audio. Practical microphone operation requires a witnessed capture.", "standards": [ "mic" ], "assessment_criteria": [ "Type and pattern distinguished", "Actual equipment facts used", "Choice related to source", "Power/connection handled through teacher procedure" ], "assessed_focus": "Compare microphone behavior, justify placement and connections, and check the result against the recording purpose.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U04-L02", "lesson_number": 14, "title": "Find the front", "assignment": "Orientation diagram and paired tests or documented observation of the teacher’s pair.", "practice_steps": [ "Identify the pickup side from the equipment card or model diagram.", "Mark a 20 cm source distance or another teacher-approved repeatable distance.", "Record two short tests while changing orientation only; label both.", "Compare at similar playback loudness and describe a difference or an inconclusive result." ], "evidence_requirement": "Include a labeled placement sketch and microphone information from its manufacturer. Record whether you made the capture yourself, observed a demonstration, or analyzed supplied audio. Practical microphone operation requires a witnessed capture.", "standards": [ "mic" ], "assessment_criteria": [ "Intended pickup side identified", "Distance controlled", "Orientation documented", "Result avoids unsupported generalization" ], "assessed_focus": "Compare microphone behavior, justify placement and connections, and check the result against the recording purpose.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U04-L03", "lesson_number": 15, "title": "Move it and listen", "assignment": "Three original takes, playback-matched comparison copies or documented trims, and a distance/input-gain/observation table.", "practice_steps": [ "Use a teacher-approved microphone and repeatable ten-second source at 4, 12 and 36 inches (about 10, 30 and 91 cm). Establish gain at the closest position with adequate peak margin, then leave input gain fixed.", "Keep axis, room, source effort and processing unchanged. Disable automatic gain only if the approved device allows it; otherwise label the experiment as confounded by automatic gain.", "Record all three takes. First compare unaltered playback to observe recorded level; then use separate playback trims to compare tone and room contribution at similar loudness. Never overwrite the originals.", "Log input gain, peak reading if available, distance, room contribution, noise and bass change. Do not attribute bass change to proximity effect unless the microphone/setup supports that interpretation." ], "evidence_requirement": "Include a labeled placement sketch and microphone information from its manufacturer. Record whether you made the capture yourself, observed a demonstration, or analyzed supplied audio. Practical microphone operation requires a witnessed capture.", "standards": [ "mic" ], "assessment_criteria": [ "All three distances documented", "Input gain fixed and other variables controlled", "Raw level and playback-matched tone comparisons separated", "Noise, room contribution and proximity limits explained" ], "assessed_focus": "Compare microphone behavior, justify placement and connections, and check the result against the recording purpose.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U04-L04", "lesson_number": 16, "title": "Recommend a placement", "assignment": "Recommendation, all three original files, comparison trims and reproducible setup notes.", "practice_steps": [ "State the purpose: for example, clear speech or a balanced instrument sound.", "Choose a placement and cite one audible moment supporting it.", "Name a disadvantage and a useful next test.", "Submit the pair and a simple setup diagram. Complete a supervised capture check if you previously used analysis only." ], "evidence_requirement": "Include a labeled placement sketch and microphone information from its manufacturer. Record whether you made the capture yourself, observed a demonstration, or analyzed supplied audio. Practical microphone operation requires a witnessed capture.", "standards": [ "mic" ], "assessment_criteria": [ "Purpose explicit", "Choice supported by actual audio", "Tradeoff identified", "Setup can be repeated" ], "assessed_focus": "Compare microphone behavior, justify placement and connections, and check the result against the recording purpose.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U05-L01", "lesson_number": 17, "title": "Inspect the input", "assignment": "Input identification card and labeled path.", "practice_steps": [ "Read the supplied model card and identify input type, connector and approved power state.", "Draw the path from the chosen source to the recording track.", "Label stages combined inside one device.", "Ask the teacher to verify the route before a connection is changed." ], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Actual input identified", "Source requirements checked", "Combined stages represented", "Teacher verification recorded" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U05-L02", "lesson_number": 18, "title": "Test the preamp setting", "assignment": "Test take and gain/peak observation.", "practice_steps": [ "Perform the loudest normal passage with monitoring comfortable.", "Observe input peaks; adjust only the approved input gain, aiming for conservative headroom.", "Record ten seconds and replay it.", "Document the gain setting or automatic behavior, peak range and audible result." ], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Representative source used", "Input rather than output adjusted", "Headroom retained", "Playback verified" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U05-L03", "lesson_number": 19, "title": "Read the meter", "assignment": "Meter-location sketch and four observations.", "practice_steps": [ "Identify the meter’s label and position in the signal path.", "Observe a quiet and a stronger passage.", "Change one playback control and note which meter changes.", "State one conclusion the meter supports and one it cannot establish." ], "evidence_requirement": "Keep the figures or observations in a spreadsheet or other digital table. Show each calculation or comparison and explain the decision it supports.", "standards": [ "data" ], "assessment_criteria": [ "Meter stage identified", "Actual readings or unavailable units reported", "One control tested", "Inference limit stated" ], "assessed_focus": "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U05-L04", "lesson_number": 20, "title": "Record with margin", "assignment": "Take, source/input notes and one reason for the chosen margin.", "practice_steps": [ "Set a repeatable source and state the intended sound.", "Capture a fifteen-second take using your approved gain method.", "Save, reopen and listen for distortion or missing material.", "Record one useful improvement for a later take without deleting this one." ], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "Usable take captured", "Gain decision documented", "Reopen succeeds", "Quality judged by evidence" ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U06-L01", "lesson_number": 21, "title": "Hear the room", "assignment": "Two observations and a direct/reflected-sound explanation.", "practice_steps": [ "Predict which position will sound more reflective.", "Record or observe the same short source at each position.", "Describe the onset and decay separately, using approximate times if useful.", "Identify a room or performance difference that limits the comparison." ], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Onset and decay distinguished", "Same source attempted", "Room contribution described", "Confound acknowledged" ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U06-L02", "lesson_number": 22, "title": "Move source and listener", "assignment": "Position diagram and A/B capture or supervised observation.", "practice_steps": [ "Choose a source and microphone position as baseline.", "Move either the source or microphone to one marked new position.", "Record the same ten-second passage, documenting what stayed fixed.", "Keep or reject the move using one located observation." ], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "One position variable changed", "Positions reproducible", "Comparison level considered", "Decision tied to sound" ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U06-L03", "lesson_number": 23, "title": "Choose a reference level", "assignment": "Monitoring reference card.", "practice_steps": [ "Choose an approved listening device and comfortable setting.", "Record the device, approximate setting and position.", "Listen to one reference passage before evaluating your own recording.", "Return to that setup after a short pause and note any uncertainty." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Device and position recorded", "Comfortable setting used", "Reference passage fixed", "Calibration limits understood" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U06-L04", "lesson_number": 24, "title": "Document the listening position", "assignment": "Two-condition listening log and a cautious conclusion.", "practice_steps": [ "Record the baseline system and one musical observation.", "Change only the listening position, or label a deliberate system change.", "Compare the same time window.", "Write a recommendation that separates file evidence from playback uncertainty." ], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Same file/window used", "Playback change identified", "Observation located", "File and room causes separated" ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U07-L01", "lesson_number": 25, "title": "Plan the capture", "assignment": "Completed session sheet.", "practice_steps": [ "Write a one-sentence listener goal.", "List source, microphone/device, input, track name and destination.", "Assign performer, engineer and file-check roles; one person may hold more than one.", "Reserve filenames for test, take 1 and take 2." ], "evidence_requirement": "Keep the plan in a digital document. Include the intended result, resources, timing and a response to one likely change.", "standards": [ "plan" ], "assessment_criteria": [ "Purpose explicit", "Route complete", "Roles assigned", "Takes and files planned" ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U07-L02", "lesson_number": 26, "title": "Build the cue", "assignment": "Cue diagram and performer feedback note.", "practice_steps": [ "Trace the chosen monitoring route.", "Set a comfortable cue with the needed guide part.", "Perform a short test and ask one focused question about timing or clarity.", "Change one cue balance if needed, then confirm the input recording level remains appropriate." ], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Monitoring path understood", "Comfortable useful cue", "Performer feedback collected", "Capture gain kept distinct" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U07-L03", "lesson_number": 27, "title": "Record two takes", "assignment": "Two retained takes and a short take log.", "practice_steps": [ "Confirm the session plan, input and file location.", "Record a fifteen- to thirty-second take with a natural ending.", "Record a second take without overwriting the first.", "Save and verify both files or regions can be replayed independently." ], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "Two complete takes", "First source retained", "Changes logged", "Both replays verified" ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U07-L04", "lesson_number": 28, "title": "Select with evidence", "assignment": "Keeper decision with two timestamps and retained alternatives.", "practice_steps": [ "Review the original listener goal.", "Locate one strength and one limitation in each take.", "Choose a keeper or justify a focused retake.", "Save the choice and retain the rejected take with its label." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Goal used as criterion", "Evidence from both takes", "Choice justified", "Alternatives retained" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U08-L01", "lesson_number": 29, "title": "Choose an edit boundary", "assignment": "Edited version and boundary notes.", "practice_steps": [ "Duplicate a take and mark the intended phrase.", "Choose a boundary by listening, using the waveform as a locator.", "Trim the unwanted region and audition across the join.", "Use the shortest suitable fade if a click remains, then compare again." ], "evidence_requirement": "Keep the original and edited versions. Identify the changed passage and audition its entrance, join and ending.", "standards": [ "edit" ], "assessment_criteria": [ "Phrase identified", "Wanted sound preserved", "Boundary auditioned", "Original recoverable" ], "assessed_focus": "Retain the source, make the intended edit, and audition the boundaries and the finished passage.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U08-L02", "lesson_number": 30, "title": "Keep an intact take", "assignment": "Original/edited file names and a recovery result.", "practice_steps": [ "Save the edited state with a new version name.", "Locate the intact source or baseline version.", "Replay the previously trimmed material.", "Reopen the chosen edited version and verify it remains available too." ], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Baseline identified", "Removed material recovered", "Edited version retained", "Actual reopen reported" ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U08-L03", "lesson_number": 31, "title": "Add an overdub", "assignment": "Foundation plus overdub and an entrance note.", "practice_steps": [ "Choose a short section and mark the intended entrance.", "Prepare a cue and record a brief test for timing.", "Record the overdub on a separate track or retained take.", "Play both parts together and document any timing or monitoring limitation." ], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "Entrance planned", "Cue tested", "Independent new take", "Combined playback checked" ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U08-L04", "lesson_number": 32, "title": "Check continuity", "assignment": "Before/after passage and continuity checklist.", "practice_steps": [ "Mark the edit or overdub boundary.", "Listen across it in the full passage.", "Test one correction if you hear a problem.", "Export the passage and confirm that the correction survives outside the session." ], "evidence_requirement": "Keep the original and edited versions. Identify the changed passage and audition its entrance, join and ending.", "standards": [ "edit" ], "assessment_criteria": [ "Context listened to", "Problem or clean result identified", "Correction controlled", "Export verified" ], "assessed_focus": "Retain the source, make the intended edit, and audition the boundaries and the finished passage.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U09-L01", "lesson_number": 33, "title": "Trace the setup", "assignment": "Independent route and version plan.", "practice_steps": [ "State the recording purpose and chosen source.", "Draw source through input, track and monitoring output.", "Identify the approved gain control and one possible failure point.", "Name source, edited and final versions before recording." ], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Actual route correct", "Gain stage identified", "Failure check sensible", "Versions planned" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U09-L02", "lesson_number": 34, "title": "Record and edit", "assignment": "Original and edited takes with one edit rationale.", "practice_steps": [ "Make a test and then capture the planned performance.", "Save the original before editing.", "Make one justified trim, gap or boundary correction on a duplicate.", "Replay the whole passage and note the audible result." ], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "Original usable capture", "Source preserved", "Edit controlled and justified", "Whole passage checked" ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U09-L03", "lesson_number": 35, "title": "Recover the source", "assignment": "Recovery log with filenames, result and any unresolved dependency.", "practice_steps": [ "Save the session and export the edited audio.", "Close or switch projects without deleting work.", "Reopen from the saved location or reconstruct using the retained files.", "Check the original, edited version and final audio independently." ], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Saved source found", "Original plays", "Edited/final state confirmed", "Dependencies reported" ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U09-L04", "lesson_number": 36, "title": "Explain a rejected change", "assignment": "Four-sentence decision record and paired evidence.", "practice_steps": [ "Name the exact time window and intended improvement.", "Describe the one changed variable.", "Identify a cost or missing improvement.", "State the final choice and one next check if more time were available." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Purpose clear", "Variable identified", "Cost heard or measured", "Final choice defended" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U10-L01", "lesson_number": 37, "title": "Hear one source", "assignment": "A baseline description and separate-playback observation.", "practice_steps": [ "Import each file to a separate track at the same start.", "Solo the source and identify two audible features.", "Solo the inverted copy at the same fader level.", "State whether you can identify a reliable difference when each plays alone." ], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Baseline recorded", "Separate playback used", "Level controlled", "Observation not overclaimed" ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U10-L02", "lesson_number": 38, "title": "Combine two copies", "assignment": "Three-state comparison: one, aligned pair and inverted pair.", "practice_steps": [ "Set both track faders to −12 dB and confirm equal starts.", "Play two copies of the source and compare with one at the same fader setting.", "Replace one copy with the inverted source; retain start and level.", "Record meter and listening observations without raising the monitor to chase a null." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Safe summing level", "Starts aligned", "Three states compared", "Null limitations understood" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U10-L03", "lesson_number": 39, "title": "Invert or delay separately", "assignment": "Two labeled comparisons and an explanation of the changed variable.", "practice_steps": [ "Keep the baseline source at the same start and gain.", "Compare its sum with the inverted copy, then restore the baseline.", "Compare its sum with phase-delay.wav, which retains a 2 ms offset.", "Describe the tonal change and identify which test changed time." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Variables separated", "Delay identified", "Tonal interaction described", "Polarity not called alignment" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U10-L04", "lesson_number": 40, "title": "Check mono and explain", "assignment": "A mono-check record with method, result and one possible revision.", "practice_steps": [ "Play the stereo example and note its apparent width.", "Play the actual summed mono example at a comfortable level.", "Locate a tonal or level difference and relate it to the delayed channel.", "State whether your own mix was summed, heard one-sided or not tested." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Actual sum used", "Method recorded", "Difference described", "Revision linked to evidence" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U11-L01", "lesson_number": 41, "title": "Name the frequency region", "assignment": "Three region labels and one located musical observation.", "practice_steps": [ "Play each short tone once and record its broad region.", "Listen to melody.wav and locate a tonal concern or state that none is apparent.", "Use a broad region description before naming an exact frequency.", "Record uncertainty instead of inventing precision." ], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "References identified", "Musical context considered", "Concern located", "Uncertainty stated" ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U11-L02", "lesson_number": 42, "title": "Read the filter shape", "assignment": "Three labeled sketches and a filter-choice explanation.", "practice_steps": [ "Draw a bell, shelf and high-pass response with axes labeled frequency and change.", "Predict which can reduce rumble while retaining most higher material.", "Test a conservative filter on a duplicate phrase or analyze the provided pair.", "Explain one wanted feature that excessive filtering could remove." ], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Shapes distinguished", "Axes understood", "Filter purpose matched", "Cost identified" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U11-L03", "lesson_number": 43, "title": "Make one change", "assignment": "Baseline/revision, settings and a reason tied to the phrase.", "practice_steps": [ "Write the time window and desired improvement.", "Save a baseline and make one broad EQ adjustment on a copy.", "Compare in solo for diagnosis and in context for the decision.", "Record the actual frequency, gain and bandwidth/shape where shown." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Goal audible and located", "One change isolated", "Settings retained", "Context comparison made" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U11-L04", "lesson_number": 44, "title": "Compare and reject excess", "assignment": "Three-state decision note with the chosen version and a located cost.", "practice_steps": [ "Make a deliberately stronger version on a duplicate, never the only source.", "Reduce playback bias with output trim or consistent teacher-controlled comparison.", "Name a specific cost of the excessive version.", "Choose baseline or correction and retain the rejected test as evidence." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Comparison window fixed", "Loudness bias addressed", "Excess cost identified", "Choice defended" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U12-L01", "lesson_number": 45, "title": "Hear the peaks", "assignment": "Located peak/body observations and a processing goal.", "practice_steps": [ "Listen to both examples at a comfortable monitor setting.", "Locate one brief peak and one sustained section.", "Predict which might trigger a compressor intermittently versus continuously.", "Write a musical reason to preserve or reduce the peak." ], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Peak located", "Body described", "Behavior prediction sensible", "Goal musical" ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U12-L02", "lesson_number": 46, "title": "Set threshold and ratio", "assignment": "Calculation, settings/status and a description of reduction timing.", "practice_steps": [ "Calculate the simple 8 dB over/4:1 result.", "On a duplicate, choose a moderate ratio and lower threshold until some peaks trigger reduction, or analyze the supplied pair.", "Observe when reduction occurs and when it recovers.", "Record settings and whether you operated a compressor or analyzed renders." ], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Model calculation correct", "Threshold purpose understood", "Reduction observed", "Practical status stated" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U12-L03", "lesson_number": 47, "title": "Compare attack and release", "assignment": "Two separate timing comparisons or clearly labeled render analysis.", "practice_steps": [ "Save the baseline compressor state.", "Change only attack and compare the same passage.", "Restore attack, then change only release on a new version where available.", "Choose settings based on a located benefit and cost, not labels such as professional." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Attack test isolated", "Release test isolated", "Event context heard", "Tradeoff described" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U12-L04", "lesson_number": 48, "title": "Match output and judge", "assignment": "Fair-comparison note and chosen audio with a reason.", "practice_steps": [ "Choose a short repeated comparison window.", "Bring output playback levels reasonably close without changing the original recording gain.", "Identify one envelope difference that remains.", "Select dry or processed and export the chosen version with the full ending." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Window fixed", "Level bias addressed", "Envelope difference located", "Choice exported and checked" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U13-L01", "lesson_number": 49, "title": "Hear the direct sound", "assignment": "A dry-sound description and a space-design goal.", "practice_steps": [ "Describe the dry phrase and one important pause.", "Compare distinct repeats with the dense reflection model.", "Choose an intended role for the effect.", "State a feature that must remain audible after processing." ], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Dry baseline described", "Repeats/tail distinguished", "Role stated", "Protected feature identified" ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U13-L02", "lesson_number": 50, "title": "Trace a send and return", "assignment": "Route drawing and a mute-test result or labeled analysis.", "practice_steps": [ "Draw source → main mix and source → send → effect → return → main mix.", "Build that route where supported or annotate the drawing beside supplied audio.", "Mute the return and confirm the dry signal remains.", "Identify whether the send is pre- or post-fader if the application exposes it." ], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Two paths clear", "Return role understood", "Mute test documented", "Actual capability stated" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U13-L03", "lesson_number": 51, "title": "Set a delay or reverb", "assignment": "Baseline/revision or render-analysis note with one time-variable explanation.", "practice_steps": [ "Choose a delay or reverb for your stated goal.", "Save a baseline and change only repeat time or decay.", "Keep blend/output fixed while comparing.", "Record the setting, audible result and one tradeoff in clarity." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Control correctly named", "One variable isolated", "Gaps listened through", "Tradeoff stated" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U13-L04", "lesson_number": 52, "title": "Preserve the phrase and tail", "assignment": "Dry/final files and an export-boundary check.", "practice_steps": [ "Mark the final performed event and the intended tail end.", "Export with enough time for the chosen decay.", "Play the file in a separate player, checking beginning and ending.", "Retain dry and wet versions with clear labels." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Tail evaluated", "Range deliberate", "External playback checked", "Dry source retained" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U14-L01", "lesson_number": 53, "title": "Set the static balance", "assignment": "Static mix and one sentence naming each part’s role.", "practice_steps": [ "Import stems at a common start.", "Set an intended foreground and bring up its level comfortably.", "Add support gradually and reduce competition where needed.", "Save a no-processing balance and describe the hierarchy." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Common start preserved", "Foreground intentional", "Support balanced", "Baseline saved" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U14-L02", "lesson_number": 54, "title": "Place the sources", "assignment": "Placement note and two mix versions.", "practice_steps": [ "Save the centered balance.", "Move one supporting source and leave the foreground stable.", "Compare stereo with a teacher-provided mono sum where available.", "Keep or reduce the move based on clarity and delivery needs." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Baseline retained", "One move isolated", "Reason connected to role", "Mono status reported" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U14-L03", "lesson_number": 55, "title": "Process for one reason", "assignment": "One processing decision with baseline/revision and a located reason.", "practice_steps": [ "Write the symptom and the intended improvement.", "Choose one processing domain and justify it.", "Make a conservative test with the baseline recoverable.", "Compare and retain the version with the stronger evidence." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Problem located", "Tool choice reasoned", "Test controlled", "Decision evidence clear" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U14-L04", "lesson_number": 56, "title": "Check on another playback system", "assignment": "Translation log and a prioritized decision.", "practice_steps": [ "Name both systems and use the identical export.", "Write one observation on each before editing.", "Choose one recurring issue or justify leaving the mix alone.", "Test a revision and record both results; label a missing second-system test honestly." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Same file used", "Systems documented", "Priority justified", "Retest/status clear" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U15-L01", "lesson_number": 57, "title": "Name and collect the files", "assignment": "File-role inventory and organized handoff copy.", "practice_steps": [ "List original, edited, project and final file roles.", "Copy needed media into an approved handoff location using supported collection tools.", "Use clear file names and a version number so you can tell the files apart.", "Open two files by their names to check that labels match." ], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Roles distinguished", "Dependencies collected", "Versions clear", "Labels verified" ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U15-L02", "lesson_number": 58, "title": "Record sources and roles", "assignment": "Source and contribution record linked to filenames.", "practice_steps": [ "List every source used in the mix.", "Name creator/contributor roles and any editing.", "Record permitted use or mark unresolved permission for teacher review.", "Document missing or non-transferable instrument/sample dependencies." ], "evidence_requirement": "Keep an individual role record alongside the shared project. Describe one contribution, one handoff and how the group checked the result.", "standards": [ "team" ], "assessment_criteria": [ "All sources listed", "Roles credited", "Permission status specific", "Dependencies stated" ], "assessed_focus": "Record each person’s responsibility and contribution and show how the group completed the shared task.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U15-L03", "lesson_number": 59, "title": "Export the requested format", "assignment": "Final audio with actual format properties and checklist.", "practice_steps": [ "Copy the brief into a checklist.", "Set the supported export parameters and full range.", "Export a named file and inspect its actual properties.", "Record any approved alternative and verify playback." ], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Brief read", "Actual format checked", "Range correct", "Limits disclosed" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U15-L04", "lesson_number": 60, "title": "Test recovery", "assignment": "Recovery record with actual observed results.", "practice_steps": [ "Open from the copied location after closing the working session.", "Confirm source media and edit positions.", "Play the exported reference separately.", "Document pass, failure, correction and retest without hiding missing dependencies." ], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Copied package opened", "Sources verified", "Reference compared", "Retest documented" ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U16-L01", "lesson_number": 61, "title": "Pitch the idea", "assignment": "Project brief, role plan and three success criteria.", "practice_steps": [ "Write a 30–60-second brief with listener and purpose.", "Choose foreground and support roles.", "List the available source, input and recording time.", "Define three observable success criteria including recovery." ], "evidence_requirement": "Prepare the presentation digitally and identify its intended recipient. Explain why you chose these examples and this format.", "standards": [ "audience" ], "assessment_criteria": [ "Purpose specific", "Roles feasible", "Constraints explicit", "Success observable" ], "assessed_focus": "Identify the intended recipient and adapt the selection, format and explanation to that recipient’s needs.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U16-L02", "lesson_number": 62, "title": "Prepare the session", "assignment": "Session setup record and replayed test.", "practice_steps": [ "Draw the actual capture and monitoring route.", "Prepare named tracks and an original-takes location.", "Record and replay a short test with representative peaks.", "Correct one preparation issue and retest before the full take." ], "evidence_requirement": "Keep the plan in a digital document. Include the intended result, resources, timing and a response to one likely change.", "standards": [ "plan" ], "assessment_criteria": [ "Route actual", "Versions prepared", "Test captured and replayed", "Correction verified" ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U16-L03", "lesson_number": 63, "title": "Capture the foundation", "assignment": "Two sources, condition log and selected foundation.", "practice_steps": [ "Record two complete options under documented conditions.", "Label performance or engineering variables changed between them.", "Save untouched originals.", "Choose a foundation using two located observations." ], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "Options complete", "Variables documented", "Originals retained", "Choice evidence located" ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U16-L04", "lesson_number": 64, "title": "Review the evidence", "assignment": "Capture review and retake decision with evidence.", "practice_steps": [ "Mark three observations with times.", "Classify each as acceptable, editable or recapture needed.", "Retake the highest-priority capture problem if feasible.", "Save the revised foundation and next editing action." ], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "Whole take reviewed", "Issues prioritized", "Repair domain sensible", "Next action documented" ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U17-L01", "lesson_number": 65, "title": "Finish the arrangement", "assignment": "Edited arrangement and boundary/recovery check.", "practice_steps": [ "Select the foundation and optional supporting material.", "Build the agreed short form on copies.", "Check boundaries, attacks and decays.", "Save the arrangement and demonstrate access to an original take." ], "evidence_requirement": "Retain the editable arrangement and its starting ideas. Explain how their placement or combination establishes the larger musical form.", "standards": [ "arrange" ], "assessment_criteria": [ "Form clear", "Joins checked", "Phrasing preserved", "Original recovered" ], "assessed_focus": "Show which musical ideas were selected and how their order, combination or development creates a larger work.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U17-L02", "lesson_number": 66, "title": "Make a first mix", "assignment": "First mix and decision notes.", "practice_steps": [ "Build a static balance from the edited arrangement.", "Make at most two justified processing tests.", "Check for overload and cutoff endings.", "Export v 01 and record three decisions with locations." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Hierarchy intentional", "Processing reasoned", "Whole mix checked", "Review version fixed" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U17-L03", "lesson_number": 67, "title": "Turn feedback into a test", "assignment": "Feedback, hypothesis and baseline/revision evidence.", "practice_steps": [ "Collect one located observation from a peer or teacher.", "Write a testable hypothesis and single change.", "Create the revision without overwriting v 01.", "Compare both and note whether the predicted improvement occurred." ], "evidence_requirement": "Keep the feedback, the starting version, and the revised version. Explain which suggestion you accepted and why.", "standards": [ "feedback" ], "assessment_criteria": [ "Feedback located", "Hypothesis testable", "Variable isolated", "Result assessed" ], "assessed_focus": "Request focused feedback through a digital tool, retain the response, and explain the change made or declined.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U17-L04", "lesson_number": 68, "title": "Choose the revision", "assignment": "Approval record and chosen mix.", "practice_steps": [ "Apply the three original success criteria to both versions.", "Name one improvement and one remaining limitation.", "Choose the delivery version and label it clearly.", "Retain the rejected version and its reason." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Same criteria used", "Improvement evidenced", "Limitation stated", "Version selection clear" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U18-L01", "lesson_number": 69, "title": "Package the sources", "assignment": "Complete final package and readable manifest.", "practice_steps": [ "Collect the agreed final and source files.", "List file roles, versions, tempo where relevant and dependencies.", "Add source credits and decision notes.", "Copy the package to the approved delivery location." ], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Final unambiguous", "Sources included", "Dependencies/credits present", "Package copied" ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U18-L02", "lesson_number": 70, "title": "Play outside the session", "assignment": "Final verification record with retest results.", "practice_steps": [ "Inspect actual file properties against the brief.", "Play beginning, middle and full ending independently.", "Test an available second playback system.", "Correct and re-export any failure, then repeat the affected checks." ], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Properties verified", "Independent playback", "Second-system status clear", "Fix retested" ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U18-L03", "lesson_number": 71, "title": "Show the change", "assignment": "A concise demonstration with paired evidence.", "practice_steps": [ "Select one source/edit or mix comparison.", "Name the changed variable and relevant time window.", "Explain what improved or why the test was rejected.", "Provide accessible text notes or a transcript alongside audio." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Claim located", "Comparison usable", "Reasoning connects result", "Explanation accessible" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-U18-L04", "lesson_number": 72, "title": "Curate the portfolio", "assignment": "Curated portfolio and next-skill plan.", "practice_steps": [ "Choose early, final and recovery evidence.", "Explain one technical and one listening improvement.", "Identify a skill that remains unassessed or uncertain.", "Set a next exercise with an observable success condition." ], "evidence_requirement": "Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.", "standards": [ "portfolio" ], "assessment_criteria": [ "Growth evidenced", "Artifacts curated", "Limits honest", "Next target observable" ], "assessed_focus": "Select relevant work, identify individual contributions, and explain the process, result and next learning step.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER1-FINAL", "lesson_number": 73, "title": "Final portfolio and practical review", "assignment": "Portfolio evidence references, final handoff/recovery result, practical-skill record and next learning step.", "practice_steps": [ "Locate evidence from the course tasks or modules for each final criterion. Include the original, a justified revision, and the verification result.", "Preserve the listening copy, editable recovery materials and applicable source permissions. Use your teacher-selected DAW.", "Name skills operated independently, skills completed with assistance and skills only analyzed. Arrange required practical opportunities before asking for final acceptance.", "Present your decisions in accessible text or a school-approved recording with a transcript. The reviewer must be able to inspect the evidence." ], "evidence_requirement": "Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.", "standards": [ "portfolio" ], "assessment_criteria": [ "Brief and intent", "Documented capture or analysis scope", "Source preservation", "Editing continuity", "Processing and listening judgment", "Controlled revision after feedback", "Delivery and recovery", "Accessible explanation and source credits" ], "assessed_focus": "Select relevant work, identify individual contributions, and explain the process, result and next learning step.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "teacher_practice": [ { "standard": "teach", "task": "Prepare and teach “Deliver something that plays.” Demonstrate the task, then have learners complete it independently.", "evidence": "A teaching plan, demonstration or teach-back, and learner work showing the result.", "criterion": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective." }, { "standard": "adapt", "task": "Adapt one practical assignment for a learner with limited equipment, a different way of accessing instructions, or a different way of presenting the result.", "evidence": "The original task, the adapted route and the shared assessment criteria.", "criterion": "Name a specific access or learning need and provide a usable alternative that preserves the intended skill." }, { "standard": "assess", "task": "Use “Final portfolio and practical review” to assess the learner’s decisions and finished work. Plan feedback and a second attempt for one unmet criterion.", "evidence": "An annotated rubric, specific feedback, revised work and a brief comparison.", "criterion": "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity." } ], "readiness": { "pathway": "build", "fit": "About 14–18; a motivated younger learner can start with guidance.", "prioritySkills": "Clean capture; editing; routing; musical balance; reliable exports and backups.", "priorSkills": "Can save files and identify a musical beginning, middle, and ending.", "equipment": "Computer with a DAW, headphones, supplied audio; microphone and interface for capture labs.", "expectedTime": "45 planned hours.", "teacherGuidance": "Teacher-led for live capture, hearing safety, and practical review; some editing tasks can be independent.", "teacherEditionUrl": "/learn/courses/teaching-audio-engineering-recording-1.html" } }, { "id": "audio-engineering-recording-2", "title": "Audio Engineering & Recording II", "course_url": "/learn/courses/audio-engineering-recording-2.html", "audience": "student", "lesson_count": 73, "mapped_checkpoint_count": 73, "rows": [ { "id": "AER2-U01-L01", "lesson_number": 1, "title": "Find the frequency region", "assignment": "Reference labels and one bounded diagnostic test.", "practice_steps": [ "Label the three reference regions.", "Listen to the phrase and name one region of interest.", "Test a small broad EQ change on a copy where supported.", "Record whether the observation survives a context comparison." ], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "References correct", "Observation bounded", "Test conservative", "Claim limited" ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U01-L02", "lesson_number": 2, "title": "Can you hear 3 dB?", "assignment": "Six-trial record with choices, revealed order and reflection.", "practice_steps": [ "Set comfortable playback with the louder file first.", "Run six short order-varied comparisons with a teacher or partner.", "Record louder choice and confidence before reveal.", "Check results and describe any uncertainty or order effect." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Playback fixed", "Order varied", "Responses recorded first", "Purpose understood" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U01-L03", "lesson_number": 3, "title": "Now compare 1 dB", "assignment": "Trial log and cautious comparison of results.", "practice_steps": [ "Run six short comparisons with order varied.", "Write choice and confidence before each reveal.", "Compare consistency with the 3 dB trials.", "Name one condition that could affect the results." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Trials recorded", "Playback consistent", "Confidence included", "Generalization bounded" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U01-L04", "lesson_number": 4, "title": "Set a reference and log uncertainty", "assignment": "Reference/setup log and limits statement.", "practice_steps": [ "Choose and document a comfortable playback setup.", "Use the reference before judging a short mix.", "Repeat the reference after the comparison to check setup consistency.", "Record uncertainty and any changed conditions." ], "evidence_requirement": "Keep the figures or observations in a spreadsheet or other digital table. Show each calculation or comparison and explain the decision it supports.", "standards": [ "data" ], "assessment_criteria": [ "Setup documented", "Reference repeated", "Conditions tracked", "No false calibration claim" ], "assessed_focus": "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U02-L01", "lesson_number": 5, "title": "Choose the stereo geometry", "assignment": "Geometry plan with purpose and capability status.", "practice_steps": [ "State source, room and intended stereo impression.", "Draw a coincident or spaced arrangement with actual directions/spacing.", "Explain likely level/time relationships.", "Have the teacher verify the practical setup or label the work as a plan." ], "evidence_requirement": "Include a labeled placement sketch and microphone information from its manufacturer. Record whether you made the capture yourself, observed a demonstration, or analyzed supplied audio. Practical microphone operation requires a witnessed capture.", "standards": [ "mic" ], "assessment_criteria": [ "Purpose clear", "Geometry documented", "Mechanism distinguished", "Capture status honest" ], "assessed_focus": "Compare microphone behavior, justify placement and connections, and check the result against the recording purpose.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U02-L02", "lesson_number": 6, "title": "Capture a repeatable source", "assignment": "Two-channel recording/analysis and controlled-conditions log.", "practice_steps": [ "Record or inspect a complete two-channel test.", "Check that both channels carry intended content and note their levels.", "Change one teacher-approved geometry variable for a second take if available.", "Save conditions and compare without silently normalizing the raw evidence." ], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "Channels checked", "Conditions documented", "Variable bounded", "Confounds acknowledged" ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U02-L03", "lesson_number": 7, "title": "Test timing and polarity separately", "assignment": "Separate timing/polarity tests and bounded diagnosis.", "practice_steps": [ "Save the original pair and route.", "Try a polarity reversal on one channel and compare.", "Restore polarity, then test one small time adjustment separately.", "Record which change helped, its cost and what cause remains unproven." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Baseline preserved", "Tests independent", "Spatial cost considered", "Cause not overclaimed" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U02-L04", "lesson_number": 8, "title": "Evaluate mono compatibility", "assignment": "Stereo/mono evaluation with method and decision.", "practice_steps": [ "Document the summing method.", "Compare a located foreground phrase in stereo and mono.", "Test one revision only if a meaningful problem exists.", "Retain the original and explain the final compromise." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Actual sum confirmed", "Foreground tracked", "Revision controlled", "Tradeoff explicit" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U03-L01", "lesson_number": 9, "title": "Map room contributions", "assignment": "Room map and a controlled observation.", "practice_steps": [ "Map source, microphone and major nearby surfaces.", "Identify a pause where room contribution is audible.", "Test one source or microphone move where available.", "Record the observation and distinguish real capture from synthetic analysis." ], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Environment mapped", "Tail located", "Variable controlled", "Evidence type stated" ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U03-L02", "lesson_number": 10, "title": "Compare signal and noise", "assignment": "Window/method record and a ratio explanation.", "practice_steps": [ "Choose wanted and quiet time windows.", "Record the same type of level estimate for each if a suitable meter exists.", "Explain the limitations of the estimate, including residual room/source sound.", "Predict why lowering the playback fader alone does not remove recorded noise selectively." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Windows named", "Meter method consistent", "Ratio understood", "Limits disclosed" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U03-L03", "lesson_number": 11, "title": "Trace gain through stages", "assignment": "Gain-stage diagram and an overload diagnosis.", "practice_steps": [ "Draw input gain, converter, track processing, fader and output where present.", "Label which meter observes each available point.", "Identify an upstream overload scenario followed by a quiet final meter.", "Describe the earliest useful test and a prevention action." ], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Stages ordered", "Meters located", "Upstream fault recognized", "Test targets cause" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U03-L04", "lesson_number": 12, "title": "Run a controlled capture test", "assignment": "Controlled capture record with raw evidence and conclusion.", "practice_steps": [ "State one hypothesis and variable.", "Record a baseline and changed condition, or prepare an explicitly unperformed protocol if capture is unavailable.", "Retain raw files and label any matched listening copies.", "Report the result, tradeoff and remaining uncertainty." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Hypothesis specific", "One variable controlled", "Raw evidence retained", "Tradeoff evaluated" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U04-L01", "lesson_number": 13, "title": "Plan inputs and cues", "assignment": "Input/cue plan with actual session mode.", "practice_steps": [ "List sources, inputs, track names and performer roles.", "Choose simultaneous or sequential capture based on actual resources.", "Draw one monitoring route and identify possible duplicate monitoring.", "Prepare take names and a recovery plan." ], "evidence_requirement": "Keep the plan in a digital document. Include the intended result, resources, timing and a response to one likely change.", "standards": [ "plan" ], "assessment_criteria": [ "Input list feasible", "Cue route clear", "Mode honest", "Take/recovery plan ready" ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U04-L02", "lesson_number": 14, "title": "Record a small ensemble", "assignment": "Multitrack sources and take log with capture mode.", "practice_steps": [ "Verify each input and its recorded playback.", "Capture two short takes or overdub passes.", "Keep original tracks aligned and independently saved.", "Log source, take and any changed setting." ], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "Inputs verified", "Independent takes saved", "Alignment retained", "Changes logged" ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U04-L03", "lesson_number": 15, "title": "Comp with originals retained", "assignment": "Comp, originals and edit-boundary decision.", "practice_steps": [ "Select a short preferred phrase from each take.", "Create a new comp version without replacing originals.", "Check linked timing, room continuity and complete attacks/decays.", "Retain or reject the join with a located reason." ], "evidence_requirement": "Keep the original and edited versions. Identify the changed passage and audition its entrance, join and ending.", "standards": [ "edit" ], "assessment_criteria": [ "Originals retained", "Comp purpose clear", "Related tracks considered", "Context boundary verified" ], "assessed_focus": "Retain the source, make the intended edit, and audition the boundaries and the finished passage.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U04-L04", "lesson_number": 16, "title": "Hand off the session", "assignment": "Multitrack package and actual recovery report.", "practice_steps": [ "Export aligned source/stem files and a reference.", "Record start, tempo if relevant, routing and processing dependencies.", "Open the copied project or reconstruct from the delivered files.", "Document differences and correct a missing source if found." ], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Alignment documented", "Dependencies clear", "Copy tested", "Differences reported" ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U05-L01", "lesson_number": 17, "title": "Find what disappears", "assignment": "Time-located observation, two hypotheses and two tests.", "practice_steps": [ "Write the intended foreground and its role.", "Choose a three-second window in mix-a and record the time.", "Describe an observation without naming a processor.", "Propose two possible causes and a different test for each." ], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Foreground named", "Time window located", "Observation separated from cause", "Two distinct tests proposed" ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U05-L02", "lesson_number": 18, "title": "Try the smallest change", "assignment": "Baseline/test exports, changed setting and one benefit/one cost.", "practice_steps": [ "Import melody, pad and pulse at a common start point. Leave stretching off or verify unchanged duration.", "Save a baseline. Lower only the pad level, keeping the other parts fixed.", "Compare the same passage in the full mix; adjust the comparison listening level only as needed and document it.", "Keep or reject the change based on melody clarity and musical support." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Common starting alignment", "Single intentional variable", "Contextual comparison", "Benefit and cost identified" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U05-L03", "lesson_number": 19, "title": "Make a fair A/B", "assignment": "Two labeled tests and a decision table: purpose, changed variable, result, limitation.", "practice_steps": [ "Version A: leave a short gap in the pad at a chosen melody entrance.", "Version B: if EQ is available, make one small tonal change to the pad; otherwise test a different pad level and label the alternative accurately.", "Compare each separately against baseline at similar playback loudness.", "Select one approach and explain what the alternative did less well." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Two distinct tests retained", "Variables and routes named", "Fair comparison attempted", "Tool substitution honestly recorded" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U05-L04", "lesson_number": 20, "title": "Defend and transfer", "assignment": "New-window A/B pair, decision record and response to peer feedback.", "practice_steps": [ "Write a new brief and time-located observation.", "Test one change and preserve the original.", "Ask a peer for one specific observation without telling them which version you prefer.", "Submit a 60–90-second spoken explanation or 150–200-word written record, with the A/B audio and your final decision." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "New problem or time window", "Reproducible comparison", "Evidence-based keep/reject decision", "Peer feedback considered critically" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U06-L01", "lesson_number": 21, "title": "Compare transient and sustained sources", "assignment": "Envelope observations and source-specific goals.", "practice_steps": [ "Mark a transient and a sustained interval.", "Predict intermittent versus continuous reduction under a shared threshold.", "Test or inspect the supplied dynamics examples.", "State a different musical goal for each source." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Envelope described", "Prediction sensible", "Context considered", "Goals distinct" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U06-L02", "lesson_number": 22, "title": "Set detector and ratio", "assignment": "Settings and a detector-behavior observation or bounded proposal.", "practice_steps": [ "Name the symptom and actual detector options.", "Set a moderate ratio and threshold for occasional action.", "Test one detector change where supported; otherwise explain the proposed test.", "Record what triggered reduction and its cost to the phrase." ], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Problem identified", "Controls actual", "Trigger behavior observed", "Capability stated" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U06-L03", "lesson_number": 23, "title": "Test attack and release", "assignment": "Separate timing tests and chosen settings.", "practice_steps": [ "Preserve baseline settings.", "Compare two attack values with release fixed.", "Restore attack and compare two releases.", "Choose a result and locate one retained transient or recovery behavior." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Tests separate", "Next event considered", "Benefit located", "Cost acknowledged" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U06-L04", "lesson_number": 24, "title": "Explain the source-dependent choice", "assignment": "Two source decisions with paired evidence.", "practice_steps": [ "Document separate goals and baselines.", "Create one controlled processing version for each.", "Reduce loudness bias when judging.", "Explain the final choices, including any rejected processing." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Source goals distinct", "Comparisons controlled", "Level bias considered", "Choices defended" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U07-L01", "lesson_number": 25, "title": "Hear spill in context", "assignment": "Annotated timeline and treatment decision.", "practice_steps": [ "Listen in context if related tracks exist.", "Mark wanted events and unwanted intervals.", "Name material that must not be removed.", "Decide whether treatment is justified or whether placement/arrangement would be a better earlier fix." ], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Context considered", "Intervals located", "Wanted material protected", "Claim realistic" ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U07-L02", "lesson_number": 26, "title": "Compare gating and expansion", "assignment": "Three-way comparison and a continuity judgment.", "practice_steps": [ "Listen to the same event and its complete ending in all versions.", "Identify the quieter gaps and any damaged decay.", "Choose a treatment based on the intended source role.", "State that the supplied envelopes model behavior rather than emulate a named device." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Gaps compared", "Tails evaluated", "Choice contextual", "Model understood" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U07-L03", "lesson_number": 27, "title": "Control the detector", "assignment": "Trigger log, settings and a retest.", "practice_steps": [ "Mark correct and false triggering moments.", "Adjust one available detector/timing control on a copy.", "Replay the same window and record whether false behavior decreases.", "Check that quieter wanted events still pass." ], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Trigger moments identified", "Single change made", "Quiet events checked", "Result documented" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U07-L04", "lesson_number": 28, "title": "Reject chatter and lost endings", "assignment": "Final treatment with rejected-test evidence.", "practice_steps": [ "Identify an unwanted opening/closure or document a clean result.", "Test one timing/range correction where available.", "Compare with the dry source in context.", "Export the chosen passage and verify its full endings." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Decays checked", "Correction bounded", "Dry comparison retained", "Export verified" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U08-L01", "lesson_number": 29, "title": "Separate reflections from repeats", "assignment": "Three-version description with one clarity observation.", "practice_steps": [ "Locate the first repeat or reflected energy.", "Describe whether later events remain distinct.", "Identify an impact on phrase clarity.", "Separate observation from an imagined room description." ], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Events located", "Density distinguished", "Clarity described", "Room claim bounded" ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U08-L02", "lesson_number": 30, "title": "Set time and feedback", "assignment": "Timing calculation and two isolated tests.", "practice_steps": [ "Calculate a quarter-note interval for a chosen tempo.", "Compare a tempo-related time with a different time at fixed blend.", "Restore the chosen time and test a modest feedback change.", "Record buildup, clarity and the reason for the final choice." ], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Interval correct", "Time test controlled", "Feedback separate", "Buildup checked" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U08-L03", "lesson_number": 31, "title": "Shape onset and decay", "assignment": "Onset/tail observations and control-specific reasoning.", "practice_steps": [ "Mark the direct onset and next phrase entrance.", "Test one predelay change or predict it using the model.", "Restore the baseline and test decay separately.", "Choose a compromise that protects both attack and next entrance." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Regions separate", "Controls distinguished", "Next phrase checked", "Compromise justified" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U08-L04", "lesson_number": 32, "title": "Test depth in context", "assignment": "Depth decision with baseline, render and limits.", "practice_steps": [ "State the intended near/far relationship.", "Adjust one send/blend or timing parameter.", "Compare the same passage and identify a benefit and cost.", "Export with a complete tail and test playback." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Depth intent clear", "Variable isolated", "Foreground protected", "Tail verified" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U09-L01", "lesson_number": 33, "title": "Inspect the route", "assignment": "Baseline session inventory and located observations.", "practice_steps": [ "Create a named working copy and retain downloaded originals.", "Import all stems at time zero without automatic alignment changes.", "List track/output routes and source durations.", "Write initial symptoms with time locations before editing." ], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Baseline retained", "Starts preserved", "Route inspected", "Symptoms recorded first" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U09-L02", "lesson_number": 34, "title": "Rank evidence", "assignment": "Hypothesis table with tests and priorities.", "practice_steps": [ "Choose two located symptoms.", "Write competing causes for each.", "Design a single-variable test for the strongest hypothesis.", "Rank the next actions and explain the priority." ], "evidence_requirement": "Record the digital source’s author or organization, location and date. Explain why it answers this question and what it leaves unresolved.", "standards": [ "research" ], "assessment_criteria": [ "Symptoms specific", "Causes compete", "Tests distinguish", "Priority explained" ], "assessed_focus": "Identify the source, check its authority and relevance, and distinguish a verified fact from an unanswered question.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U09-L03", "lesson_number": 35, "title": "Test repairs separately", "assignment": "Separate repair versions and a test log.", "practice_steps": [ "Test one timing or level hypothesis.", "Record the predicted and actual result.", "Restore baseline before a second independent test.", "Combine only supported repairs and verify the full ending." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Tests isolated", "Predictions retained", "Results compared", "Combined state verified" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U09-L04", "lesson_number": 36, "title": "Submit the fault report", "assignment": "Fault report, baseline and corrected audio.", "practice_steps": [ "Write a concise report for each supported repair.", "Link filenames and time windows.", "Include one rejected test and why it was rejected.", "State a remaining uncertainty and the next discriminating test." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Report reproducible", "Files/time located", "Rejection reasoned", "Confidence calibrated" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U10-L01", "lesson_number": 37, "title": "Draw insert and auxiliary paths", "assignment": "Two diagrams and a mute prediction.", "practice_steps": [ "Draw a serial insert path.", "Draw a parallel send/return path.", "Mark summing points and final output.", "Predict what should remain audible when the return is muted." ], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Serial path correct", "Parallel path correct", "Sum points labeled", "Mute prediction sound" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U10-L02", "lesson_number": 38, "title": "Create a bus", "assignment": "Routing snapshot and mute-test record.", "practice_steps": [ "Create a bus for two sources where supported.", "Route them deliberately and identify any remaining direct outputs.", "Test bus mute and source mute separately.", "Record whether the result is a subgroup, parallel route or analysis-only plan." ], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Intended mode stated", "Duplicate route checked", "Mute tests performed", "Status accurate" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U10-L03", "lesson_number": 39, "title": "Blend a parallel return", "assignment": "Parallel comparison and actual route/settings or analysis.", "practice_steps": [ "Name the intended benefit.", "Keep the direct path unchanged and add a processed branch at low return level.", "Increase blend gradually and check overall headroom.", "Compare level-aware baseline/final and state a cost." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Goal defined", "Direct retained", "Blend controlled", "Level/tone distinguished" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U10-L04", "lesson_number": 40, "title": "Check timing and level", "assignment": "Route validation and final decision.", "practice_steps": [ "Reduce gains before summing.", "Test branch bypass/direct-only states.", "Check for a timing-related tonal change and inspect available compensation.", "Choose a verified route and document unresolved timing limitations." ], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Sum level safe", "Bypass state tested", "Timing considered", "Limits documented" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U11-L01", "lesson_number": 41, "title": "Name groups and destinations", "assignment": "Session organization map and tested link behavior.", "practice_steps": [ "Name foreground, support and pulse tracks.", "Identify actual groups, buses and outputs.", "Test one small linked level change and undo it.", "Draw which audio routes versus control links exist." ], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Roles named", "Routes mapped", "Link tested", "Group/bus distinguished" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U11-L02", "lesson_number": 42, "title": "Write one move", "assignment": "Automated project and located explanation.", "practice_steps": [ "Name the target event and parameter.", "Write or record one move in the actual automation system.", "Check its start, end and following section.", "Save a named version and document where the editable data lives." ], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Purpose located", "Move saved", "Endpoints checked", "Storage identified" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U11-L03", "lesson_number": 43, "title": "Resolve a routing conflict", "assignment": "Conflict report with baseline, test and restored state.", "practice_steps": [ "Describe the exact unexpected behavior.", "List automation and duplicate-path explanations where plausible.", "Test one reversible state change or mute.", "Restore the desired mode and repeat the passage to verify the fix." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Symptom precise", "Causes distinguished", "Test reversible", "Final mode verified" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U11-L04", "lesson_number": 44, "title": "Verify the rendered move", "assignment": "Project recovery and render verification.", "practice_steps": [ "Save and reopen the project.", "Confirm the move and its stored data.", "Export and play independently.", "Record any discrepancy, correction and retest." ], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Project reopened", "Data found", "Audio checked independently", "Claims separated" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U12-L01", "lesson_number": 45, "title": "Hear before the reveal", "assignment": "Case observation and a bounded goal.", "practice_steps": [ "Choose Case A, B or C from the case sheet.", "Record two located observations before suggesting a fix.", "State the desired musical result.", "Save your initial answer before the reveal." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Case identified", "Observations located", "Goal clear", "Initial response retained" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U12-L02", "lesson_number": 46, "title": "Classify competing causes", "assignment": "Competing-cause table and test choice.", "practice_steps": [ "Name two plausible causes for the case symptom.", "Identify one observation supporting each and one that would weaken it.", "Choose the earliest useful test.", "Keep uncertain causes labeled as hypotheses." ], "evidence_requirement": "Record the digital source’s author or organization, location and date. Explain why it answers this question and what it leaves unresolved.", "standards": [ "research" ], "assessment_criteria": [ "Causes genuinely compete", "Evidence distinguished", "Test discriminates", "Uncertainty retained" ], "assessed_focus": "Identify the source, check its authority and relevance, and distinguish a verified fact from an unanswered question.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U12-L03", "lesson_number": 47, "title": "Choose the first test", "assignment": "Test record with prediction, outcome and next action.", "practice_steps": [ "State the hypothesis and predicted result.", "Perform a reversible edit/bypass test, or design a capture test where equipment is unavailable.", "Record the actual observation separately from prediction.", "Choose the next step based on that evidence." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Prediction explicit", "Test reversible", "Observation separate", "Next action follows evidence" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U12-L04", "lesson_number": 48, "title": "Compare with the documented method", "assignment": "Source-attributed case reflection and transfer test.", "practice_steps": [ "Read the relevant source-method reveal.", "Compare your first test with the documented principle.", "State one source-dependent adjustment or limitation.", "Write a short transfer plan for a different recording." ], "evidence_requirement": "Record the digital source’s author or organization, location and date. Explain why it answers this question and what it leaves unresolved.", "standards": [ "research" ], "assessment_criteria": [ "Source attributed", "Principle identified", "Recipe limits understood", "Transfer test specific" ], "assessed_focus": "Identify the source, check its authority and relevance, and distinguish a verified fact from an unanswered question.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U13-L01", "lesson_number": 49, "title": "Set a repeatable reference", "assignment": "Reference plan and limitation.", "practice_steps": [ "State the mix question.", "Choose a reference passage with a comparable role.", "Document device, level setting and time window.", "Name one arrangement difference that limits the comparison." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Question specific", "Passage relevant", "Setup documented", "Limit identified" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U13-L02", "lesson_number": 50, "title": "Compare without a level trick", "assignment": "Comparison method and located observation.", "practice_steps": [ "Preserve original files.", "Set a repeatable comparison window.", "Adjust playback level and state the matching method.", "Write one tone/balance observation that remains after level adjustment." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Originals retained", "Window consistent", "Method stated", "Non-level observation clear" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U13-L03", "lesson_number": 51, "title": "Listen on two systems", "assignment": "Two-system translation log.", "practice_steps": [ "Name both systems and conditions.", "Record foreground, bass/body and ending observations.", "Identify a recurring issue versus a system-specific difference.", "Mark any unperformed test explicitly." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Same artifact used", "Conditions logged", "Recurring issue identified", "Inference bounded" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U13-L04", "lesson_number": 52, "title": "Prioritize the revision", "assignment": "Prioritized revision record and final choice.", "practice_steps": [ "Rank observations by impact and confidence.", "Choose one revision and predict its effect.", "Export and retest the same passages.", "Approve, reduce or reject the change with a reason." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Priority supported", "Prediction explicit", "Retest consistent", "Decision reasoned" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U14-L01", "lesson_number": 53, "title": "Separate mixing from mastering", "assignment": "Mix-versus-delivery decision note.", "practice_steps": [ "List one source-balance issue and one delivery-format issue.", "Choose which belongs back in the mix.", "Preserve the original stereo mix.", "Define a restrained finishing goal or justify no processing." ], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Domains distinguished", "Concern located", "Original retained", "Goal bounded" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U14-L02", "lesson_number": 54, "title": "Read the recipient specification", "assignment": "Recipient checklist and measurement-capability record.", "practice_steps": [ "Read delivery-brief.txt.", "Make a checklist of format, channels, range and stated level method.", "Identify which checks your tools can perform.", "Record an approved alternative or unresolved requirement clearly." ], "evidence_requirement": "Record the digital source’s author or organization, location and date. Explain why it answers this question and what it leaves unresolved.", "standards": [ "research" ], "assessment_criteria": [ "Brief transcribed", "Metrics distinguished", "Capabilities honest", "Ambiguities visible" ], "assessed_focus": "Identify the source, check its authority and relevance, and distinguish a verified fact from an unanswered question.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U14-L03", "lesson_number": 55, "title": "Compare a controlled finishing change", "assignment": "Original/revision and finishing decision.", "practice_steps": [ "Name the finishing goal.", "Make one conservative tonal or dynamic test on a copy.", "Compare with level bias reduced and check all sections.", "Keep or reject the change and record any format-conversion choices." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Goal defined", "Change controlled", "Whole piece checked", "Choice justified" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U14-L04", "lesson_number": 56, "title": "Verify output and source archive", "assignment": "Final checklist and recoverable archive.", "practice_steps": [ "Inspect actual properties against the brief.", "Measure only with the documented available method.", "Play independently and record results.", "Archive original mix, project and dependencies, then test recovery." ], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Properties verified", "Metric appropriate", "Playback complete", "Editable archive tested" ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U15-L01", "lesson_number": 57, "title": "Identify the last working stage", "assignment": "Stage-by-stage fault map.", "practice_steps": [ "List expected and actual behavior.", "Record evidence at each available stage.", "Identify the last proven stage.", "Choose the next boundary to test." ], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Evidence stage-specific", "Known input used", "Boundary identified", "Baseline retained" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U15-L02", "lesson_number": 58, "title": "Test a fault hypothesis", "assignment": "Hypothesis/test record with predictions.", "practice_steps": [ "Write two plausible causes.", "Choose one reversible discriminating test.", "Predict results for each cause.", "Run the test in the prepared copy or document a clearly labeled card result." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Causes plausible", "Test discriminates", "Prediction first", "Scope controlled" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U15-L03", "lesson_number": 59, "title": "Record the repair and rollback", "assignment": "Repair, verification and rollback record.", "practice_steps": [ "Record the original setting or baseline file.", "Apply one supported correction.", "Retest and save a named fixed version.", "Reopen and document both the result and how to restore the prior copy." ], "evidence_requirement": "Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.", "standards": [ "portfolio" ], "assessment_criteria": [ "Previous state retained", "Change exact", "Retest succeeds or reported", "Reopen verified" ], "assessed_focus": "Select relevant work, identify individual contributions, and explain the process, result and next learning step.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U15-L04", "lesson_number": 60, "title": "Confirm the musical outcome", "assignment": "Final fault report with musical verification.", "practice_steps": [ "Verify intended source identities and timing.", "Check full playback and ending.", "Compare with the brief/reference.", "Write closure or a specific remaining issue with the next test." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Sources identified", "Whole passage checked", "Brief satisfied or limits stated", "Closure evidenced" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U16-L01", "lesson_number": 61, "title": "Define the listener", "assignment": "Capstone brief and evidence plan.", "practice_steps": [ "Write the 60–90-second listener brief.", "Assign at least three source roles.", "Name actual equipment and capture/analysis mode.", "Define observable capture, mix and recovery criteria." ], "evidence_requirement": "Prepare the presentation digitally and identify its intended recipient. Explain why you chose these examples and this format.", "standards": [ "audience" ], "assessment_criteria": [ "Listener intent clear", "Roles realistic", "Mode honest", "Criteria observable" ], "assessed_focus": "Identify the intended recipient and adapt the selection, format and explanation to that recipient’s needs.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U16-L02", "lesson_number": 62, "title": "Design the session", "assignment": "Session plan with contingency and actual test.", "practice_steps": [ "Create input and placement/cue maps.", "Prepare versioned source and project locations.", "Name one likely failure and a feasible fallback.", "Test the route and revise the plan from the observed result." ], "evidence_requirement": "Keep the plan in a digital document. Include the intended result, resources, timing and a response to one likely change.", "standards": [ "plan" ], "assessment_criteria": [ "Route feasible", "Files prepared", "Fallback meaningful", "Test informs plan" ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U16-L03", "lesson_number": 63, "title": "Capture and keep options", "assignment": "Source set, condition log and decision pair.", "practice_steps": [ "Capture or assemble the planned source roles.", "Retain two options for one meaningful decision.", "Document changed variables and confounds.", "Select the foundation with a located reason." ], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "Sources complete", "Options retained", "Variables traceable", "Selection evidenced" ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U16-L04", "lesson_number": 64, "title": "Review the production evidence", "assignment": "Production audit and verified foundation.", "practice_steps": [ "Compare captured material with the brief.", "Classify recapture/edit/mix issues.", "Resolve the highest-priority capture problem where feasible.", "Reopen a saved copy and confirm the chosen foundation." ], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "Brief checked", "Issues classified", "Priority acted on", "Foundation reopened" ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U17-L01", "lesson_number": 65, "title": "Locate the three decisions", "assignment": "Three-decision evidence plan.", "practice_steps": [ "Choose three distinct engineering decisions.", "Name purpose, variable and time window for each.", "Locate the baseline and revision files.", "Identify one claim that still needs a cleaner test." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Decisions distinct", "Purposes clear", "Evidence located", "Uncertainty identified" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U17-L02", "lesson_number": 66, "title": "Run controlled comparisons", "assignment": "Comparison set, feedback and revision evidence.", "practice_steps": [ "Prepare three baseline/revision pairs.", "State whether level is the variable or a comparison bias to reduce.", "Collect one specific feedback point.", "Test a related revision and document its result." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Purpose defined", "Comparison fair", "Feedback specific", "Revision tested" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U17-L03", "lesson_number": 67, "title": "Test translation", "assignment": "Translation report and final-priority decision.", "practice_steps": [ "Log device and listening conditions.", "Collect observations at matching locations.", "Prioritize one recurring problem or justify no revision.", "Test the corrected export and record the compromise." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Conditions recorded", "Locations matched", "Priority reasoned", "Retest documented" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U17-L04", "lesson_number": 68, "title": "Approve a revision", "assignment": "Approval record with criteria and final version identity.", "practice_steps": [ "Evaluate each original success criterion.", "Record accepted limitations and unresolved failures separately.", "Choose and name the approved version.", "Save its settings and link the decision evidence." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Criteria applied", "Limits classified", "Version fixed", "Evidence linked" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U18-L01", "lesson_number": 69, "title": "Build the handoff", "assignment": "Final handoff package and manifest.", "practice_steps": [ "Collect final audio, project and permitted source files.", "Write roles, alignment, format and dependency notes.", "Include the three-decision evidence set.", "Copy the package and confirm the final filename matches the approval record." ], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Final identified", "Sources aligned", "Dependencies/commitments clear", "Evidence included" ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U18-L02", "lesson_number": 70, "title": "Reopen independently", "assignment": "Independent recovery report with reviewer/method and limits.", "practice_steps": [ "Open the recipient copy independently of the working session.", "Check source identities and alignment.", "Play the reference separately and compare key locations.", "Repair missing dependencies where possible and record actual retest results." ], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Recipient copy tested", "Identities/starts checked", "Reference compared", "Failures honestly resolved or stated" ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U18-L03", "lesson_number": 71, "title": "Present the evidence", "assignment": "Evidence presentation and portfolio links.", "practice_steps": [ "Prepare a three-minute presentation or equivalent written portfolio.", "Show three decisions and one rejected test.", "Include the feedback-to-revision example.", "Link recovery evidence and accessible descriptions." ], "evidence_requirement": "Prepare the presentation digitally and identify its intended recipient. Explain why you chose these examples and this format.", "standards": [ "audience" ], "assessment_criteria": [ "Evidence concise", "Choices causal", "Feedback traceable", "Access supported" ], "assessed_focus": "Identify the intended recipient and adapt the selection, format and explanation to that recipient’s needs.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-U18-L04", "lesson_number": 72, "title": "Plan the next skill", "assignment": "Competency reflection and next-exercise brief.", "practice_steps": [ "List three independently demonstrated competencies.", "Identify one analysis-only or untested practical skill.", "Design a bounded next exercise and necessary resources.", "Define the artifact and criterion that would establish progress." ], "evidence_requirement": "Keep the goal and progress comparison in your digital portfolio. Identify a practical next exercise and how you will judge improvement.", "standards": [ "goals" ], "assessment_criteria": [ "Demonstrated skills evidenced", "Limits clear", "Exercise feasible", "Success observable" ], "assessed_focus": "Identify a personal skill to improve, choose a practical task and compare the result with the starting point.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "AER2-FINAL", "lesson_number": 73, "title": "Final portfolio and practical review", "assignment": "Portfolio evidence references, final handoff/recovery result, practical-skill record and next learning step.", "practice_steps": [ "Locate evidence from the course tasks or modules for each final criterion. Include the original, a justified revision, and the verification result.", "Preserve the listening copy, editable recovery materials and applicable source permissions. Use your teacher-selected DAW.", "Name skills operated independently, skills completed with assistance and skills only analyzed. Arrange required practical opportunities before asking for final acceptance.", "Present your decisions in accessible text or a school-approved recording with a transcript. The reviewer must be able to inspect the evidence." ], "evidence_requirement": "Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.", "standards": [ "portfolio" ], "assessment_criteria": [ "Brief and intent", "Documented capture or analysis scope", "Source preservation", "Editing continuity", "Processing and listening judgment", "Controlled revision after feedback", "Delivery and recovery", "Accessible explanation and source credits" ], "assessed_focus": "Select relevant work, identify individual contributions, and explain the process, result and next learning step.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "teacher_practice": [ { "standard": "teach", "task": "Prepare and teach “Set a reference and log uncertainty.” Demonstrate the task, then have learners complete it independently.", "evidence": "A teaching plan, demonstration or teach-back, and learner work showing the result.", "criterion": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective." }, { "standard": "adapt", "task": "Adapt one practical assignment for a learner with limited equipment, a different way of accessing instructions, or a different way of presenting the result.", "evidence": "The original task, the adapted route and the shared assessment criteria.", "criterion": "Name a specific access or learning need and provide a usable alternative that preserves the intended skill." }, { "standard": "assess", "task": "Use “Final portfolio and practical review” to assess the learner’s decisions and finished work. Plan feedback and a second attempt for one unmet criterion.", "evidence": "An annotated rubric, specific feedback, revised work and a brief comparison.", "criterion": "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity." } ], "readiness": { "pathway": "specialize", "fit": "About 16–18 after Audio Engineering & Recording I; younger experienced learners may qualify by practical review.", "prioritySkills": "Critical listening; advanced capture; dynamics and space; troubleshooting and delivery.", "priorSkills": "Can record, edit, route, export, and reopen a multitrack session.", "equipment": "DAW, headphones, supplied comparison files, interface and microphones for capture labs.", "expectedTime": "45 planned hours.", "teacherGuidance": "Teacher-led practical checks and hearing-safe listening are required.", "teacherEditionUrl": "/learn/courses/teaching-audio-engineering-recording-2.html" } }, { "id": "midi-virtual-instruments", "title": "MIDI & Virtual Instruments", "course_url": "/learn/courses/midi-virtual-instruments.html", "audience": "student", "lesson_count": 33, "mapped_checkpoint_count": 33, "rows": [ { "id": "MVI-U01-L01", "lesson_number": 1, "title": "One performance, two sounds", "assignment": "Three sentences explaining MIDI, audio and project roles; one unchanged musical feature and one changed sound feature.", "practice_steps": [ "Import first-steps.mid, or enter the first four events from the table. Set 96 BPM.", "Choose a pitched instrument and play the phrase. Keep the note events unchanged.", "Choose a contrasting instrument and replay. Describe attack or release rather than only good/bad.", "Save the original MIDI and record both instrument names in your project notes." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "MIDI role accurate", "Audio role accurate", "Unchanged feature identified", "Changed sound described" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U01-L02", "lesson_number": 2, "title": "Build one playable route", "assignment": "A route drawing and a saved project with three notes; state whether input was drawn, on-screen or physical.", "practice_steps": [ "Create one instrument track and select a built-in pitched sound.", "Enter or play notes 60, 64 and 67 separately at moderate velocity.", "Label the note input, instrument, track audio and output in a simple route drawing.", "Save the project with a name you will recognize, then reopen it before continuing." ], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Playable three-note track", "MIDI and audio distinguished", "Output identified", "Saved state reopened" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U01-L03", "lesson_number": 3, "title": "Record a phrase worth keeping", "assignment": "Editable performance or native project, audio render and a short instrument/tempo record.", "practice_steps": [ "Make an original 8–16-note phrase, using First Steps only as practice if needed.", "Listen once without editing; name one intended focal note.", "Save the editable project and export MIDI if available. Export audio including the final tail.", "Name the files consistently and record tempo, instrument and preset." ], "evidence_requirement": "Keep the editable digital sketches as well as listening copies. Identify a rhythmic, melodic or harmonic difference between the alternatives.", "standards": [ "ideas" ], "assessment_criteria": [ "Original phrase retained", "Editable version saved", "Full ending exported", "Instrument and tempo recorded" ], "assessed_focus": "Retain distinct rhythmic, melodic or harmonic ideas and explain how the digital tools helped produce them.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U01-L04", "lesson_number": 4, "title": "Prove the handoff opens", "assignment": "A completed handoff record with actual results and a correction for any failed check.", "practice_steps": [ "Fill in the handoff template with real filenames and instrument dependencies.", "Save a copy, close the working project and reopen the saved copy.", "Play the exported audio in a separate player and check its beginning and ending.", "Reimport MIDI where supported; record each test as passed, failed or not available." ], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Project reopen tested", "Audio independently played", "MIDI exchange status honest", "Dependencies documented" ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U02-L01", "lesson_number": 5, "title": "Ports are not channels", "assignment": "Two fault explanations and a labeled one-route diagram.", "practice_steps": [ "Draw controller or editor → input/track → instrument → audio output. Label MIDI versus audio.", "Solve Route A in the route cards: sender channel 2, receiver channel 3 only.", "Solve Route B: two enabled routes from the same controller to the same receiver.", "Mark one unnecessary route to disable in the fictional setup and predict a successful retest." ], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Port/channel distinction", "Route labels correct", "Mismatch diagnosed", "Retest prediction specific" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U02-L02", "lesson_number": 6, "title": "Change one property at a time", "assignment": "Before/after values, editable revision and a two-sound observation.", "practice_steps": [ "Copy the phrase and choose one note. Write its number, start beat, duration and velocity.", "Transpose only that note by twelve semitones; listen, then restore it.", "Double only its duration. Listen with a sustained sound and a percussive sound if available.", "Keep a named edited version and explain which changes the receiver made audible." ], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Four properties identified", "Pitch test isolated", "Duration test isolated", "Receiver behavior explained" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U02-L03", "lesson_number": 7, "title": "Give the phrase an accent", "assignment": "Baseline/revision, named focal note and evidence of how the instrument responded.", "practice_steps": [ "Duplicate your phrase as flat and shaped versions.", "Set a consistent moderate velocity in the flat version.", "In the shaped version, emphasize one focal note and soften the ending; keep pitch and time fixed.", "Render both and explain whether the accent affected level, tone or both in your actual instrument." ], "evidence_requirement": "Identify the intended expression and point to two audible details that support your interpretation.", "standards": [ "interpret" ], "assessment_criteria": [ "Pitch/time controlled", "Accent intentional", "Ending shaped", "Response described accurately" ], "assessed_focus": "Identify the intended expression and explain how specific musical elements and production choices convey it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U02-L04", "lesson_number": 8, "title": "Release, bend and pressure", "assignment": "Annotated event card and a tested-versus-modeled expression record.", "practice_steps": [ "Annotate the provided event sequence: note starts, note releases and pedal release.", "Where supported, draw a sustain-off point before the next harmony and test the transition. Otherwise predict it on the event card.", "Explain how a pitch-bend range mismatch could change the intended gesture.", "Record which controls you actually tested and which you studied from the card." ], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Number/value distinguished", "Release sequence understood", "Expression types distinguished", "Test status accurate" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U03-L01", "lesson_number": 9, "title": "Move halfway, not everywhere", "assignment": "Before/after onset, unchanged baseline and one located musical reason for the chosen version.", "practice_steps": [ "Inspect the timing table and locate an event whose original offset is +20 ms.", "Predict the offset after a 50% correction and compare the table.", "Apply a suitable grid to a copy of your phrase; if strength is unavailable, move one event halfway manually.", "Compare baseline and edit at the same tempo and keep the version that serves your stated feel." ], "evidence_requirement": "Keep the original and edited versions. Identify the changed passage and audition its entrance, join and ending.", "standards": [ "edit" ], "assessment_criteria": [ "Appropriate grid chosen", "Halfway calculation correct", "Baseline retained", "Musical choice supported" ], "assessed_focus": "Retain the source, make the intended edit, and audition the boundaries and the finished passage.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U03-L02", "lesson_number": 10, "title": "Swing with a stable anchor", "assignment": "Two versions and a timing explanation naming the unchanged anchors.", "practice_steps": [ "Create or import an eight-note pattern with two events per beat.", "Duplicate it; keep events on whole beats fixed.", "Move only the second event of each pair later, using the table if no swing control exists.", "Render both and identify an anchor that stayed fixed and an offbeat that moved." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Anchors preserved", "Offbeats selected correctly", "Two versions retained", "Timing relationship explained" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U03-L03", "lesson_number": 11, "title": "Variation with a reason", "assignment": "Three labeled versions and a short decision record naming the isolated variable.", "practice_steps": [ "Copy a short pattern into baseline, velocity-test and timing-test versions.", "In velocity-test, create a repeated accent/soft-note relationship without moving starts.", "In timing-test, restore velocity and move one recurring part consistently relative to the pulse.", "Choose one test to keep and describe its musical job and one possible cost." ], "evidence_requirement": "Keep the editable digital sketches as well as listening copies. Identify a rhythmic, melodic or harmonic difference between the alternatives.", "standards": [ "ideas" ], "assessment_criteria": [ "Baseline kept", "Velocity test isolated", "Timing test isolated", "Choice and cost explained" ], "assessed_focus": "Retain distinct rhythmic, melodic or harmonic ideas and explain how the digital tools helped produce them.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U03-L04", "lesson_number": 12, "title": "Build a drum performance", "assignment": "Editable two-bar pattern, audio, actual drum map and a sentence about the variation’s purpose.", "practice_steps": [ "Audition your drum instrument and write the actual kick, snare and hat note numbers.", "Import or enter a two-bar pattern and correct any mapping mismatch.", "Keep the first bar and create a final-half-bar variation in the second.", "Play with your bass or a steady click; reduce hits if the return to the downbeat becomes unclear." ], "evidence_requirement": "Keep the editable digital sketches as well as listening copies. Identify a rhythmic, melodic or harmonic difference between the alternatives.", "standards": [ "ideas" ], "assessment_criteria": [ "Actual map verified", "Pulse established", "Ending variation intentional", "Context playback checked" ], "assessed_focus": "Retain distinct rhythmic, melodic or harmonic ideas and explain how the digital tools helped produce them.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U04-L01", "lesson_number": 13, "title": "A sample becomes an instrument", "assignment": "A sample-state record and either a playable mapping or a clearly labeled analysis of the supplied pair.", "practice_steps": [ "Import sample-root.wav into a sampler if supported; otherwise compare the supplied pair and annotate expected mapping.", "Assign the original pitch to note 60 and test 60 then 72, or inspect the supplied speed-linked example.", "Record whether pitch and duration both change in your actual instrument.", "Save the project/sample together and add a source entry crediting the course-generated asset." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Source retained", "Root/test pitches documented", "Pitch/duration behavior described", "Practical or analysis status clear" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U04-L02", "lesson_number": 14, "title": "Shape attack, body and release", "assignment": "Baseline/revision, the changed control and an explanation tied to the part’s role.", "practice_steps": [ "Choose a preset and save its baseline state in a project copy.", "Name the intended role: short pulse, foreground phrase or connected background.", "Change only one available envelope parameter and replay the unchanged notes.", "Save the revision, render the phrase and describe one benefit and one possible overlap cost." ], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Role stated", "One envelope variable changed", "Notes held constant", "Benefit and cost located" ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U04-L03", "lesson_number": 15, "title": "Hear what an FM modulator does", "assignment": "Controlled comparison and either a saved FM state or a clearly labeled interpretation of the supplied model.", "practice_steps": [ "Predict which example has more audible brightness or complexity, then listen and locate the difference.", "On an available FM instrument, save a copy and identify a modulator from its diagram. Otherwise use the supplied settings as your analysis route.", "Change one modulation control modestly; keep note events fixed and reduce playback level if needed.", "Save the custom state where possible and describe tone separately from loudness." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Carrier/modulator roles distinguished", "One control compared", "Loudness bias considered", "State or analysis retained" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U04-L04", "lesson_number": 16, "title": "Give every layer a job", "assignment": "Layered project/audio, role statements and a mono-check result or explicitly untested mono status.", "practice_steps": [ "Create two separate instrument parts and name each role in one sentence.", "Compare matching-register and octave-separated versions while keeping rhythm fixed.", "Set a useful balance and mute each layer briefly to test its contribution.", "Listen in stereo and an actual mono sum if available; record the method and any change." ], "evidence_requirement": "Retain the editable arrangement and its starting ideas. Explain how their placement or combination establishes the larger musical form.", "standards": [ "arrange" ], "assessment_criteria": [ "Distinct layer roles", "Register comparison controlled", "Mute test informs balance", "Mono method/status accurate" ], "assessed_focus": "Show which musical ideas were selected and how their order, combination or development creates a larger work.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U05-L01", "lesson_number": 17, "title": "More steps, useful movement", "assignment": "Annotated numeric comparison and a musical test proposal with its limits.", "practice_steps": [ "Compare the four-level and sixteen-level values on the card for the same requested movement.", "Identify two requested values that collapse to one value in the coarse model.", "Listen and describe the modeled steps; name smoothing as another possible influence.", "Write one gesture, the required route components and an observable test of whether finer control helps." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Resolution distinction correct", "Collapsed values identified", "Musical purpose specific", "Simulation limitation stated" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U05-L02", "lesson_number": 18, "title": "Move one voice inside a chord", "assignment": "Two pitch predictions, an audible comparison and practical-test or analysis status.", "practice_steps": [ "Read the starting notes 60,64,67 and predict the result when all rise two semitones.", "Predict the result when only 67 rises two semitones.", "Listen to both examples and describe the different harmonic result.", "If your instrument supports independent expression, test and save it; otherwise annotate the event card and label the work as analysis." ], "evidence_requirement": "Identify the intended expression and point to two audible details that support your interpretation.", "standards": [ "interpret" ], "assessment_criteria": [ "Whole-chord prediction correct", "Top-note prediction correct", "Mechanisms distinguished", "Evidence status honest" ], "assessed_focus": "Identify the intended expression and explain how specific musical elements and production choices convey it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U05-L03", "lesson_number": 19, "title": "Agree on what a control means", "assignment": "A capability table with evidence in each column and one unanswered compatibility question.", "practice_steps": [ "Read the fictional controller and instrument cards.", "Choose the shared Profile P behavior and locate evidence in the four columns.", "Mark high-resolution note data as unverified where the host information is missing.", "Write the next observation needed before claiming a complete working path." ], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Four evidence states separated", "Shared capability identified", "Missing evidence retained", "Next test specific" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U05-L04", "lesson_number": 20, "title": "Design an expression test", "assignment": "A one-page feature test with requirements, expected behavior, failure evidence and tested/planned status.", "practice_steps": [ "Choose either independent-note bend or a smooth control sweep as the claim.", "List controller, host, connection, instrument and mode requirements.", "Write a short input gesture, expected result and failure signs.", "Add an export/reopen check; execute only if the teacher has a compatible setup, and record actual results separately from predictions." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Claim bounded", "Required path identified", "Pass/failure observable", "Reopen test included" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U06-L01", "lesson_number": 21, "title": "Name the layer", "assignment": "A layered route diagram and two unsupported claims corrected.", "practice_steps": [ "Label Route C’s gesture, message protocol, packet representation, connection and receiving instrument.", "Explain how UMP carrying MIDI 1.0 messages differs from assuming MIDI 2.0 Channel Voice.", "Mark device enumeration as a connection observation, not an audible-success claim.", "Draw your current classroom route and leave unknown message-format details explicitly unknown." ], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Protocol distinguished", "UMP distinguished", "Transport distinguished", "Unknowns retained" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U06-L02", "lesson_number": 22, "title": "Keep the instrument state", "assignment": "Instrument-state inventory, baseline/revision names and a restoration result.", "practice_steps": [ "List the files/settings your sound needs: instrument/version, preset and any sample.", "Save a baseline project or supported preset before editing.", "Change one reversible parameter in a copy; if unavailable, complete the fictional name-change card.", "Restore the baseline and document what actually recovered and what remained only a simulation." ], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Dependencies identified", "Baseline preserved", "Change bounded", "Restoration checked" ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U06-L03", "lesson_number": 23, "title": "Find what conversion loses", "assignment": "Completed conversion example and an actual export comparison or a labeled paper analysis.", "practice_steps": [ "Map the card’s values using its explicit four-level rounding rule.", "Find two distinct inputs with the same output and describe the information lost.", "Export and reimport a copy of your editable phrase where supported; compare notes, timing and any expressive data.", "Record one preserved property and one loss or untested feature. Keep the reference audio." ], "evidence_requirement": "Record the digital source’s author or organization, location and date. Explain why it answers this question and what it leaves unresolved.", "standards": [ "research" ], "assessment_criteria": [ "Conversion rule applied", "Merged values identified", "Preservation checked by property", "Untested features stated" ], "assessed_focus": "Identify the source, check its authority and relevance, and distinguish a verified fact from an unanswered question.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U06-L04", "lesson_number": 24, "title": "Package for another musician", "assignment": "A tested handoff folder and completed file-role/dependency record.", "practice_steps": [ "Collect your project, permitted sources, MIDI exports and an audio reference in one named folder.", "Complete every applicable field in the handoff template; use not applicable rather than invented values.", "Copy the folder to a new approved location and reopen the project from there.", "Check reference playback and MIDI import where supported; record missing dependencies and fix or clearly disclose them." ], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "File roles clear", "Sources/dependencies included or stated", "Start/tempo recorded", "Copied package tested" ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U07-L01", "lesson_number": 25, "title": "Put audio beside MIDI", "assignment": "Baseline/revision and a timing note distinguishing observed alignment from unmeasured monitoring latency.", "practice_steps": [ "Import guide.wav and response-late.wav at the same zero start, or add an approved original audio part to your MIDI phrase.", "Identify three corresponding intended attacks and estimate their offsets.", "If the difference is consistent, move a copy once; if it varies, document why one shift is insufficient.", "Compare before/after in context and preserve the original placement." ], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Audio role stated", "Multiple attacks inspected", "Correction matches evidence", "Latency claim bounded" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U07-L02", "lesson_number": 26, "title": "Fix the right thing", "assignment": "Baseline and two alternatives with a performance/instrument/arrangement/mix classification.", "practice_steps": [ "Build or identify an overlap between foreground and support. Save a baseline.", "Create alternative A by changing only register, entrance or duration.", "Restore the baseline and make alternative B using only support-track level.", "Compare at sensible playback levels and choose a version using one located musical reason." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Conflict located", "Domains correctly identified", "Alternatives isolated", "Choice supports foreground" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U07-L03", "lesson_number": 27, "title": "Save the movement", "assignment": "Project with one intentional move, audio render and a movement-storage/reopen note.", "practice_steps": [ "Choose one control and identify whether the DAW stores it as host automation or MIDI data.", "Draw or record a short movement around a specific entrance.", "Save and reopen the project; start playback before the move and observe its behavior.", "Export audio and listen outside the DAW. Record whether the editable movement also survives MIDI export if tested." ], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Movement purpose clear", "Storage location identified", "Reopen behavior verified", "Render independently checked" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U07-L04", "lesson_number": 28, "title": "Choose a timing authority", "assignment": "A completed synchronization card and a diagram with two verification tests.", "practice_steps": [ "Match the four fictional requirements to pulse, position, transport or sample timing.", "Draw one tempo authority and its follower for the drum-machine card.", "Add a separate position requirement for the recorder card; do not assume start/stop carries it.", "Write two observable tests: repeat a start and locate to a named middle position." ], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Four jobs distinguished", "Authority identified", "Start test observable", "Locate test observable" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U08-L01", "lesson_number": 29, "title": "Find the first failing stage", "assignment": "A short diagnostic report including evidence that could disprove the first hypothesis.", "practice_steps": [ "Choose Fault A or B and list what is already proven by its observations.", "Identify the earliest unproven stage and propose one discriminating test.", "Apply the test to a teacher-prepared copy if available; otherwise use the card’s returned observation.", "Write expected result, actual observation, conclusion and the next test or repair verification." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Proven stages identified", "Hypothesis bounded", "Test discriminates causes", "Retest reported" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U08-L02", "lesson_number": 30, "title": "Make your work understandable", "assignment": "Accessible comparison description, source record and a corrected ambiguity.", "practice_steps": [ "Write a caption naming the unchanged material, changed variable and comparison location.", "Add text values and note numbers to an explanation instead of relying only on color.", "List the creator/source and permitted use for every imported asset; identify your own work too.", "Have a peer or teacher follow the description and record one ambiguity you corrected." ], "evidence_requirement": "Prepare the presentation digitally and identify its intended recipient. Explain why you chose these examples and this format.", "standards": [ "audience" ], "assessment_criteria": [ "Comparison described in text", "Values/locations usable", "Sources and permissions recorded", "Feedback improves clarity" ], "assessed_focus": "Identify the intended recipient and adapt the selection, format and explanation to that recipient’s needs.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U08-L03", "lesson_number": 31, "title": "Build a piece with evidence", "assignment": "A working project and draft audio with four located decisions and retained edit evidence.", "practice_steps": [ "Plan the three roles and three sections on the capstone checklist.", "Assemble your earlier original phrases into 45–90 seconds; add material only when it serves a role.", "Retain before/after evidence for one timing edit and one expression edit.", "Save one sound decision and one arrangement-space decision. Ask a peer or teacher for one specific musical improvement; apply or test it, and retain the feedback plus a before/after explanation." ], "evidence_requirement": "Keep the editable digital sketches as well as listening copies. Identify a rhythmic, melodic or harmonic difference between the alternatives.", "standards": [ "ideas" ], "assessment_criteria": [ "Three roles and a form", "Timing/expression evidence retained", "Sound decision documented", "Arrangement choice explained" ], "assessed_focus": "Retain distinct rhythmic, melodic or harmonic ideas and explain how the digital tools helped produce them.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-U08-L04", "lesson_number": 32, "title": "Deliver, reopen and defend", "assignment": "Final package, reopen evidence, accessible reflection and bounded MIDI 2.0 readiness note.", "practice_steps": [ "Complete the handoff record and package the final reference, project, permitted sources and evidence.", "Open a copied package independently or with a school-approved reviewer; record actual results and fixes.", "Present a two-minute explanation or equivalent text showing a kept decision, rejected test and next skill.", "Write a MIDI 2.0 readiness note naming a feature, required path and tested or planned status." ], "evidence_requirement": "Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.", "standards": [ "portfolio" ], "assessment_criteria": [ "Final audio verified", "Editable recovery status clear", "Decisions supported by evidence", "Readiness claim bounded" ], "assessed_focus": "Select relevant work, identify individual contributions, and explain the process, result and next learning step.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "MVI-FINAL", "lesson_number": 33, "title": "Final portfolio and practical review", "assignment": "Portfolio evidence references, final handoff/recovery result, practical-skill record and next learning step.", "practice_steps": [ "Locate evidence from the course tasks or modules for each final criterion. Include the original, a justified revision, and the verification result.", "Preserve the listening copy, editable recovery materials and applicable source permissions. Use your teacher-selected DAW.", "Name skills operated independently, skills completed with assistance and skills only analyzed. Arrange required practical opportunities before asking for final acceptance.", "Present your decisions in accessible text or a school-approved recording with a transcript. The reviewer must be able to inspect the evidence." ], "evidence_requirement": "Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.", "standards": [ "portfolio" ], "assessment_criteria": [ "Musical form: beginning, development and ending", "Roles and contrasting instrument choices", "Located and justified timing evidence", "Accurately described expression evidence", "Sound choice and space-making arrangement", "Accessible explanation and source permissions", "Working reference and tested editable recovery", "Kept/rejected judgment and bounded MIDI 2.0 readiness" ], "assessed_focus": "Select relevant work, identify individual contributions, and explain the process, result and next learning step.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "teacher_practice": [ { "standard": "teach", "task": "Prepare and teach “Prove the handoff opens.” Demonstrate the task, then have learners complete it independently.", "evidence": "A teaching plan, demonstration or teach-back, and learner work showing the result.", "criterion": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective." }, { "standard": "adapt", "task": "Adapt one practical assignment for a learner with limited equipment, a different way of accessing instructions, or a different way of presenting the result.", "evidence": "The original task, the adapted route and the shared assessment criteria.", "criterion": "Name a specific access or learning need and provide a usable alternative that preserves the intended skill." }, { "standard": "assess", "task": "Use “Final portfolio and practical review” to assess the learner’s decisions and finished work. Plan feedback and a second attempt for one unmet criterion.", "evidence": "An annotated rubric, specific feedback, revised work and a brief comparison.", "criterion": "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity." } ], "readiness": { "pathway": "start", "fit": "About 13–18; a suitable first digital-music course.", "prioritySkills": "MIDI versus audio; performance editing; instrument design; portable project handoff.", "priorSkills": "Basic computer use; no keyboard-playing skill required.", "equipment": "Computer with a DAW and virtual instrument, headphones; a MIDI keyboard is optional.", "expectedTime": "20 planned hours.", "teacherGuidance": "Teacher helps with first routing and file saves; later projects can be independent.", "teacherEditionUrl": "/learn/courses/teaching-midi-virtual-instruments.html" } }, { "id": "teaching-audio-engineering-recording-1", "title": "Teaching Audio Engineering & Recording I", "course_url": "/learn/courses/teaching-audio-engineering-recording-1.html", "audience": "teacher", "lesson_count": 16, "mapped_checkpoint_count": 16, "rows": [ { "id": "PD-AER1-M01", "lesson_number": 1, "title": "Make a concept teachable", "assignment": "The original and edited take, reopened project, tested export and your explanation of what each proves.", "practice_steps": [ "Verify input selection, duplicate/undo, trim and export. Have take-with-silence.wav ready for learners whose microphone permission is unavailable.", "Make your first take: Create a project and give it a name you will recognize later. Choose a recording input, make a three-second test, then listen. Ask for help if it is silent. Record ten seconds of your own sound, or import melody.wav if recording access is unavailable. Keep an untouched original; save the project. Mark whether you recorded or imported. Evidence: Original take or imported reference, project name, and a one-sentence description of what you captured.", "Keep the part you want: Import the practice file or duplicate your first take. Identify the intended start and ending by listening. Trim unwanted silence without cutting the first attack or final decay. Use a short fade only if needed. Replay across both edges; compare with the original. Save the edited version separately. Evidence: Original and edited audio plus the approximate start/end times you changed.", "Build a sound identity: Write the identity and intended feeling in one sentence. Use your own take or supplied sounds to create a 15–30-second sequence. Repeat, leave space or change an entrance. Use track level to keep the intended foreground audible. Listen from beginning to end without editing; revise one confusing moment. Evidence: Audio draft and two sentences explaining the identity and one arrangement choice.", "Deliver something that plays: Export the sound identity with a clear title and version number. Open the exported file in a separate player. Check the first sound, final decay and total duration. Reopen the project or document the reconstruction files if native project export is unavailable. Write one change you made and submit through the teacher’s chosen assignment route. Evidence: Final audio, project link/file or reconstruction notes, and a three-item playback/reopen checklist.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Play the supplied melody once. Identify a beginning, a changing middle and an ending. Your first take can be a tapped rhythm, an instrument or an invented spoken phrase.", "Model these operations aloud, keeping the original recoverable: 1. Create a project and give it a name you will recognize later. 2. Choose a recording input, make a three-second test, then listen. Ask for help if it is silent. 3. Record ten seconds of your own sound, or import melody.wav if recording access is unavailable. 4. Keep an untouched original; save the project. Mark whether you recorded or imported.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Is a project file always playable in an ordinary audio player? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "A teacher explains recording for twenty minutes, then asks students to copy definitions. No recording or independent evidence is collected." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER1-M02", "lesson_number": 2, "title": "Teach digital sound without false equivalence", "assignment": "Your two comparisons, learner explanations and a correction for any pitch/level confusion.", "practice_steps": [ "Load the three tone files at a quiet level. Supply the asset manifest so hidden DAW format settings do not block the exercise.", "Pitch is not loudness: Describe the reference using “pitch” and “level” in separate sentences. Compare the second tone with the reference and name the main changed property. Compare the third tone and repeat the decision. On a copy of melody.wav, change only track level. Explain what stayed the same. Evidence: Three comparison statements and a note describing your one-control test.", "A waveform is a record: Import the file and find the first event by listening. Record its approximate time, then compare it with the waveform. Duplicate the audio and lower its clip or track level; note whether your DAW changes the displayed waveform. Explain why screen appearance alone cannot establish the better version. Evidence: A time observation and annotated screenshot or written timeline description.", "Samples and file choices: Find the file information in the supplied manifest or your software. Write sample rate, bit depth and channel count with their units. Export a copy using a supported setting. If your tool hides bit depth, report “not exposed.” Compare the source and export length; do not change playback speed to simulate another format. Evidence: Source/export metadata table and one sentence about what conversion cannot restore.", "Prove your export: Choose one five-second passage from your sound identity. Compare project playback and export; note missing parts, wrong speed or cut endings if present. Inspect duration and filename. Repair a real problem or record that none was found. Write a two-sentence handoff note containing one verified fact and one limit of your check. Evidence: Export plus source/export comparison record.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Play reference-tone, higher-tone and quieter-tone at a comfortable fixed setting. The short tones are synthetic; never turn them up to test your hearing.", "Model these operations aloud, keeping the original recoverable: 1. Describe the reference using “pitch” and “level” in separate sentences. 2. Compare the second tone with the reference and name the main changed property. 3. Compare the third tone and repeat the decision. 4. On a copy of melody.wav, change only track level. Explain what stayed the same.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: If you turn down a track fader, have you necessarily changed its pitch? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "A teacher calls a taller waveform a higher pitch and uses an MP3 renamed WAV as an example of conversion." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER1-M03", "lesson_number": 3, "title": "Trace the signal with the class", "assignment": "A labeled path, the fault test and a recording or screenshot proving the recovered signal.", "practice_steps": [ "Draw the actual setup, including USB/computer combined stages. Use supplied distortion rather than intentionally clipping hardware.", "Follow the sound: Draw the actual classroom path, including combined devices where appropriate. Label the source, input control, recording track and listening output. Point to the place where stored audio is created. Explain where a headphone-volume change occurs in your diagram. Evidence: Labeled diagram or equivalent ordered text, with one input/output explanation.", "Find the broken link: For each case, identify the last known working stage. Choose one next check: selected input, record-arm/record state, or output route/listening device. Explain what a successful result would tell you. With the teacher, inspect one real route without deliberately creating an unsafe fault. Evidence: Three case responses: evidence, next check, expected result.", "Leave room for peaks: Describe the sound difference at one moment. Lower the distorted file’s playback level and check whether its rough quality disappears. Perform a normal loud passage while the teacher helps check the input meter. Set a conservative input level and record a short clean test; report if the device uses automatic gain. Evidence: Comparison response and clean test or documented supervised level-setting observation.", "Capture a clean take: Choose a ten-second source and record a test. Identify one controllable issue in the source, position or input path. Change one thing and record again, retaining the first take. Choose a keeper and document input setting if available, location, listening result and remaining limitation. Evidence: Two takes, keeper choice and route/level notes. If no capture device is available, submit analysis and mark capture pending.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Listen to clean-phrase. Imagine stopping the path at the input, recording track or output. Silence alone does not tell you which stage failed.", "Model these operations aloud, keeping the original recoverable: 1. Draw the actual classroom path, including combined devices where appropriate. 2. Label the source, input control, recording track and listening output. 3. Point to the place where stored audio is created. 4. Explain where a headphone-volume change occurs in your diagram.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Does turning down headphones necessarily reduce recording level? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "The input monitor is audible, so the teacher signs off recording even though no file was captured." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER1-M04", "lesson_number": 4, "title": "Teach a controlled microphone experiment", "assignment": "Three raw takes, separate playback-matched comparisons, fixed-gain setup notes and an explanation of what normalization would conceal.", "practice_steps": [ "Prepare the model card and marked 4/12/36-inch positions. Set a safe reference gain at 4 inches and leave it unchanged. Keep originals; provide playback trim copies for tonal comparison.", "Choose a microphone for the job: Read the classroom microphone card: model, type, pattern, connection and teacher-approved power state. Name the recording purpose. Explain one reason this available microphone can serve the purpose and one limitation. Propose a placement to test; do not rank microphone types by price. Evidence: Microphone choice card and placement prediction.", "Find the front: Identify the pickup side from the equipment card or model diagram. Mark a 20 cm source distance or another teacher-approved repeatable distance. Record two short tests while changing orientation only; label both. Compare at similar playback loudness and describe a difference or an inconclusive result. Evidence: Orientation diagram and paired tests or documented observation of the teacher’s pair.", "Move it and listen: Use a teacher-approved microphone and repeatable ten-second source at 4, 12 and 36 inches (about 10, 30 and 91 cm). Establish gain at the closest position with adequate peak margin, then leave input gain fixed. Keep axis, room, source effort and processing unchanged. Disable automatic gain only if the approved device allows it; otherwise label the experiment as confounded by automatic gain. Record all three takes. First compare unaltered playback to observe recorded level; then use separate playback trims to compare tone and room contribution at similar loudness. Never overwrite the originals. Log input gain, peak reading if available, distance, room contribution, noise and bass change. Do not attribute bass change to proximity effect unless the microphone/setup supports that interpretation. Evidence: Three original takes, playback-matched comparison copies or documented trims, and a distance/input-gain/observation table.", "Recommend a placement: State the purpose: for example, clear speech or a balanced instrument sound. Choose a placement and cite one audible moment supporting it. Name a disadvantage and a useful next test. Submit the pair and a simple setup diagram. Complete a supervised capture check if you previously used analysis only. Evidence: Recommendation, all three original files, comparison trims and reproducible setup notes.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Listen to a live source in the room before recording. Describe what you want the recording to emphasize: attack, clear words or the blend of the whole sound.", "Model these operations aloud, keeping the original recoverable: 1. Read the classroom microphone card: model, type, pattern, connection and teacher-approved power state. 2. Name the recording purpose. 3. Explain one reason this available microphone can serve the purpose and one limitation. 4. Propose a placement to test; do not rank microphone types by price.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Does “condenser” tell you that a microphone is cardioid? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "A student records at 4,12 and 36 inches but changes input gain each time and normalizes the only copies. The teacher credits a controlled distance experiment." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER1-M05", "lesson_number": 5, "title": "Explain gain where it occurs", "assignment": "Input and output meter observations, the clean test take, comparison with the supplied distorted example and a diagnosis of the overload stage.", "practice_steps": [ "Prepare one documented input path with a manual-gain interface if available. Check normal source peaks before student monitoring. Supply the device specifications; do not let students experiment with power or incompatible connections.", "Inspect the input: Read the supplied model card and identify input type, connector and approved power state. Draw the path from the chosen source to the recording track. Label stages combined inside one device. Ask the teacher to verify the route before a connection is changed. Evidence: Input identification card and labeled path.", "Test the preamp setting: Perform the loudest normal passage with monitoring comfortable. Observe input peaks; adjust only the approved input gain, aiming for conservative headroom. Record ten seconds and replay it. Document the gain setting or automatic behavior, peak range and audible result. Evidence: Test take and gain/peak observation.", "Read the meter: Identify the meter’s label and position in the signal path. Observe a quiet and a stronger passage. Change one playback control and note which meter changes. State one conclusion the meter supports and one it cannot establish. Evidence: Meter-location sketch and four observations.", "Record with margin: Set a repeatable source and state the intended sound. Capture a fifteen-second take using your approved gain method. Save, reopen and listen for distortion or missing material. Record one useful improvement for a later take without deleting this one. Evidence: Take, source/input notes and one reason for the chosen margin.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Hear the teacher’s normal test source, then the recorded playback. Name the input that was used.", "Model these operations aloud, keeping the original recoverable: 1. Read the supplied model card and identify input type, connector and approved power state. 2. Draw the path from the chosen source to the recording track. 3. Label stages combined inside one device. 4. Ask the teacher to verify the route before a connection is changed.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Does an XLR connector alone establish the correct power and gain settings? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "The teacher lowers the track fader until the final meter looks safe and declares a distorted input fixed." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER1-M06", "lesson_number": 6, "title": "Teach room and monitoring judgments", "assignment": "Your monitoring setup, observations and a classroom rule for repeatable comparisons.", "practice_steps": [ "Choose two safe classroom positions and a brief acoustic source. Keep doors and room activity as consistent as possible; do not move heavy furniture or improvise acoustic construction.", "Hear the room: Predict which position will sound more reflective. Record or observe the same short source at each position. Describe the onset and decay separately, using approximate times if useful. Identify a room or performance difference that limits the comparison. Evidence: Two observations and a direct/reflected-sound explanation.", "Move source and listener: Choose a source and microphone position as baseline. Move either the source or microphone to one marked new position. Record the same ten-second passage, documenting what stayed fixed. Keep or reject the move using one located observation. Evidence: Position diagram and A/B capture or supervised observation.", "Choose a reference level: Choose an approved listening device and comfortable setting. Record the device, approximate setting and position. Listen to one reference passage before evaluating your own recording. Return to that setup after a short pause and note any uncertainty. Evidence: Monitoring reference card.", "Document the listening position: Record the baseline system and one musical observation. Change only the listening position, or label a deliberate system change. Compare the same time window. Write a recommendation that separates file evidence from playback uncertainty. Evidence: Two-condition listening log and a cautious conclusion.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Hear a short source in two teacher-approved positions. Notice what continues after the source itself ends.", "Model these operations aloud, keeping the original recoverable: 1. Predict which position will sound more reflective. 2. Record or observe the same short source at each position. 3. Describe the onset and decay separately, using approximate times if useful. 4. Identify a room or performance difference that limits the comparison.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Does a longer decay prove the source itself sustained longer? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "The teacher labels a room as having a 1.5-second reverberation time from casual listening and calls a volume-knob mark a calibrated SPL." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER1-M07", "lesson_number": 7, "title": "Model a session and a recoverable edit", "assignment": "Original and edited files, reopened session and a short recovery test.", "practice_steps": [ "Prepare a short live source and a session sheet. Establish a microphone rotation and a performer cue route with no speaker feedback.", "Plan the capture: Write a one-sentence listener goal. List source, microphone/device, input, track name and destination. Assign performer, engineer and file-check roles; one person may hold more than one. Reserve filenames for test, take 1 and take 2. Evidence: Completed session sheet.", "Build the cue: Trace the chosen monitoring route. Set a comfortable cue with the needed guide part. Perform a short test and ask one focused question about timing or clarity. Change one cue balance if needed, then confirm the input recording level remains appropriate. Evidence: Cue diagram and performer feedback note.", "Record two takes: Confirm the session plan, input and file location. Record a fifteen- to thirty-second take with a natural ending. Record a second take without overwriting the first. Save and verify both files or regions can be replayed independently. Evidence: Two retained takes and a short take log.", "Select with evidence: Review the original listener goal. Locate one strength and one limitation in each take. Choose a keeper or justify a focused retake. Save the choice and retain the rejected take with its label. Evidence: Keeper decision with two timestamps and retained alternatives.", "Choose an edit boundary: Duplicate a take and mark the intended phrase. Choose a boundary by listening, using the waveform as a locator. Trim the unwanted region and audition across the join. Use the shortest suitable fade if a click remains, then compare again. Evidence: Edited version and boundary notes.", "Keep an intact take: Save the edited state with a new version name. Locate the intact source or baseline version. Replay the previously trimmed material. Reopen the chosen edited version and verify it remains available too. Evidence: Original/edited file names and a recovery result.", "Add an overdub: Choose a short section and mark the intended entrance. Prepare a cue and record a brief test for timing. Record the overdub on a separate track or retained take. Play both parts together and document any timing or monitoring limitation. Evidence: Foundation plus overdub and an entrance note.", "Check continuity: Mark the edit or overdub boundary. Listen across it in the full passage. Test one correction if you hear a problem. Export the passage and confirm that the correction survives outside the session. Evidence: Before/after passage and continuity checklist.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Hear the planned source unamplified. Identify the feature the recording must preserve.", "Model these operations aloud, keeping the original recoverable: 1. Write a one-sentence listener goal. 2. List source, microphone/device, input, track name and destination. 3. Assign performer, engineer and file-check roles; one person may hold more than one. 4. Reserve filenames for test, take 1 and take 2.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Why name both input and track? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "The teacher records over the original while demonstrating a comp, then relies on undo after closing the application." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER1-M08", "lesson_number": 8, "title": "Assess capture independently", "assignment": "Capture observation, criterion scores and the practical retest you would assign.", "practice_steps": [ "Use an unfamiliar short live source or newly chosen student performance. Provide only the brief: capture 20–30 seconds, make one justified edit, retain and reopen the original. Avoid coaching the assessed steps unless recording assistance is an accommodation.", "Trace the setup: State the recording purpose and chosen source. Draw source through input, track and monitoring output. Identify the approved gain control and one possible failure point. Name source, edited and final versions before recording. Evidence: Independent route and version plan.", "Record and edit: Make a test and then capture the planned performance. Save the original before editing. Make one justified trim, gap or boundary correction on a duplicate. Replay the whole passage and note the audible result. Evidence: Original and edited takes with one edit rationale.", "Recover the source: Save the session and export the edited audio. Close or switch projects without deleting work. Reopen from the saved location or reconstruct using the retained files. Check the original, edited version and final audio independently. Evidence: Recovery log with filenames, result and any unresolved dependency.", "Explain a rejected change: Name the exact time window and intended improvement. Describe the one changed variable. Identify a cost or missing improvement. State the final choice and one next check if more time were available. Evidence: Four-sentence decision record and paired evidence.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Hear the live source and identify a likely peak or noise issue to check.", "Model these operations aloud, keeping the original recoverable: 1. State the recording purpose and chosen source. 2. Draw source through input, track and monitoring output. 3. Identify the approved gain control and one possible failure point. 4. Name source, edited and final versions before recording.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Which observation would tell you the signal reaches the recording stage? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "A learner mixes supplied stems well, and the teacher records mastery of microphone placement and live input gain." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER1-M09", "lesson_number": 9, "title": "Teach polarity and arrival time", "assignment": "Labeled comparisons, mono result and your explanation of the remaining timing problem.", "practice_steps": [ "Load the provided source, inverted copy and delayed copy at the same start. Disable automatic normalization and effects. Use comfortable playback; begin with each fader reduced before summing.", "Hear one source: Import each file to a separate track at the same start. Solo the source and identify two audible features. Solo the inverted copy at the same fader level. State whether you can identify a reliable difference when each plays alone. Evidence: A baseline description and separate-playback observation.", "Combine two copies: Set both track faders to −12 dB and confirm equal starts. Play two copies of the source and compare with one at the same fader setting. Replace one copy with the inverted source; retain start and level. Record meter and listening observations without raising the monitor to chase a null. Evidence: Three-state comparison: one, aligned pair and inverted pair.", "Invert or delay separately: Keep the baseline source at the same start and gain. Compare its sum with the inverted copy, then restore the baseline. Compare its sum with phase-delay.wav, which retains a 2 ms offset. Describe the tonal change and identify which test changed time. Evidence: Two labeled comparisons and an explanation of the changed variable.", "Check mono and explain: Play the stereo example and note its apparent width. Play the actual summed mono example at a comfortable level. Locate a tonal or level difference and relate it to the delayed channel. State whether your own mix was summed, heard one-sided or not tested. Evidence: A mono-check record with method, result and one possible revision.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Play phase-source.wav and phase-inverted.wav separately. Both are the same signal apart from waveform sign.", "Model these operations aloud, keeping the original recoverable: 1. Import each file to a separate track at the same start. 2. Solo the source and identify two audible features. 3. Solo the inverted copy at the same fader level. 4. State whether you can identify a reliable difference when each plays alone.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Should reversing polarity alone always sound obviously different? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "A teacher calls a polarity inversion a 2 ms delay and asks learners to find which isolated polarity sounds correct." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER1-M10", "lesson_number": 10, "title": "Teach EQ through a reasoned comparison", "assignment": "Before/after audio, matching notes and a decision tied to the stated listening goal.", "practice_steps": [ "Prepare the three broad-region tones and EQ examples. Set a modest listening level. Show a broad bell, low/high shelf and high/low-pass filter in the selected DAW without assuming identical labels.", "Name the frequency region: Play each short tone once and record its broad region. Listen to melody.wav and locate a tonal concern or state that none is apparent. Use a broad region description before naming an exact frequency. Record uncertainty instead of inventing precision. Evidence: Three region labels and one located musical observation.", "Read the filter shape: Draw a bell, shelf and high-pass response with axes labeled frequency and change. Predict which can reduce rumble while retaining most higher material. Test a conservative filter on a duplicate phrase or analyze the provided pair. Explain one wanted feature that excessive filtering could remove. Evidence: Three labeled sketches and a filter-choice explanation.", "Make one change: Write the time window and desired improvement. Save a baseline and make one broad EQ adjustment on a copy. Compare in solo for diagnosis and in context for the decision. Record the actual frequency, gain and bandwidth/shape where shown. Evidence: Baseline/revision, settings and a reason tied to the phrase.", "Compare and reject excess: Make a deliberately stronger version on a duplicate, never the only source. Reduce playback bias with output trim or consistent teacher-controlled comparison. Name a specific cost of the excessive version. Choose baseline or correction and retain the rejected test as evidence. Evidence: Three-state decision note with the chosen version and a located cost.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Hear frequency-low, frequency-mid and frequency-high at a comfortable level. These 150, 1000 and 4000 Hz references may not sound equally loud.", "Model these operations aloud, keeping the original recoverable: 1. Play each short tone once and record its broad region. 2. Listen to melody.wav and locate a tonal concern or state that none is apparent. 3. Use a broad region description before naming an exact frequency. 4. Record uncertainty instead of inventing precision.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Does hearing a 1 kHz reference prove you can identify any 1 kHz problem in a mix? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "Students choose an extreme EQ curve because its output is louder; the teacher grades the curve shape rather than the sound." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER1-M11", "lesson_number": 11, "title": "Teach compressor behavior", "assignment": "Settings, gain-reduction observations, two listening results and the learner explanation you would accept.", "practice_steps": [ "Prepare transient and sustained examples plus dynamics renders. Demonstrate compressor gain reduction separately from output level. Keep limiting and automatic gain off for controlled experiments where possible.", "Hear the peaks: Listen to both examples at a comfortable monitor setting. Locate one brief peak and one sustained section. Predict which might trigger a compressor intermittently versus continuously. Write a musical reason to preserve or reduce the peak. Evidence: Located peak/body observations and a processing goal.", "Set threshold and ratio: Calculate the simple 8 dB over/4:1 result. On a duplicate, choose a moderate ratio and lower threshold until some peaks trigger reduction, or analyze the supplied pair. Observe when reduction occurs and when it recovers. Record settings and whether you operated a compressor or analyzed renders. Evidence: Calculation, settings/status and a description of reduction timing.", "Compare attack and release: Save the baseline compressor state. Change only attack and compare the same passage. Restore attack, then change only release on a new version where available. Choose settings based on a located benefit and cost, not labels such as professional. Evidence: Two separate timing comparisons or clearly labeled render analysis.", "Match output and judge: Choose a short repeated comparison window. Bring output playback levels reasonably close without changing the original recording gain. Identify one envelope difference that remains. Select dry or processed and export the chosen version with the full ending. Evidence: Fair-comparison note and chosen audio with a reason.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Compare transient.wav and sustained.wav. Identify the difference between their attacks and bodies.", "Model these operations aloud, keeping the original recoverable: 1. Listen to both examples at a comfortable monitor setting. 2. Locate one brief peak and one sustained section. 3. Predict which might trigger a compressor intermittently versus continuously. 4. Write a musical reason to preserve or reduce the peak.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Is the tallest waveform peak automatically an error? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "The teacher describes 4:1 as reducing all amplitude to one quarter and treats peak gain reduction as the required makeup gain." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER1-M12", "lesson_number": 12, "title": "Trace effects and preserve endings", "assignment": "Dry and effected exports, a route sketch and proof that the ending was not cut off.", "practice_steps": [ "Use dry, echo and reflection examples. Verify send/return routing if available; a wet/dry insert can demonstrate blend but must be labeled as a different route.", "Hear the direct sound: Describe the dry phrase and one important pause. Compare distinct repeats with the dense reflection model. Choose an intended role for the effect. State a feature that must remain audible after processing. Evidence: A dry-sound description and a space-design goal.", "Trace a send and return: Draw source → main mix and source → send → effect → return → main mix. Build that route where supported or annotate the drawing beside supplied audio. Mute the return and confirm the dry signal remains. Identify whether the send is pre- or post-fader if the application exposes it. Evidence: Route drawing and a mute-test result or labeled analysis.", "Set a delay or reverb: Choose a delay or reverb for your stated goal. Save a baseline and change only repeat time or decay. Keep blend/output fixed while comparing. Record the setting, audible result and one tradeoff in clarity. Evidence: Baseline/revision or render-analysis note with one time-variable explanation.", "Preserve the phrase and tail: Mark the final performed event and the intended tail end. Export with enough time for the chosen decay. Play the file in a separate player, checking beginning and ending. Retain dry and wet versions with clear labels. Evidence: Dry/final files and an export-boundary check.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Hear fx-dry.wav, fx-delay.wav and fx-reflections.wav. Identify repeated events versus a denser tail.", "Model these operations aloud, keeping the original recoverable: 1. Describe the dry phrase and one important pause. 2. Compare distinct repeats with the dense reflection model. 3. Choose an intended role for the effect. 4. State a feature that must remain audible after processing.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Does more audible reverb necessarily make a source sound better recorded? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "The teacher exports at the final note-off and cuts every effect tail. Muting the return also removes the dry signal, but the route is not inspected." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER1-M13", "lesson_number": 13, "title": "Coach a mix rather than a plugin list", "assignment": "Two mixes and notes explaining the foreground, the change and whether it helped.", "practice_steps": [ "Use the melody, pad and pulse stems at their common start. Demonstrate balance and pan without automatic normalization. Provide a second approved playback system or explicitly record its absence.", "Set the static balance: Import stems at a common start. Set an intended foreground and bring up its level comfortably. Add support gradually and reduce competition where needed. Save a no-processing balance and describe the hierarchy. Evidence: Static mix and one sentence naming each part’s role.", "Place the sources: Save the centered balance. Move one supporting source and leave the foreground stable. Compare stereo with a teacher-provided mono sum where available. Keep or reduce the move based on clarity and delivery needs. Evidence: Placement note and two mix versions.", "Process for one reason: Write the symptom and the intended improvement. Choose one processing domain and justify it. Make a conservative test with the baseline recoverable. Compare and retain the version with the stronger evidence. Evidence: One processing decision with baseline/revision and a located reason.", "Check on another playback system: Name both systems and use the identical export. Write one observation on each before editing. Choose one recurring issue or justify leaving the mix alone. Test a revision and record both results; label a missing second-system test honestly. Evidence: Translation log and a prioritized decision.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Hear melody, pad and pulse separately, then in combination. Follow the melody through its quieter notes.", "Model these operations aloud, keeping the original recoverable: 1. Import stems at a common start. 2. Set an intended foreground and bring up its level comfortably. 3. Add support gradually and reduce competition where needed. 4. Save a no-processing balance and describe the hierarchy.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Must every track be equally audible at every instant? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "The teacher scores the mix by number of processors and assumes the solo-loudest track should be the foreground." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER1-M14", "lesson_number": 14, "title": "Verify a handoff and calibrate a rubric", "assignment": "File inventory, transfer test, missing-dependency check and criterion scores.", "practice_steps": [ "Provide the delivery brief: stereo WAV, 44.1 kHz, 16-bit, full intended tail, no clipping; source project and notes separately. This is a classroom exercise specification, not a universal industry requirement.", "Name and collect the files: List original, edited, project and final file roles. Copy needed media into an approved handoff location using supported collection tools. Use clear file names and a version number so you can tell the files apart. Open two files by their names to check that labels match. Evidence: File-role inventory and organized handoff copy.", "Record sources and roles: List every source used in the mix. Name creator/contributor roles and any editing. Record permitted use or mark unresolved permission for teacher review. Document missing or non-transferable instrument/sample dependencies. Evidence: Source and contribution record linked to filenames.", "Export the requested format: Copy the brief into a checklist. Set the supported export parameters and full range. Export a named file and inspect its actual properties. Record any approved alternative and verify playback. Evidence: Final audio with actual format properties and checklist.", "Test recovery: Open from the copied location after closing the working session. Confirm source media and edit positions. Play the exported reference separately. Document pass, failure, correction and retest without hiding missing dependencies. Evidence: Recovery record with actual observed results.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Replay one named source and the final version to check that the labels match their contents.", "Model these operations aloud, keeping the original recoverable: 1. List original, edited, project and final file roles. 2. Copy needed media into an approved handoff location using supported collection tools. 3. Use clear file names and a version number so you can tell the files apart. 4. Open two files by their names to check that labels match.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Can renaming a file prove it contains the final mix? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "A neat ZIP receives full credit without opening it; no one checks source dependencies or format." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER1-M15", "lesson_number": 15, "title": "Teach back and launch Engineering I", "assignment": "Teach-back recording or observation, scored sample and a workable first-week plan.", "practice_steps": [ "Arrange access to one approved physical sound source and recording path. Set a 30–60-second project brief with foreground/support roles; student voice or simple percussion is sufficient. Provide the supplied stems as an analysis alternative while keeping capture evidence separate.", "Pitch the idea: Write a 30–60-second brief with listener and purpose. Choose foreground and support roles. List the available source, input and recording time. Define three observable success criteria including recovery. Evidence: Project brief, role plan and three success criteria.", "Prepare the session: Draw the actual capture and monitoring route. Prepare named tracks and an original-takes location. Record and replay a short test with representative peaks. Correct one preparation issue and retest before the full take. Evidence: Session setup record and replayed test.", "Capture the foundation: Record two complete options under documented conditions. Label performance or engineering variables changed between them. Save untouched originals. Choose a foundation using two located observations. Evidence: Two sources, condition log and selected foundation.", "Review the evidence: Mark three observations with times. Classify each as acceptable, editable or recapture needed. Retake the highest-priority capture problem if feasible. Save the revised foundation and next editing action. Evidence: Capture review and retake decision with evidence.", "Finish the arrangement: Select the foundation and optional supporting material. Build the agreed short form on copies. Check boundaries, attacks and decays. Save the arrangement and demonstrate access to an original take. Evidence: Edited arrangement and boundary/recovery check.", "Make a first mix: Build a static balance from the edited arrangement. Make at most two justified processing tests. Check for overload and cutoff endings. Export v 01 and record three decisions with locations. Evidence: First mix and decision notes.", "Turn feedback into a test: Collect one located observation from a peer or teacher. Write a testable hypothesis and single change. Create the revision without overwriting v 01. Compare both and note whether the predicted improvement occurred. Evidence: Feedback, hypothesis and baseline/revision evidence.", "Choose the revision: Apply the three original success criteria to both versions. Name one improvement and one remaining limitation. Choose the delivery version and label it clearly. Retain the rejected version and its reason. Evidence: Approval record and chosen mix.", "Package the sources: Collect the agreed final and source files. List file roles, versions, tempo where relevant and dependencies. Add source credits and decision notes. Copy the package to the approved delivery location. Evidence: Complete final package and readable manifest.", "Play outside the session: Inspect actual file properties against the brief. Play beginning, middle and full ending independently. Test an available second playback system. Correct and re-export any failure, then repeat the affected checks. Evidence: Final verification record with retest results.", "Show the change: Select one source/edit or mix comparison. Name the changed variable and relevant time window. Explain what improved or why the test was rejected. Provide accessible text notes or a transcript alongside audio. Evidence: A concise demonstration with paired evidence.", "Curate the portfolio: Choose early, final and recovery evidence. Explain one technical and one listening improvement. Identify a skill that remains unassessed or uncertain. Set a next exercise with an observable success condition. Evidence: Curated portfolio and next-skill plan.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Listen to a practice take and identify what should draw the listener’s attention.", "Model these operations aloud, keeping the original recoverable: 1. Write a 30–60-second brief with listener and purpose. 2. Choose foreground and support roles. 3. List the available source, input and recording time. 4. Define three observable success criteria including recovery.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Why include recovery in a creative project brief? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "The educator presents polished slides but cannot demonstrate the activity, score an example or explain the equipment rotation." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER1-FINAL", "lesson_number": 16, "title": "Final portfolio and practical review", "assignment": "Portfolio evidence references, final handoff/recovery result, practical-skill record and next learning step.", "practice_steps": [ "Locate evidence from the course tasks or modules for each final criterion. Include the original, a justified revision, and the verification result.", "Preserve the listening copy, editable recovery materials and applicable source permissions. Use your teacher-selected DAW.", "Name skills operated independently, skills completed with assistance and skills only analyzed. Arrange required practical opportunities before asking for final acceptance.", "For teacher development, include the classroom launch plan, teach-back, calibration example and actual active-time record. Module minutes and this final review time must not be double counted." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "readiness": { "pathway": "educator", "fit": "For educators, not a student course.", "prioritySkills": "Demonstrating and assessing clean capture; editing; routing; musical balance; reliable exports and backups.", "priorSkills": "Read or complete the companion student course; bring a sample assignment to assess.", "equipment": "Computer with a DAW, headphones, supplied audio; microphone and interface for capture labs.", "expectedTime": "15 designed hours", "teacherGuidance": "No instructor is required; this edition is for educators preparing to demonstrate, assess, and adapt the student course." } }, { "id": "teaching-audio-engineering-recording-2", "title": "Teaching Audio Engineering & Recording II", "course_url": "/learn/courses/teaching-audio-engineering-recording-2.html", "audience": "teacher", "lesson_count": 16, "mapped_checkpoint_count": 16, "rows": [ { "id": "PD-AER2-M01", "lesson_number": 1, "title": "Coach listening with calibrated claims", "assignment": "Comparison audio, playback notes and a stated reason for each level choice.", "practice_steps": [ "Use modest playback, stable output and short trials. Randomize the order of the level pair without normalizing it; normalization would erase the intentional difference. No calibrated hearing-threshold claims.", "Find the frequency region: Label the three reference regions. Listen to the phrase and name one region of interest. Test a small broad EQ change on a copy where supported. Record whether the observation survives a context comparison. Evidence: Reference labels and one bounded diagnostic test.", "Can you hear 3 dB?: Set comfortable playback with the louder file first. Run six short order-varied comparisons with a teacher or partner. Record louder choice and confidence before reveal. Check results and describe any uncertainty or order effect. Evidence: Six-trial record with choices, revealed order and reflection.", "Now compare 1 dB: Run six short comparisons with order varied. Write choice and confidence before each reveal. Compare consistency with the 3 dB trials. Name one condition that could affect the results. Evidence: Trial log and cautious comparison of results.", "Set a reference and log uncertainty: Choose and document a comfortable playback setup. Use the reference before judging a short mix. Repeat the reference after the comparison to check setup consistency. Record uncertainty and any changed conditions. Evidence: Reference/setup log and limits statement.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Hear 150, 1000 and 4000 Hz references, then the supplied phrase.", "Model these operations aloud, keeping the original recoverable: 1. Label the three reference regions. 2. Listen to the phrase and name one region of interest. 3. Test a small broad EQ change on a copy where supported. 4. Record whether the observation survives a context comparison.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Does a frequency reference establish an individual hearing threshold? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "An educator uses six 1 dB trials as a hearing-acuity diagnosis and normalizes the level pairs first." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER2-M02", "lesson_number": 2, "title": "Teach stereo capture honestly", "assignment": "Position notes, stereo/mono comparisons and a claim limited to what you tested.", "practice_steps": [ "For capture, provide two matched or documented microphones, approved mounting and a repeatable source. Teach physical safety and connection checks. Supply synthetic phase files only as an analysis alternative; they do not demonstrate stereo mic operation.", "Choose the stereo geometry: State source, room and intended stereo impression. Draw a coincident or spaced arrangement with actual directions/spacing. Explain likely level/time relationships. Have the teacher verify the practical setup or label the work as a plan. Evidence: Geometry plan with purpose and capability status.", "Capture a repeatable source: Record or inspect a complete two-channel test. Check that both channels carry intended content and note their levels. Change one teacher-approved geometry variable for a second take if available. Save conditions and compare without silently normalizing the raw evidence. Evidence: Two-channel recording/analysis and controlled-conditions log.", "Test timing and polarity separately: Save the original pair and route. Try a polarity reversal on one channel and compare. Restore polarity, then test one small time adjustment separately. Record which change helped, its cost and what cause remains unproven. Evidence: Separate timing/polarity tests and bounded diagnosis.", "Evaluate mono compatibility: Document the summing method. Compare a located foreground phrase in stereo and mono. Test one revision only if a meaningful problem exists. Retain the original and explain the final compromise. Evidence: Stereo/mono evaluation with method and decision.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Hear a teacher-approved stereo example or phase-stereo.wav and identify width versus source clarity.", "Model these operations aloud, keeping the original recoverable: 1. State source, room and intended stereo impression. 2. Draw a coincident or spaced arrangement with actual directions/spacing. 3. Explain likely level/time relationships. 4. Have the teacher verify the practical setup or label the work as a plan.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Why is naming a stereo technique insufficient documentation? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "A synthetic delayed stereo file is used to certify that students can place and operate a stereo microphone pair." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER2-M03", "lesson_number": 3, "title": "Teach noise and gain relationships", "assignment": "Raw takes, gain and position notes, and the first test you would ask learners to repeat.", "practice_steps": [ "Use a source/quiet capture made with the same settings. For physical work, prevent automatic gain where possible and record device limitations. Do not infer calibrated room metrics from listening alone.", "Map room contributions: Map source, microphone and major nearby surfaces. Identify a pause where room contribution is audible. Test one source or microphone move where available. Record the observation and distinguish real capture from synthetic analysis. Evidence: Room map and a controlled observation.", "Compare signal and noise: Choose wanted and quiet time windows. Record the same type of level estimate for each if a suitable meter exists. Explain the limitations of the estimate, including residual room/source sound. Predict why lowering the playback fader alone does not remove recorded noise selectively. Evidence: Window/method record and a ratio explanation.", "Trace gain through stages: Draw input gain, converter, track processing, fader and output where present. Label which meter observes each available point. Identify an upstream overload scenario followed by a quiet final meter. Describe the earliest useful test and a prevention action. Evidence: Gain-stage diagram and an overload diagnosis.", "Run a controlled capture test: State one hypothesis and variable. Record a baseline and changed condition, or prepare an explicitly unperformed protocol if capture is unavailable. Retain raw files and label any matched listening copies. Report the result, tradeoff and remaining uncertainty. Evidence: Controlled capture record with raw evidence and conclusion.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Hear a short live phrase and its room tail, or compare dry/reflection models as analysis.", "Model these operations aloud, keeping the original recoverable: 1. Map source, microphone and major nearby surfaces. 2. Identify a pause where room contribution is audible. 3. Test one source or microphone move where available. 4. Record the observation and distinguish real capture from synthetic analysis.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Can listening to a synthetic reverb establish the acoustics of your classroom? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "The teacher lowers a noisy file’s fader and describes the result as an improved recorded signal-to-noise ratio." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER2-M04", "lesson_number": 4, "title": "Assess multitrack session integrity", "assignment": "Input plan, original tracks, reopened session and separate capture and musical scores.", "practice_steps": [ "Arrange a small ensemble or sequentially recorded parts with available inputs. Parallel live capture is a distinct skill from assembling supplied stems. Provide a session brief and clear performer permissions.", "Plan inputs and cues: List sources, inputs, track names and performer roles. Choose simultaneous or sequential capture based on actual resources. Draw one monitoring route and identify possible duplicate monitoring. Prepare take names and a recovery plan. Evidence: Input/cue plan with actual session mode.", "Record a small ensemble: Verify each input and its recorded playback. Capture two short takes or overdub passes. Keep original tracks aligned and independently saved. Log source, take and any changed setting. Evidence: Multitrack sources and take log with capture mode.", "Comp with originals retained: Select a short preferred phrase from each take. Create a new comp version without replacing originals. Check linked timing, room continuity and complete attacks/decays. Retain or reject the join with a located reason. Evidence: Comp, originals and edit-boundary decision.", "Hand off the session: Export aligned source/stem files and a reference. Record start, tempo if relevant, routing and processing dependencies. Open the copied project or reconstruct from the delivered files. Document differences and correct a missing source if found. Evidence: Multitrack package and actual recovery report.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Listen to a short cue test and identify whether each performer can follow the needed reference.", "Model these operations aloud, keeping the original recoverable: 1. List sources, inputs, track names and performer roles. 2. Choose simultaneous or sequential capture based on actual resources. 3. Draw one monitoring route and identify possible duplicate monitoring. 4. Prepare take names and a recovery plan.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Why should session mode be explicit in the evidence? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "The class imports stems and the educator signs off simultaneous ensemble capture; one microphone track is moved alone during a comp." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER2-M05", "lesson_number": 5, "title": "Teach diagnosis before the processor", "assignment": "Baseline excerpt, test settings, results and a processor decision supported by them.", "practice_steps": [ "Import the three stems at a common start; verify duration remains 12 seconds. Keep baseline copies. Mix A/B are RMS matched in the supplied files; subjective loudness can still differ.", "Find what disappears: Write the intended foreground and its role. Choose a three-second window in mix-a and record the time. Describe an observation without naming a processor. Propose two possible causes and a different test for each. Evidence: Time-located observation, two hypotheses and two tests.", "Try the smallest change: Import melody, pad and pulse at a common start point. Leave stretching off or verify unchanged duration. Save a baseline. Lower only the pad level, keeping the other parts fixed. Compare the same passage in the full mix; adjust the comparison listening level only as needed and document it. Keep or reject the change based on melody clarity and musical support. Evidence: Baseline/test exports, changed setting and one benefit/one cost.", "Make a fair A/B: Version A: leave a short gap in the pad at a chosen melody entrance. Version B: if EQ is available, make one small tonal change to the pad; otherwise test a different pad level and label the alternative accurately. Compare each separately against baseline at similar playback loudness. Select one approach and explain what the alternative did less well. Evidence: Two labeled tests and a decision table: purpose, changed variable, result, limitation.", "Defend and transfer: Write a new brief and time-located observation. Test one change and preserve the original. Ask a peer for one specific observation without telling them which version you prefer. Submit a 60–90-second spoken explanation or 150–200-word written record, with the A/B audio and your final decision. Evidence: New-window A/B pair, decision record and response to peer feedback.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Play melody alone, then mix-a. Tap or describe the note contour. Identify a point where the sustained support competes with the melody.", "Model these operations aloud, keeping the original recoverable: 1. Write the intended foreground and its role. 2. Choose a three-second window in mix-a and record the time. 3. Describe an observation without naming a processor. 4. Propose two possible causes and a different test for each.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Does a difficult-to-hear melody prove the recording needs an EQ boost? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "The teacher tells students the answer is EQ before they hear the obscured foreground and accepts only that solution." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER2-M06", "lesson_number": 6, "title": "Teach source-specific compression", "assignment": "Settings, matched examples and a source-specific reason for the chosen behavior.", "practice_steps": [ "Prepare transient and sustained sources, a compressor with manual timing where available, and output trim. Disable automatic makeup gain for experiments. Supplied renders support analysis when controls are absent.", "Compare transient and sustained sources: Mark a transient and a sustained interval. Predict intermittent versus continuous reduction under a shared threshold. Test or inspect the supplied dynamics examples. State a different musical goal for each source. Evidence: Envelope observations and source-specific goals.", "Set detector and ratio: Name the symptom and actual detector options. Set a moderate ratio and threshold for occasional action. Test one detector change where supported; otherwise explain the proposed test. Record what triggered reduction and its cost to the phrase. Evidence: Settings and a detector-behavior observation or bounded proposal.", "Test attack and release: Preserve baseline settings. Compare two attack values with release fixed. Restore attack and compare two releases. Choose a result and locate one retained transient or recovery behavior. Evidence: Separate timing tests and chosen settings.", "Explain the source-dependent choice: Document separate goals and baselines. Create one controlled processing version for each. Reduce loudness bias when judging. Explain the final choices, including any rejected processing. Evidence: Two source decisions with paired evidence.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Hear transient.wav and sustained.wav; compare attack, body and spaces.", "Model these operations aloud, keeping the original recoverable: 1. Mark a transient and a sustained interval. 2. Predict intermittent versus continuous reduction under a shared threshold. 3. Test or inspect the supplied dynamics examples. 4. State a different musical goal for each source.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Would equal peaks guarantee equal gain reduction over time? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "The educator applies one preset to every source and awards high scores whenever the processed render is louder." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER2-M07", "lesson_number": 7, "title": "Assess gates without rewarding damaged tails", "assignment": "Before/after audio, settings and a note on any lost wanted sound.", "practice_steps": [ "Prepare gate-dry, gate-tight and gate-gentle examples. If a gate/expander is available, expose threshold, range and timing. Do not equate gating with removal of noise during the wanted sound.", "Hear spill in context: Listen in context if related tracks exist. Mark wanted events and unwanted intervals. Name material that must not be removed. Decide whether treatment is justified or whether placement/arrangement would be a better earlier fix. Evidence: Annotated timeline and treatment decision.", "Compare gating and expansion: Listen to the same event and its complete ending in all versions. Identify the quieter gaps and any damaged decay. Choose a treatment based on the intended source role. State that the supplied envelopes model behavior rather than emulate a named device. Evidence: Three-way comparison and a continuity judgment.", "Control the detector: Mark correct and false triggering moments. Adjust one available detector/timing control on a copy. Replay the same window and record whether false behavior decreases. Check that quieter wanted events still pass. Evidence: Trigger log, settings and a retest.", "Reject chatter and lost endings: Identify an unwanted opening/closure or document a clean result. Test one timing/range correction where available. Compare with the dry source in context. Export the chosen passage and verify its full endings. Evidence: Final treatment with rejected-test evidence.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Hear gate-dry.wav, focusing on gaps and event endings.", "Model these operations aloud, keeping the original recoverable: 1. Listen in context if related tracks exist. 2. Mark wanted events and unwanted intervals. 3. Name material that must not be removed. 4. Decide whether treatment is justified or whether placement/arrangement would be a better earlier fix.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Will gating automatically remove spill during a loud wanted hit? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "A teacher calls the quietest gaps best even though soft wanted events disappear and decays are chopped." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER2-M08", "lesson_number": 8, "title": "Teach space without inventing acoustics", "assignment": "Three labeled listening comparisons, a description of the space impression, and route and tail checks if you operated an effect.", "practice_steps": [ "Load dry, delay and dense-reflection models. Label them synthetic rather than measured rooms. Verify effect route, feedback limits and tail export behavior before class.", "Separate reflections from repeats: Locate the first repeat or reflected energy. Describe whether later events remain distinct. Identify an impact on phrase clarity. Separate observation from an imagined room description. Evidence: Three-version description with one clarity observation.", "Set time and feedback: Calculate a quarter-note interval for a chosen tempo. Compare a tempo-related time with a different time at fixed blend. Restore the chosen time and test a modest feedback change. Record buildup, clarity and the reason for the final choice. Evidence: Timing calculation and two isolated tests.", "Shape onset and decay: Mark the direct onset and next phrase entrance. Test one predelay change or predict it using the model. Restore the baseline and test decay separately. Choose a compromise that protects both attack and next entrance. Evidence: Onset/tail observations and control-specific reasoning.", "Test depth in context: State the intended near/far relationship. Adjust one send/blend or timing parameter. Compare the same passage and identify a benefit and cost. Export with a complete tail and test playback. Evidence: Depth decision with baseline, render and limits.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Compare dry, delay and dense-reflection versions.", "Model these operations aloud, keeping the original recoverable: 1. Locate the first repeat or reflected energy. 2. Describe whether later events remain distinct. 3. Identify an impact on phrase clarity. 4. Separate observation from an imagined room description.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Does a preset called Hall prove it reproduces a particular hall? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "A reverb preset name is presented as evidence of a measured real room, and delay feedback is taught as repeat spacing." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER2-M09", "lesson_number": 9, "title": "Run an unfamiliar-session checkpoint", "assignment": "Observation record, repaired session, score and one targeted retest.", "practice_steps": [ "Use the supplied case-session stems and teacher case key. The three engineered issues are a 100 ms late pulse, an overly dominant pad, and a truncated reference ending. Keep the teacher key separate until diagnosis. This is a synthetic session challenge, not a real artist recording.", "Inspect the route: Create a named working copy and retain downloaded originals. Import all stems at time zero without automatic alignment changes. List track/output routes and source durations. Write initial symptoms with time locations before editing. Evidence: Baseline session inventory and located observations.", "Rank evidence: Choose two located symptoms. Write competing causes for each. Design a single-variable test for the strongest hypothesis. Rank the next actions and explain the priority. Evidence: Hypothesis table with tests and priorities.", "Test repairs separately: Test one timing or level hypothesis. Record the predicted and actual result. Restore baseline before a second independent test. Combine only supported repairs and verify the full ending. Evidence: Separate repair versions and a test log.", "Submit the fault report: Write a concise report for each supported repair. Link filenames and time windows. Include one rejected test and why it was rejected. State a remaining uncertainty and the next discriminating test. Evidence: Fault report, baseline and corrected audio.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Play case-reference.wav, then the supplied case stems at their common start.", "Model these operations aloud, keeping the original recoverable: 1. Create a named working copy and retain downloaded originals. 2. Import all stems at time zero without automatic alignment changes. 3. List track/output routes and source durations. 4. Write initial symptoms with time locations before editing.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Why avoid normalizing every stem immediately? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "The teacher reveals all three faults before the practical and grades whether students copy the fixes." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER2-M10", "lesson_number": 10, "title": "Teach routing and automation as testable paths", "assignment": "Route diagram, automation evidence and a clear distinction between group control and audio bus.", "practice_steps": [ "Verify buses/sends in the selected DAW. Use a simple two-source session, no unintended feedback loops. Supply rendered analysis if routing is unavailable; practical bus operation remains separate.", "Draw insert and auxiliary paths: Draw a serial insert path. Draw a parallel send/return path. Mark summing points and final output. Predict what should remain audible when the return is muted. Evidence: Two diagrams and a mute prediction.", "Create a bus: Create a bus for two sources where supported. Route them deliberately and identify any remaining direct outputs. Test bus mute and source mute separately. Record whether the result is a subgroup, parallel route or analysis-only plan. Evidence: Routing snapshot and mute-test record.", "Blend a parallel return: Name the intended benefit. Keep the direct path unchanged and add a processed branch at low return level. Increase blend gradually and check overall headroom. Compare level-aware baseline/final and state a cost. Evidence: Parallel comparison and actual route/settings or analysis.", "Check timing and level: Reduce gains before summing. Test branch bypass/direct-only states. Check for a timing-related tonal change and inspect available compensation. Choose a verified route and document unresolved timing limitations. Evidence: Route validation and final decision.", "Name groups and destinations: Name foreground, support and pulse tracks. Identify actual groups, buses and outputs. Test one small linked level change and undo it. Draw which audio routes versus control links exist. Evidence: Session organization map and tested link behavior.", "Write one move: Name the target event and parameter. Write or record one move in the actual automation system. Check its start, end and following section. Save a named version and document where the editable data lives. Evidence: Automated project and located explanation.", "Resolve a routing conflict: Describe the exact unexpected behavior. List automation and duplicate-path explanations where plausible. Test one reversible state change or mute. Restore the desired mode and repeat the passage to verify the fix. Evidence: Conflict report with baseline, test and restored state.", "Verify the rendered move: Save and reopen the project. Confirm the move and its stored data. Export and play independently. Record any discrepancy, correction and retest. Evidence: Project recovery and render verification.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Hear direct-only and blended effect examples while following their two paths.", "Model these operations aloud, keeping the original recoverable: 1. Draw a serial insert path. 2. Draw a parallel send/return path. 3. Mark summing points and final output. 4. Predict what should remain audible when the return is muted.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Does muting a conventional effect return normally mute its separate dry source? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "A subgroup leaves unintended direct outputs active; extra level is praised. A fader move is not saved as automation." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER2-M11", "lesson_number": 11, "title": "Use documented Nichols methods responsibly", "assignment": "Source note, listening comparison and a statement of what the exercise does and does not show.", "practice_steps": [ "Use the three original teaching cases in case-studies.txt, with teacher method notes kept separate. Source methods are C01-004 microphone response, C01-019 sax edit boundaries and C01-023 gentle vocal compression. Synthetic audio illustrates problems; it is not Nichols archival session audio.", "Hear before the reveal: Choose Case A, B or C from the case sheet. Record two located observations before suggesting a fix. State the desired musical result. Save your initial answer before the reveal. Evidence: Case observation and a bounded goal.", "Classify competing causes: Name two plausible causes for the case symptom. Identify one observation supporting each and one that would weaken it. Choose the earliest useful test. Keep uncertain causes labeled as hypotheses. Evidence: Competing-cause table and test choice.", "Choose the first test: State the hypothesis and predicted result. Perform a reversible edit/bypass test, or design a capture test where equipment is unavailable. Record the actual observation separately from prediction. Choose the next step based on that evidence. Evidence: Test record with prediction, outcome and next action.", "Compare with the documented method: Read the relevant source-method reveal. Compare your first test with the documented principle. State one source-dependent adjustment or limitation. Write a short transfer plan for a different recording. Evidence: Source-attributed case reflection and transfer test.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Hear the dry/compressed phrase or supplied edit example before opening the teacher method reveal.", "Model these operations aloud, keeping the original recoverable: 1. Choose Case A, B or C from the case sheet. 2. Record two located observations before suggesting a fix. 3. State the desired musical result. 4. Save your initial answer before the reveal.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Why hide the proposed method until after the first judgment? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "The teacher claims a synthetic case recreates Roger’s exact work on a famous record and calls exercise settings universal." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER2-M12", "lesson_number": 12, "title": "Teach reference and translation judgment", "assignment": "Reference notes, a second-system translation observation or marked untested limit, and one justified mix decision.", "practice_steps": [ "Provide an original reference mix and two available playback systems. Keep comparisons short and comfortable. Reference matching is approximate unless a documented loudness method is available.", "Set a repeatable reference: State the mix question. Choose a reference passage with a comparable role. Document device, level setting and time window. Name one arrangement difference that limits the comparison. Evidence: Reference plan and limitation.", "Compare without a level trick: Preserve original files. Set a repeatable comparison window. Adjust playback level and state the matching method. Write one tone/balance observation that remains after level adjustment. Evidence: Comparison method and located observation.", "Listen on two systems: Name both systems and conditions. Record foreground, bass/body and ending observations. Identify a recurring issue versus a system-specific difference. Mark any unperformed test explicitly. Evidence: Two-system translation log.", "Prioritize the revision: Rank observations by impact and confidence. Choose one revision and predict its effect. Export and retest the same passages. Approve, reduce or reject the change with a reason. Evidence: Prioritized revision record and final choice.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Hear mix-a.wav and your mix; choose one bounded comparison question.", "Model these operations aloud, keeping the original recoverable: 1. State the mix question. 2. Choose a reference passage with a comparable role. 3. Document device, level setting and time window. 4. Name one arrangement difference that limits the comparison.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Why can an unrelated arrangement be a misleading tonal target? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "Every bass difference on an unfamiliar speaker triggers a new mix correction, and peak matching is called equal loudness." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER2-M13", "lesson_number": 13, "title": "Teach delivery specifications without false compliance", "assignment": "Exported file, specification checklist and measured results or a clearly marked untested item.", "practice_steps": [ "Use the classroom recipient brief in delivery-brief.txt. It is an exercise specification, not a universal streaming standard. Provide actual file-property inspection and avoid unsupported loudness compliance claims.", "Separate mixing from mastering: List one source-balance issue and one delivery-format issue. Choose which belongs back in the mix. Preserve the original stereo mix. Define a restrained finishing goal or justify no processing. Evidence: Mix-versus-delivery decision note.", "Read the recipient specification: Read delivery-brief.txt. Make a checklist of format, channels, range and stated level method. Identify which checks your tools can perform. Record an approved alternative or unresolved requirement clearly. Evidence: Recipient checklist and measurement-capability record.", "Compare a controlled finishing change: Name the finishing goal. Make one conservative tonal or dynamic test on a copy. Compare with level bias reduced and check all sections. Keep or reject the change and record any format-conversion choices. Evidence: Original/revision and finishing decision.", "Verify output and source archive: Inspect actual properties against the brief. Measure only with the documented available method. Play independently and record results. Archive original mix, project and dependencies, then test recovery. Evidence: Final checklist and recoverable archive.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Hear the whole mix and locate a concern that would require individual-track access.", "Model these operations aloud, keeping the original recoverable: 1. List one source-balance issue and one delivery-format issue. 2. Choose which belongs back in the mix. 3. Preserve the original stereo mix. 4. Define a restrained finishing goal or justify no processing.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Can a stereo processor independently rebalance every source without tradeoffs? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "The educator calls a sample-peak reading a true-peak certificate and promises one export setting fits every streaming service." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER2-M14", "lesson_number": 14, "title": "Teach reproducible fault closure", "assignment": "Fault record, before/after route test and final musical playback check.", "practice_steps": [ "Prepare one fault in a duplicate session from fault-lab.txt: wrong input, duplicate route, missing media or automation override. Never alter production or another student’s only copy.", "Identify the last working stage: List expected and actual behavior. Record evidence at each available stage. Identify the last proven stage. Choose the next boundary to test. Evidence: Stage-by-stage fault map.", "Test a fault hypothesis: Write two plausible causes. Choose one reversible discriminating test. Predict results for each cause. Run the test in the prepared copy or document a clearly labeled card result. Evidence: Hypothesis/test record with predictions.", "Record the repair and rollback: Record the original setting or baseline file. Apply one supported correction. Retest and save a named fixed version. Reopen and document both the result and how to restore the prior copy. Evidence: Repair, verification and rollback record.", "Confirm the musical outcome: Verify intended source identities and timing. Check full playback and ending. Compare with the brief/reference. Write closure or a specific remaining issue with the next test. Evidence: Final fault report with musical verification.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Use the same short test event while tracing input, capture and output.", "Model these operations aloud, keeping the original recoverable: 1. List expected and actual behavior. 2. Record evidence at each available stage. 3. Identify the last proven stage. 4. Choose the next boundary to test.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Does a moving MIDI activity light prove audio reaches speakers? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "After many simultaneous adjustments, sound returns and the educator closes the fault without recording the cause or reopening." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER2-M15", "lesson_number": 15, "title": "Coach a capstone and classroom launch", "assignment": "Teach-back, opened handoff, criterion scores and a specific next step for any gap.", "practice_steps": [ "Set a 60–90-second capstone with at least three source roles, one physical capture where resources permit, controlled revisions and a recoverable handoff. Separate supplied-stem analysis from live recording skills.", "Define the listener: Write the 60–90-second listener brief. Assign at least three source roles. Name actual equipment and capture/analysis mode. Define observable capture, mix and recovery criteria. Evidence: Capstone brief and evidence plan.", "Design the session: Create input and placement/cue maps. Prepare versioned source and project locations. Name one likely failure and a feasible fallback. Test the route and revise the plan from the observed result. Evidence: Session plan with contingency and actual test.", "Capture and keep options: Capture or assemble the planned source roles. Retain two options for one meaningful decision. Document changed variables and confounds. Select the foundation with a located reason. Evidence: Source set, condition log and decision pair.", "Review the production evidence: Compare captured material with the brief. Classify recapture/edit/mix issues. Resolve the highest-priority capture problem where feasible. Reopen a saved copy and confirm the chosen foundation. Evidence: Production audit and verified foundation.", "Locate the three decisions: Choose three distinct engineering decisions. Name purpose, variable and time window for each. Locate the baseline and revision files. Identify one claim that still needs a cleaner test. Evidence: Three-decision evidence plan.", "Run controlled comparisons: Prepare three baseline/revision pairs. State whether level is the variable or a comparison bias to reduce. Collect one specific feedback point. Test a related revision and document its result. Evidence: Comparison set, feedback and revision evidence.", "Test translation: Log device and listening conditions. Collect observations at matching locations. Prioritize one recurring problem or justify no revision. Test the corrected export and record the compromise. Evidence: Translation report and final-priority decision.", "Approve a revision: Evaluate each original success criterion. Record accepted limitations and unresolved failures separately. Choose and name the approved version. Save its settings and link the decision evidence. Evidence: Approval record with criteria and final version identity.", "Build the handoff: Collect final audio, project and permitted source files. Write roles, alignment, format and dependency notes. Include the three-decision evidence set. Copy the package and confirm the final filename matches the approval record. Evidence: Final handoff package and manifest.", "Reopen independently: Open the recipient copy independently of the working session. Check source identities and alignment. Play the reference separately and compare key locations. Repair missing dependencies where possible and record actual retest results. Evidence: Independent recovery report with reviewer/method and limits.", "Present the evidence: Prepare a three-minute presentation or equivalent written portfolio. Show three decisions and one rejected test. Include the feedback-to-revision example. Link recovery evidence and accessible descriptions. Evidence: Evidence presentation and portfolio links.", "Plan the next skill: List three independently demonstrated competencies. Identify one analysis-only or untested practical skill. Design a bounded next exercise and necessary resources. Define the artifact and criterion that would establish progress. Evidence: Competency reflection and next-exercise brief.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Hear a short source rehearsal or the candidate stems and identify the intended foreground.", "Model these operations aloud, keeping the original recoverable: 1. Write the 60–90-second listener brief. 2. Assign at least three source roles. 3. Name actual equipment and capture/analysis mode. 4. Define observable capture, mix and recovery criteria.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Can a supplied-stem mix certify microphone operation? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "A technically impressive mix receives a completion claim although sources are missing and no independent recovery test occurred." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-AER2-FINAL", "lesson_number": 16, "title": "Final portfolio and practical review", "assignment": "Portfolio evidence references, final handoff/recovery result, practical-skill record and next learning step.", "practice_steps": [ "Locate evidence from the course tasks or modules for each final criterion. Include the original, a justified revision, and the verification result.", "Preserve the listening copy, editable recovery materials and applicable source permissions. Use your teacher-selected DAW.", "Name skills operated independently, skills completed with assistance and skills only analyzed. Arrange required practical opportunities before asking for final acceptance.", "For teacher development, include the classroom launch plan, teach-back, calibration example and actual active-time record. Module minutes and this final review time must not be double counted." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "readiness": { "pathway": "educator", "fit": "For educators, not a student course.", "prioritySkills": "Demonstrating and assessing critical listening; advanced capture; dynamics and space; troubleshooting and delivery.", "priorSkills": "Read or complete the companion student course; bring a sample assignment to assess.", "equipment": "DAW, headphones, supplied comparison files, interface and microphones for capture labs.", "expectedTime": "15 designed hours", "teacherGuidance": "No instructor is required; this edition is for educators preparing to demonstrate, assess, and adapt the student course." } }, { "id": "teaching-midi-virtual-instruments", "title": "Teaching MIDI & Virtual Instruments", "course_url": "/learn/courses/teaching-midi-virtual-instruments.html", "audience": "teacher", "lesson_count": 9, "mapped_checkpoint_count": 9, "rows": [ { "id": "PD-MVI-M01", "lesson_number": 1, "title": "Teach instructions versus sound", "assignment": "A MIDI export where supported, or the native editable project and event table; two audio renders and an explanation of what each file preserves.", "practice_steps": [ "Choose a school-approved DAW that creates instrument tracks and edits notes. Test MIDI import/export, audio export and project reopening with a student account. Assign a built-in pitched instrument. Download the First Steps MIDI, event table and both renders. If MIDI export is absent, retain the native editable project and event table; mark MIDI exchange as not demonstrated. No keyboard is required.", "One performance, two sounds: Import first-steps.mid, or enter the first four events from the table. Set 96 BPM. Choose a pitched instrument and play the phrase. Keep the note events unchanged. Choose a contrasting instrument and replay. Describe attack or release rather than only good/bad. Save the original MIDI and record both instrument names in your project notes. Evidence: Three sentences explaining MIDI, audio and project roles; one unchanged musical feature and one changed sound feature.", "Build one playable route: Create one instrument track and select a built-in pitched sound. Enter or play notes 60, 64 and 67 separately at moderate velocity. Label the note input, instrument, track audio and output in a simple route drawing. Save the project with a name you will recognize, then reopen it before continuing. Evidence: A route drawing and a saved project with three notes; state whether input was drawn, on-screen or physical.", "Record a phrase worth keeping: Make an original 8–16-note phrase, using First Steps only as practice if needed. Listen once without editing; name one intended focal note. Save the editable project and export MIDI if available. Export audio including the final tail. Name the files consistently and record tempo, instrument and preset. Evidence: Editable performance or native project, audio render and a short instrument/tempo record.", "Prove the handoff opens: Fill in the handoff template with real filenames and instrument dependencies. Save a copy, close the working project and reopen the saved copy. Play the exported audio in a separate player and check its beginning and ending. Reimport MIDI where supported; record each test as passed, failed or not available. Evidence: A completed handoff record with actual results and a correction for any failed check.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Play First Steps A, then B. Follow the event table. Identify one repeated musical feature and one changed sound feature. The supplied renders are simple teaching synthesizers, not recordings of named commercial instruments.", "Model these operations aloud, keeping the original recoverable: 1. Import first-steps.mid, or enter the first four events from the table. Set 96 BPM. 2. Choose a pitched instrument and play the phrase. Keep the note events unchanged. 3. Choose a contrasting instrument and replay. Describe attack or release rather than only good/bad. 4. Save the original MIDI and record both instrument names in your project notes.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: You send only the MIDI file. Must the recipient hear your instrument? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "An educator says MIDI contains the exact synth sound and accepts a download notification as recovery proof." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-MVI-M02", "lesson_number": 2, "title": "Teach routes and expression", "assignment": "Route drawing, mismatch diagnosis, observed or predicted retest, and a learner diagnostic.", "practice_steps": [ "Test note editing and velocity in the selected DAW. Identify whether sustain CC64, pressure and pitch bend can be viewed. Prepare the supplied event cards for unsupported controls. Use one simple instrument with a clearly audible velocity response. Do not send configuration messages to classroom hardware.", "Ports are not channels: Draw controller or editor → input/track → instrument → audio output. Label MIDI versus audio. Solve Route A in the route cards: sender channel 2, receiver channel 3 only. Solve Route B: two enabled routes from the same controller to the same receiver. Mark one unnecessary route to disable in the fictional setup and predict a successful retest. Evidence: Two fault explanations and a labeled one-route diagram.", "Change one property at a time: Copy the phrase and choose one note. Write its number, start beat, duration and velocity. Transpose only that note by twelve semitones; listen, then restore it. Double only its duration. Listen with a sustained sound and a percussive sound if available. Keep a named edited version and explain which changes the receiver made audible. Evidence: Before/after values, editable revision and a two-sound observation.", "Give the phrase an accent: Duplicate your phrase as flat and shaped versions. Set a consistent moderate velocity in the flat version. In the shaped version, emphasize one focal note and soften the ending; keep pitch and time fixed. Render both and explain whether the accent affected level, tone or both in your actual instrument. Evidence: Baseline/revision, named focal note and evidence of how the instrument responded.", "Release, bend and pressure: Annotate the provided event sequence: note starts, note releases and pedal release. Where supported, draw a sustain-off point before the next harmony and test the transition. Otherwise predict it on the event card. Explain how a pitch-bend range mismatch could change the intended gesture. Record which controls you actually tested and which you studied from the card. Evidence: Annotated event card and a tested-versus-modeled expression record.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Play the First Steps phrase through one instrument. Imagine a second route triggering the same sound; explain why doubling could change level or timing without adding new written notes.", "Model these operations aloud, keeping the original recoverable: 1. Draw controller or editor → input/track → instrument → audio output. Label MIDI versus audio. 2. Solve Route A in the route cards: sender channel 2, receiver channel 3 only. 3. Solve Route B: two enabled routes from the same controller to the same receiver. 4. Mark one unnecessary route to disable in the fictional setup and predict a successful retest.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Would moving the receiver from channel 3 to channel 2 fix every silent MIDI setup? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "The teacher calls velocity a dB value, confuses port with channel and changes controller number to alter sustain strength." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-MVI-M03", "lesson_number": 3, "title": "Teach intentional groove", "assignment": "Three versions, timing notes and a musical reason for the version you keep.", "practice_steps": [ "Test grid size, duplicate clips and quantization. If percentage strength or swing is absent, demonstrate moving one event manually by a measured amount. Import the supplied patterns and confirm the local drum map; the supplied drum WAV uses a simplified synthetic kit. Keep tempo fixed at 96 BPM during comparisons.", "Move halfway, not everywhere: Inspect the timing table and locate an event whose original offset is +20 ms. Predict the offset after a 50% correction and compare the table. Apply a suitable grid to a copy of your phrase; if strength is unavailable, move one event halfway manually. Compare baseline and edit at the same tempo and keep the version that serves your stated feel. Evidence: Before/after onset, unchanged baseline and one located musical reason for the chosen version.", "Swing with a stable anchor: Create or import an eight-note pattern with two events per beat. Duplicate it; keep events on whole beats fixed. Move only the second event of each pair later, using the table if no swing control exists. Render both and identify an anchor that stayed fixed and an offbeat that moved. Evidence: Two versions and a timing explanation naming the unchanged anchors.", "Variation with a reason: Copy a short pattern into baseline, velocity-test and timing-test versions. In velocity-test, create a repeated accent/soft-note relationship without moving starts. In timing-test, restore velocity and move one recurring part consistently relative to the pulse. Choose one test to keep and describe its musical job and one possible cost. Evidence: Three labeled versions and a short decision record naming the isolated variable.", "Build a drum performance: Audition your drum instrument and write the actual kick, snare and hat note numbers. Import or enter a two-bar pattern and correct any mapping mismatch. Keep the first bar and create a final-half-bar variation in the second. Play with your bass or a steady click; reduce hits if the return to the downbeat becomes unclear. Evidence: Editable two-bar pattern, audio, actual drum map and a sentence about the variation’s purpose.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Play loose.wav, half.wav and tight.wav at the same level. Follow the onset table. Listen for the relation between the note attacks and the steady click.", "Model these operations aloud, keeping the original recoverable: 1. Inspect the timing table and locate an event whose original offset is +20 ms. 2. Predict the offset after a 50% correction and compare the table. 3. Apply a suitable grid to a copy of your phrase; if strength is unavailable, move one event halfway manually. 4. Compare baseline and edit at the same tempo and keep the version that serves your stated feel.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Why can full quantization to eighth notes damage an intentional sixteenth-note phrase? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "The educator requires full eighth-note quantization on a sixteenth-note pattern and calls independent random offsets musical intention." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-MVI-M04", "lesson_number": 4, "title": "Teach sound design and preserve dependencies", "assignment": "Control or render-comparison notes, dependency list and reopened result where a project was operated; mark analysis-only work clearly.", "practice_steps": [ "Choose one sampler or sample-based instrument, one FM instrument if available, and two contrasting preset sounds. Use the supplied FM renders if editable FM is absent. The included original sample may be imported where supported. Confirm preset saving or project-state saving. Prepare mono listening with an actual sum; listening to only one channel is not a mono sum.", "A sample becomes an instrument: Import sample-root.wav into a sampler if supported; otherwise compare the supplied pair and annotate expected mapping. Assign the original pitch to note 60 and test 60 then 72, or inspect the supplied speed-linked example. Record whether pitch and duration both change in your actual instrument. Save the project/sample together and add a source entry crediting the course-generated asset. Evidence: A sample-state record and either a playable mapping or a clearly labeled analysis of the supplied pair.", "Shape attack, body and release: Choose a preset and save its baseline state in a project copy. Name the intended role: short pulse, foreground phrase or connected background. Change only one available envelope parameter and replay the unchanged notes. Save the revision, render the phrase and describe one benefit and one possible overlap cost. Evidence: Baseline/revision, the changed control and an explanation tied to the part’s role.", "Hear what an FM modulator does: Predict which example has more audible brightness or complexity, then listen and locate the difference. On an available FM instrument, save a copy and identify a modulator from its diagram. Otherwise use the supplied settings as your analysis route. Change one modulation control modestly; keep note events fixed and reduce playback level if needed. Save the custom state where possible and describe tone separately from loudness. Evidence: Controlled comparison and either a saved FM state or a clearly labeled interpretation of the supplied model.", "Give every layer a job: Create two separate instrument parts and name each role in one sentence. Compare matching-register and octave-separated versions while keeping rhythm fixed. Set a useful balance and mute each layer briefly to test its contribution. Listen in stereo and an actual mono sum if available; record the method and any change. Evidence: Layered project/audio, role statements and a mono-check result or explicitly untested mono status.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Compare sample-root.wav and sample-octave.wav. The second is deliberately played at double speed: listen for its higher pitch and shorter duration. This is a controlled model, not a claim about every sampler.", "Model these operations aloud, keeping the original recoverable: 1. Import sample-root.wav into a sampler if supported; otherwise compare the supplied pair and annotate expected mapping. 2. Assign the original pitch to note 60 and test 60 then 72, or inspect the supplied speed-linked example. 3. Record whether pitch and duration both change in your actual instrument. 4. Save the project/sample together and add a source entry crediting the course-generated asset.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Why might a sampler preset reopen but fail to play the intended sound? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "A preset swap is presented as a one-parameter FM test, and a sampler preset is handed off without its source file." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-MVI-M05", "lesson_number": 5, "title": "Teach MIDI 2.0 without hardware mythology", "assignment": "Comparison notes, route record and an explicit limit on what the audio proves.", "practice_steps": [ "Print the resolution, expression and capability cards. Download both chord-bend examples. No MIDI 2.0 hardware is required. If testing available equipment, record the actual controller/host/instrument path and supported modes; do not infer support from a connector or marketing label. All supplied examples are simulations or conventional audio, not MIDI 2.0 conformance tests.", "More steps, useful movement: Compare the four-level and sixteen-level values on the card for the same requested movement. Identify two requested values that collapse to one value in the coarse model. Listen and describe the modeled steps; name smoothing as another possible influence. Write one gesture, the required route components and an observable test of whether finer control helps. Evidence: Annotated numeric comparison and a musical test proposal with its limits.", "Move one voice inside a chord: Read the starting notes 60,64,67 and predict the result when all rise two semitones. Predict the result when only 67 rises two semitones. Listen to both examples and describe the different harmonic result. If your instrument supports independent expression, test and save it; otherwise annotate the event card and label the work as analysis. Evidence: Two pitch predictions, an audible comparison and practical-test or analysis status.", "Agree on what a control means: Read the fictional controller and instrument cards. Choose the shared Profile P behavior and locate evidence in the four columns. Mark high-resolution note data as unverified where the host information is missing. Write the next observation needed before claiming a complete working path. Evidence: A capability table with evidence in each column and one unanswered compatibility question.", "Design an expression test: Choose either independent-note bend or a smooth control sweep as the claim. List controller, host, connection, instrument and mode requirements. Write a short input gesture, expected result and failure signs. Add an export/reopen check; execute only if the teacher has a compatible setup, and record actual results separately from predictions. Evidence: A one-page feature test with requirements, expected behavior, failure evidence and tested/planned status.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Play ramp-coarse.wav and ramp-fine.wav. These audio models vary tone brightness in steps; they do not transmit MIDI. Follow resolution-card.txt and separate the modeled result from a hardware claim.", "Model these operations aloud, keeping the original recoverable: 1. Compare the four-level and sixteen-level values on the card for the same requested movement. 2. Identify two requested values that collapse to one value in the coarse model. 3. Listen and describe the modeled steps; name smoothing as another possible influence. 4. Write one gesture, the required route components and an observable test of whether finer control helps.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: Would placing a noisy measurement in a larger numeric field remove the noise? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "A USB-C connector and a successful audio illustration are offered as proof of native MIDI 2.0 support." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-MVI-M06", "lesson_number": 6, "title": "Teach configuration and portable exchange", "assignment": "Layer diagram, exchanged file and playback check where supported, and a record of lost or untested distinctions.", "practice_steps": [ "Prepare the route, configuration and conversion cards. Identify the chosen DAW’s real project/preset export capabilities. All configuration changes use a disposable project copy or paper model; no factory reset, firmware update or hardware bank replacement is required. Preserve the student’s current project before experimenting.", "Name the layer: Label Route C’s gesture, message protocol, packet representation, connection and receiving instrument. Explain how UMP carrying MIDI 1.0 messages differs from assuming MIDI 2.0 Channel Voice. Mark device enumeration as a connection observation, not an audible-success claim. Draw your current classroom route and leave unknown message-format details explicitly unknown. Evidence: A layered route diagram and two unsupported claims corrected.", "Keep the instrument state: List the files/settings your sound needs: instrument/version, preset and any sample. Save a baseline project or supported preset before editing. Change one reversible parameter in a copy; if unavailable, complete the fictional name-change card. Restore the baseline and document what actually recovered and what remained only a simulation. Evidence: Instrument-state inventory, baseline/revision names and a restoration result.", "Find what conversion loses: Map the card’s values using its explicit four-level rounding rule. Find two distinct inputs with the same output and describe the information lost. Export and reimport a copy of your editable phrase where supported; compare notes, timing and any expressive data. Record one preserved property and one loss or untested feature. Keep the reference audio. Evidence: Completed conversion example and an actual export comparison or a labeled paper analysis.", "Package for another musician: Collect your project, permitted sources, MIDI exports and an audio reference in one named folder. Complete every applicable field in the handoff template; use not applicable rather than invented values. Copy the folder to a new approved location and reopen the project from there. Check reference playback and MIDI import where supported; record missing dependencies and fix or clearly disclose them. Evidence: A tested handoff folder and completed file-role/dependency record.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Play your saved phrase, then trace the route aloud. Identify where the note instructions become audio. No listening test can identify the connector shape from the sound alone.", "Model these operations aloud, keeping the original recoverable: 1. Label Route C’s gesture, message protocol, packet representation, connection and receiving instrument. 2. Explain how UMP carrying MIDI 1.0 messages differs from assuming MIDI 2.0 Channel Voice. 3. Mark device enumeration as a connection observation, not an audible-success claim. 4. Draw your current classroom route and leave unknown message-format details explicitly unknown.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: An operating system lists the device. What has that failed to prove? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "The teacher sends an arbitrary voice dump to hardware and treats a successful file open as proof all expression survived." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-MVI-M07", "lesson_number": 7, "title": "Teach hybrid timing and automation", "assignment": "Offset measurements, corrected passage and a note on any remaining drift.", "practice_steps": [ "Test importing audio beside MIDI, automation recording/drawing and render playback. Download the alignment example and synchronization cards. Physical recording is optional; use approved monitoring and school recording procedures if available. The synthesized audio part is an alignment exercise, not evidence of microphone technique or measured device latency.", "Put audio beside MIDI: Import guide.wav and response-late.wav at the same zero start, or add an approved original audio part to your MIDI phrase. Identify three corresponding intended attacks and estimate their offsets. If the difference is consistent, move a copy once; if it varies, document why one shift is insufficient. Compare before/after in context and preserve the original placement. Evidence: Baseline/revision and a timing note distinguishing observed alignment from unmeasured monitoring latency.", "Fix the right thing: Build or identify an overlap between foreground and support. Save a baseline. Create alternative A by changing only register, entrance or duration. Restore the baseline and make alternative B using only support-track level. Compare at sensible playback levels and choose a version using one located musical reason. Evidence: Baseline and two alternatives with a performance/instrument/arrangement/mix classification.", "Save the movement: Choose one control and identify whether the DAW stores it as host automation or MIDI data. Draw or record a short movement around a specific entrance. Save and reopen the project; start playback before the move and observe its behavior. Export audio and listen outside the DAW. Record whether the editable movement also survives MIDI export if tested. Evidence: Project with one intentional move, audio render and a movement-storage/reopen note.", "Choose a timing authority: Match the four fictional requirements to pulse, position, transport or sample timing. Draw one tempo authority and its follower for the drum-machine card. Add a separate position requirement for the recorder card; do not assume start/stop carries it. Write two observable tests: repeat a start and locate to a named middle position. Evidence: A completed synchronization card and a diagram with two verification tests.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Play alignment.wav. Compare the guide and the delayed response using alignment-events.csv. This constructed example has a known fixed offset; it is not a latency measurement of your equipment.", "Model these operations aloud, keeping the original recoverable: 1. Import guide.wav and response-late.wav at the same zero start, or add an approved original audio part to your MIDI phrase. 2. Identify three corresponding intended attacks and estimate their offsets. 3. If the difference is consistent, move a copy once; if it varies, document why one shift is insufficient. 4. Compare before/after in context and preserve the original placement.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: If three attacks are late by 50, 50 and 50 ms, what can a single −50 ms shift address? What if they are 10, 50 and 90? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "A fixed shift is applied to variable timing errors, and a WAV containing movement is treated as proof that MIDI holds editable host automation." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-MVI-M08", "lesson_number": 8, "title": "Assess a musical handoff", "assignment": "Reopened project, route check, audio render and criterion scores for the handoff.", "practice_steps": [ "Provide the fault cards, handoff template and final rubric. Confirm school-approved submission routes and enough storage. Arrange a peer or teacher reopen of a copy. Final product is 45–90 seconds, three musical roles and two contrasting virtual-instrument parts; a single multi-part instrument is acceptable if roles and state are clear. No paid library or physical recording is required.", "Find the first failing stage: Choose Fault A or B and list what is already proven by its observations. Identify the earliest unproven stage and propose one discriminating test. Apply the test to a teacher-prepared copy if available; otherwise use the card’s returned observation. Write expected result, actual observation, conclusion and the next test or repair verification. Evidence: A short diagnostic report including evidence that could disprove the first hypothesis.", "Make your work understandable: Write a caption naming the unchanged material, changed variable and comparison location. Add text values and note numbers to an explanation instead of relying only on color. List the creator/source and permitted use for every imported asset; identify your own work too. Have a peer or teacher follow the description and record one ambiguity you corrected. Evidence: Accessible comparison description, source record and a corrected ambiguity.", "Build a piece with evidence: Plan the three roles and three sections on the capstone checklist. Assemble your earlier original phrases into 45–90 seconds; add material only when it serves a role. Retain before/after evidence for one timing edit and one expression edit. Save one sound decision and one arrangement-space decision. Ask a peer or teacher for one specific musical improvement; apply or test it, and retain the feedback plus a before/after explanation. Evidence: A working project and draft audio with four located decisions and retained edit evidence.", "Deliver, reopen and defend: Complete the handoff record and package the final reference, project, permitted sources and evidence. Open a copied package independently or with a school-approved reviewer; record actual results and fixes. Present a two-minute explanation or equivalent text showing a kept decision, rejected test and next skill. Write a MIDI 2.0 readiness note naming a feature, required path and tested or planned status. Evidence: Final package, reopen evidence, accessible reflection and bounded MIDI 2.0 readiness note.", "Tell students what they are testing. Ask what result would count as evidence, and write down one answer before you begin.", "Display the baseline and identify its source, route and playback conditions. Play one known note on an on-screen key and through another available input. Compare the observed stages rather than turning every level control up.", "Model these operations aloud, keeping the original recoverable: 1. Choose Fault A or B and list what is already proven by its observations. 2. Identify the earliest unproven stage and propose one discriminating test. 3. Apply the test to a teacher-prepared copy if available; otherwise use the card’s returned observation. 4. Write expected result, actual observation, conclusion and the next test or repair verification.", "Pause before the final result. Ask: “Which variable changed, what stayed fixed, and what has not been tested?” Then show the result and name its limits.", "Ask the student diagnostic: On-screen notes sound, but the controller’s activity reaches no track. Is replacing the audio output your strongest first test? Collect an explanation, not just yes/no. Offer text or spoken/transcribed response. If a student misses the point, use a simpler example and ask again.", "Perform the linked unit’s practical on your actual classroom setup. Retain a baseline, the changed version and one independent replay/reopen check. If a capability is unavailable, label analysis evidence and record the practical skill still to be demonstrated.", "Prepare and deliver a three-minute teach-back of the demonstration to a colleague or reviewer, or make an accessible recording for review. Include one prediction, one controlled operation and one check for understanding. A transcript alone can document explanation but does not prove operation.", "Read the fictional educator submission below. Score it against the four PD criteria before seeing the facilitator key. Cite the sentence or missing artifact that justifies each score and suggest one practical step the teacher can try again.", "Adapt the lesson for your class: state period length, available devices, student grouping, an access alternative and how each learner will produce individual evidence. Do not claim an analysis alternative proves a physical operation.", "Save the workbook with the files you used, the time you spent, what you could not test, and what you will do next. Obtain reviewer feedback and retain a correction if any essential criterion is unmet.", "A large project receives full marks without source credits, a complete ending or a tested recovery route." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-MVI-FINAL", "lesson_number": 9, "title": "Final portfolio and practical review", "assignment": "Portfolio evidence references, final handoff/recovery result, practical-skill record and next learning step.", "practice_steps": [ "Locate evidence from the course tasks or modules for each final criterion. Include the original, a justified revision, and the verification result.", "Preserve the listening copy, editable recovery materials and applicable source permissions. Use your teacher-selected DAW.", "Name skills operated independently, skills completed with assistance and skills only analyzed. Arrange required practical opportunities before asking for final acceptance.", "For teacher development, include the classroom launch plan, teach-back, calibration example and actual active-time record. Module minutes and this final review time must not be double counted." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "readiness": { "pathway": "educator", "fit": "For educators, not a student course.", "prioritySkills": "Demonstrating and assessing midi versus audio; performance editing; instrument design; portable project handoff.", "priorSkills": "Read or complete the companion student course; bring a sample assignment to assess.", "equipment": "Computer with a DAW and virtual instrument, headphones; a MIDI keyboard is optional.", "expectedTime": "8 designed hours", "teacherGuidance": "No instructor is required; this edition is for educators preparing to demonstrate, assess, and adapt the student course." } }, { "id": "live-sound-reinforcement", "title": "Live Sound Reinforcement", "course_url": "/learn/courses/live-sound-reinforcement.html", "audience": "advanced", "lesson_count": 9, "mapped_checkpoint_count": 9, "rows": [ { "id": "lesson-1", "lesson_number": 1, "title": "Load in and plan the room", "assignment": "Draw a room plan showing the stage, audience, main loudspeakers, monitors, console, load-in route and cable routes. Explain how people will move through the room once setup is complete.", "practice_steps": [], "evidence_requirement": "Use the actual room or a teacher-provided hazard scenario. Submit a marked plan and inspection checklist; have the teacher observe the applicable stop procedure.", "standards": [ "safety" ], "assessment_criteria": [ "Plan a clear route from vehicle to stage.", "Choose practical positions for the system and mixing console.", "Protect equipment during transport and setup." ], "assessed_focus": "Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-2", "lesson_number": 2, "title": "Connect the sound system", "assignment": "Trace one vocal microphone to the main loudspeakers and to one monitor. Name every input, output and cable type along both routes.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Trace main and monitor signal paths.", "Distinguish microphone, line and speaker-level connections.", "Explain how transducers and crossover networks work." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-3", "lesson_number": 3, "title": "Check and tune the PA", "assignment": "Create a three-column system check: expected destination, observed result and corrective action. Include the left main, right main and each monitor mix.", "practice_steps": [], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Separate routing faults from tonal problems.", "Use listening and measurements to assess coverage.", "Recognize the limits of equalization." ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-4", "lesson_number": 4, "title": "Microphones and instruments", "assignment": "Choose one instrument and compare two microphone positions at a consistent listening level. Describe the change in tone, spill and useful level. For a DI source, trace its console and amplifier connections.", "practice_steps": [], "evidence_requirement": "Include a labeled placement sketch and microphone information from its manufacturer. Record whether you made the capture yourself, observed a demonstration, or analyzed supplied audio. Practical microphone operation requires a witnessed capture.", "standards": [ "mic" ], "assessment_criteria": [ "Use microphone pattern and placement together.", "Recognize proximity effect and multiple-microphone interaction.", "Choose between a microphone and a DI connection." ], "assessed_focus": "Compare microphone behavior, justify placement and connections, and check the result against the recording purpose.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-5", "lesson_number": 5, "title": "Run the soundcheck", "assignment": "Write a channel list and a soundcheck order for a small band. For each input, record connection, gain/headroom check, monitor destination and any processing that serves a clear purpose.", "practice_steps": [], "evidence_requirement": "Keep the plan in a digital document. Include the intended result, resources, timing and a response to one likely change.", "standards": [ "plan" ], "assessment_criteria": [ "Set input gain with room for performance peaks.", "Distinguish EQ, dynamics, groups and auxiliary sends.", "Move from individual channels to the full band." ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-6", "lesson_number": 6, "title": "Connections and noise", "assignment": "On a diagram, trace a noisy input from source to console. List the observations and substitutions that would isolate the fault, with levels reduced before connection changes.", "practice_steps": [], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Explain balanced and unbalanced signal connections.", "Separate audio isolation from protective grounding.", "Troubleshoot one part of a signal path at a time." ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-7", "lesson_number": 7, "title": "Mix the performance", "assignment": "Mix a short passage with the lead part clearly audible. Compare a dry version with a restrained effect return. Explain which changes improved the full mix and which only improved a soloed channel.", "practice_steps": [], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Prioritize intelligibility and musical balance.", "Use processing and effects in context.", "Adapt the mix as the performance changes." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-8", "lesson_number": 8, "title": "Apply the workflow at an event", "assignment": "Prepare an event plan for drums, bass, guitar, stereo keyboard and two vocals with three monitor mixes. Supply a stage plot, channel list, output list and ordered verification checklist. Explain how you would add one guest vocal.", "practice_steps": [], "evidence_requirement": "Keep the plan in a digital document. Include the intended result, resources, timing and a response to one likely change.", "standards": [ "plan" ], "assessment_criteria": [ "Translate a stage plan into an input and output list.", "Coordinate setup and verification.", "Handle an event change systematically." ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "lesson-9", "lesson_number": 9, "title": "Wrap and prepare for the next show", "assignment": "Coil a suitable audio cable using alternating loops. Lay it out again and check for twists or knots. Complete a pack-down checklist with separate entries for missing and damaged equipment.", "practice_steps": [], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Disconnect and pack in a planned order.", "Coil suitable cables without forcing twists.", "Leave an accurate record of faults and missing items." ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "teacher_practice": [ { "standard": "teach", "task": "Prepare and teach “Load in and plan the room.” Demonstrate the task, then have learners complete it independently.", "evidence": "A teaching plan, demonstration or teach-back, and learner work showing the result.", "criterion": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective." }, { "standard": "adapt", "task": "Adapt one practical assignment for a learner with limited equipment, a different way of accessing instructions, or a different way of presenting the result.", "evidence": "The original task, the adapted route and the shared assessment criteria.", "criterion": "Name a specific access or learning need and provide a usable alternative that preserves the intended skill." }, { "standard": "assess", "task": "Use “Wrap and prepare for the next show” to assess the learner’s decisions and finished work. Plan feedback and a second attempt for one unmet criterion.", "evidence": "An annotated rubric, specific feedback, revised work and a brief comparison.", "criterion": "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity." } ], "readiness": { "pathway": "specialize", "fit": "About 16–18 after supervised live-sound basics; younger crew members need direct supervision.", "prioritySkills": "System planning; safe connection; soundcheck; troubleshooting and show operation.", "priorSkills": "Can trace microphone-to-loudspeaker signal flow and follow a stop procedure.", "equipment": "Mixer, microphones, loudspeakers, cables, venue plan, and adult-managed power.", "expectedTime": "Plan 10–16 hours for nine lessons and practical checks.", "teacherGuidance": "Qualified adult supervision required for setup, power, rigging, and live operation.", "educationTitle": "Live Sound Reinforcement — Advanced Stage Elective", "teacherEditionUrl": "/learn/access.php?resource=live-sound-reinforcement/teacher.html" } }, { "id": "live-sound-for-schools", "title": "Live Sound Reinforcement for Schools", "course_url": "/learn/courses/live-sound-for-schools.html", "audience": "student", "lesson_count": 25, "mapped_checkpoint_count": 25, "rows": [ { "id": "LSR-L01", "lesson_number": 1, "title": "Who needs to hear what?", "assignment": "One-page event brief, crew rotation, stop signal and two listening observations.", "practice_steps": [ "Use this brief: 30 seated classmates, one presenter, one keyboard performance and one recorded music cue in a classroom. No public audience yet.", "Write the three messages or sounds the audience must hear. Identify performer, audience and crew needs separately.", "Assign the four rotating jobs and name the supervising adult. Agree on a visible stop signal and a spoken stop word.", "Draw the audience area and identify one place where hearing might be harder. Propose an observation to test that prediction.", "Rewrite the brief for a drama scene: what changes when performers move?" ], "evidence_requirement": "Keep the plan in a digital document. Include the intended result, resources, timing and a response to one likely change.", "standards": [ "plan" ], "assessment_criteria": [ "Identifies the audience and three event needs", "Separates crew jobs and names adult supervision", "Uses two observations to justify one next test" ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L02", "lesson_number": 2, "title": "The stop button is part of the job", "assignment": "Sorted scenario sheet and a teacher-witnessed stop drill.", "practice_steps": [ "Sort these cards into student task, adult task or stop-and-report: label an unplugged mic cable; repair a cracked mains plug; move a raised speaker; lower a fader; report a burning smell; plan a clear aisle.", "Rehearse the stop signal with outputs muted. Point to the approved mute without changing unrelated controls.", "Inspect a disconnected training cable and its connector exterior. Tag a photographed or teacher-marked fault; never create a damaged cable.", "Write the adult handoff: what you observed, where, what you stopped and who was told.", "Explain why an audio meter and a calibrated sound-level meter answer different questions." ], "evidence_requirement": "Use the actual room or a teacher-provided hazard scenario. Submit a marked plan and inspection checklist; have the teacher observe the applicable stop procedure.", "standards": [ "safety" ], "assessment_criteria": [ "Correctly assigns electrical, lifting and rigging tasks to adults", "Demonstrates the approved stop procedure", "Reports a fault without attempting an unsafe repair" ], "assessed_focus": "Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L03", "lesson_number": 3, "title": "A stage plot people can use", "assignment": "Version 1 and revised stage plot with a legend and partner comments.", "practice_steps": [ "Draw the classroom event from L01. Mark exits and aisles before equipment.", "Add presenter, keyboard, playback station, console and teacher-positioned loudspeaker. Use symbols and a legend.", "Number the sources and draw audio routes. Keep power planning as an adult responsibility on the map.", "Exchange maps with a partner. Ask them to trace the route to an exit and locate input 2. Revise any ambiguity.", "Plan a location for an audience observer who needs accessible seating and a clear view." ], "evidence_requirement": "Prepare the diagram digitally, or photograph a legible drawing and label it digitally. Check that another learner can follow its connections.", "standards": [ "visual" ], "assessment_criteria": [ "Shows people, equipment, exits and clear routes", "Uses consistent source identifiers and a legend", "Revises the plan after another person tests it" ], "assessed_focus": "Create a legible digital diagram with accurate labels and a clear relationship between its parts.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L04", "lesson_number": 4, "title": "Patch it on paper first", "assignment": "Two labeled signal paths and a station-specific connection list.", "practice_steps": [ "On the signal-path worksheet, arrange source, compatible input, channel, main bus, main output and powered loudspeaker input.", "Read the station labels and write the actual connector and signal purpose for each audio link.", "Add a second route from the same channel to a monitor auxiliary output.", "Circle the places where a fault could leave an input meter moving while the room is silent. Predict one test for each.", "Draw the alternative passive loudspeaker chain and identify where amplification moves." ], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Traces complete main and monitor paths", "Distinguishes mic, line and speaker connections", "Uses equipment labels rather than connector appearance alone" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L05", "lesson_number": 5, "title": "Inspect, label, connect", "assignment": "Connection log naming endpoints, signal purpose, cable ID and observed result; teacher practical signoff.", "practice_steps": [ "Find the source and destination approved on your patch list. Confirm the path is muted with the teacher.", "Inspect a suitable disconnected cable, label both ends and connect it without force.", "Ask the teacher to enable the approved low-level check. Confirm the expected channel and destination.", "Mute again, disconnect by the connector and record the cable ID and result. Rotate so every student handles one cable.", "Explain why a passive loudspeaker cable and a microphone cable are not substitutes." ], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Inspects and labels an appropriate audio cable", "Connects and disconnects using the approved muted procedure", "Verifies the intended channel and destination" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L06", "lesson_number": 6, "title": "Microphone or DI?", "assignment": "Three-source connection choices and one verified or explicitly observed route.", "practice_steps": [ "For voice, keyboard and electric guitar, propose microphone, DI or specified line input and give one reason.", "Inspect the approved DI labels without changing power or ground controls. Trace input, output and any thru route.", "Complete one supervised connection from the station plan, or annotate a demonstrated connection.", "Record mono or stereo, channel count, power approval and what you actually verified.", "Compare mono compatibility and channel needs for a keyboard feeding two audience loudspeakers." ], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Justifies appropriate pickup/connection choices", "Traces the DI or line route accurately", "Checks channel count and power requirements before use" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L07", "lesson_number": 7, "title": "Distance changes more than level", "assignment": "Three-position observation sheet, reference-gain note and a justified mic-use recommendation.", "practice_steps": [ "Teacher sets a conservative input reference using the nearest position and checks headroom. Disable automatic gain only where the device safely permits.", "Record or observe the same phrase at the three marked distances without moving the gain control.", "Write raw observations before any playback matching. Note changing delivery, automatic processing or background noise as limits.", "Choose a practical speaking distance and explain the tradeoff. Rehearse staying consistent at that distance.", "Compare raw and level-matched results and explain why both views matter." ], "evidence_requirement": "Include a labeled placement sketch and microphone information from its manufacturer. Record whether you made the capture yourself, observed a demonstration, or analyzed supplied audio. Practical microphone operation requires a witnessed capture.", "standards": [ "mic" ], "assessment_criteria": [ "Keeps or documents the important test variables", "Separates level, room pickup and tone observations", "Makes a bounded recommendation from evidence" ], "assessed_focus": "Compare microphone behavior, justify placement and connections, and check the result against the recording purpose.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L08", "lesson_number": 8, "title": "Place it to prevent feedback", "assignment": "Before/after stage sketch, pattern source and witnessed response drill.", "practice_steps": [ "Mark the microphone’s front and its documented low-sensitivity direction on a stage sketch.", "Show the path from the main speaker back to the microphone. Revise positions on paper to reduce that path.", "Add one monitor using the actual pattern and teacher-approved placement; consider the performer’s position too.", "Rehearse an unexpected-ring cue with playback muted: communicate, mute or reduce the affected path, pause, investigate.", "Explain how lowering stage sound or closing unused microphones can help before EQ is considered." ], "evidence_requirement": "Include a labeled placement sketch and microphone information from its manufacturer. Record whether you made the capture yourself, observed a demonstration, or analyzed supplied audio. Practical microphone operation requires a witnessed capture.", "standards": [ "mic" ], "assessment_criteria": [ "Explains the complete acoustic feedback loop", "Uses the actual microphone pattern in placement reasoning", "Responds promptly using the approved stop procedure" ], "assessed_focus": "Compare microphone behavior, justify placement and connections, and check the result against the recording purpose.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L09", "lesson_number": 9, "title": "Gain is not the audience volume knob", "assignment": "Gain log with source, reference, observed peak indication, output condition and practical signoff.", "practice_steps": [ "Name the console model, input meter scale and teacher-selected working reference.", "With the affected output controlled, ask for a realistic strong source and set input gain under supervision.", "Check the input and output for overload indications. If the minimum input setting is still too hot, stop and ask about a compatible input/pad.", "Make a small channel-fader change and describe which meter or destination changes. Restore the reference.", "Explain why a quiet rehearsal voice may produce misleading gain settings for an excited presenter." ], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Uses the actual meter scale and an appropriate source test", "Sets input gain with headroom and controlled outputs", "Distinguishes input overload from audience balance" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L10", "lesson_number": 10, "title": "One input, one destination", "assignment": "Completed line-check log including one simulated fault and retest.", "practice_steps": [ "Read the input/output worksheet and agree on call-and-response language.", "Check each source separately at a controlled level. Mark pass only after the intended destination is observed.", "For a simulated missing input, identify the last point with evidence of signal. Ask permission before changing one compatible audio connection.", "Retest the corrected input and mark the revision. Rotate caller, operator and observer.", "Add a recording destination and explain why it needs a separate verification entry." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Calls and checks inputs individually", "Verifies both input and intended destination", "Documents one controlled diagnostic test and retest" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L11", "lesson_number": 11, "title": "Audience mix and performer mix", "assignment": "Two-route diagram, observed fader/mute behavior and performer-request log.", "practice_steps": [ "Trace channel-to-main and channel-to-aux routes on the worksheet.", "Set a teacher-approved pre-fader monitor feed. Test a small main fader change and note monitor behavior.", "Check the mute behavior with the teacher and document whether both paths stop.", "Write a performer request precisely: “More presenter in monitor A,” not “turn it up.” Respond with a small approved adjustment and confirmation.", "Predict the effect-return balance when a post-fader source is faded down." ], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Traces both mixes and names their destinations", "Tests actual fader and mute behavior", "Responds to a destination-specific request with a controlled change" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L12", "lesson_number": 12, "title": "A soundcheck that respects performers", "assignment": "Soundcheck script, crew rotation and change log with a performer confirmation.", "practice_steps": [ "Write a five-step soundcheck order for presenter, keyboard and playback cue.", "Assign operator, performer liaison, audience observer and logger.", "Run one short check per source, one monitor request if equipped, then a combined passage.", "Ask the audience observer about word clarity. Record one useful change and one unresolved need. End with a clear stop and reset.", "Plan the soundcheck when a performer arrives late without restarting every completed check." ], "evidence_requirement": "Keep an individual role record alongside the shared project. Describe one contribution, one handoff and how the group checked the result.", "standards": [ "team" ], "assessment_criteria": [ "Uses a practical order based on verified inputs", "Communicates specific, respectful requests", "Records and verifies changes rather than making unexplained adjustments" ], "assessed_focus": "Record each person’s responsibility and contribution and show how the group completed the shared task.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L13", "lesson_number": 13, "title": "Listen around the audience", "assignment": "Audience-position table, one justified proposal and before/after results.", "practice_steps": [ "Mark three positions on the stage plan. Predict which may have a problem and why.", "Gather observations using the identical short script and unchanged system settings.", "Classify likely causes as obstruction/coverage, competing room sound, source/mic technique or route/level.", "Propose one change. Teacher approves and implements any physical adjustment. Repeat the same test and compare.", "Discuss why one stereo side must still carry essential speech for listeners nearer that side." ], "evidence_requirement": "Keep the figures or observations in a spreadsheet or other digital table. Show each calculation or comparison and explain the decision it supports.", "standards": [ "data" ], "assessment_criteria": [ "Controls the source and settings during the comparison", "Separates physical coverage from processing explanations", "Uses a repeat test to judge the proposed change" ], "assessed_focus": "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L14", "lesson_number": 14, "title": "EQ with a reason", "assignment": "Baseline/change log with control, listening evidence and keep/reject decision.", "practice_steps": [ "Describe one audible problem using ordinary words before naming a control.", "Save or write the baseline. Select one teacher-approved EQ adjustment that addresses that problem.", "Compare baseline and change, controlling listening level. Ask a listener whether the words became clearer.", "Keep or reject the change and explain why. Restore the baseline if uncertain.", "Explain why deep cancellation at one location is a poor target for a large boost." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Identifies a specific audible goal", "Changes one relevant control reversibly", "Judges the whole message and documents the result" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L15", "lesson_number": 15, "title": "Compression without crushing the words", "assignment": "Comparison notes naming the changed parameter and a justified bypass/keep choice.", "practice_steps": [ "Sketch input gain before processing and the output after processing. Mark where input clipping would occur.", "Observe threshold and gain-reduction changes while the teacher holds the source steady.", "Change one approved attack or release setting, compare, and restore. Do not raise makeup gain to chase loudness.", "Write one situation where you would leave compression bypassed.", "Compare a slow and faster attack on a short percussive source while preserving listening level." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Explains compression without confusing it with gain or EQ", "Identifies one parameter and its observed behavior", "Preserves clean input and sensible comparison level" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L16", "lesson_number": 16, "title": "Effects that leave space for words", "assignment": "Effect-route sketch and a verified or simulated dry-announcement transition.", "practice_steps": [ "Trace dry signal, effect send and effect return on paper. Confirm the return is not sent to itself.", "Teacher demonstrates one modest effect; identify which fader changes dry signal and which changes effect.", "Rehearse a transition from music to announcement by reducing the effect return, not muting the whole microphone.", "If the event benefits from no added effect, document that decision and demonstrate the dry route.", "At 120 quarter-note beats per minute, calculate a quarter-note delay: 60,000/120 = 500 milliseconds. Explain the tempo assumption." ], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Distinguishes dry, send and return paths", "Prevents an unintended return-to-send loop", "Prioritizes understandable announcements in the transition" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L17", "lesson_number": 17, "title": "Silence: follow the evidence", "assignment": "Fault log with hypothesis, single test, observation, correction and retest.", "practice_steps": [ "Write expected versus observed results and the last confirmed signal point.", "List two plausible causes consistent with the evidence. Choose one low-risk test that distinguishes them.", "Teacher sets a benign muted/unassigned training fault, or uses the case worksheet. Make one approved correction.", "Retest the entire affected route at controlled level. Record cause, correction and result; restore the station.", "Create a second case with main meters moving but one destination silent; explain how the next test changes." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Uses observations to narrow the fault region", "Selects one safe discriminating test", "Verifies the full route after correction" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L18", "lesson_number": 18, "title": "Hum, crackle and the right handoff", "assignment": "Case decisions, one audio substitution plan and a fault/quarantine report.", "practice_steps": [ "Classify four cases: muted channel, cracked mains plug, noisy detachable audio cable, smoke from a powered device. Name the student action and adult handoff.", "For the audio-cable case, write a muted known-good substitution sequence without opening anything.", "Inspect a harmless photographed fault and complete a quarantine tag with equipment ID and symptom.", "Rehearse a concise report that states observations without pretending to have certified the repair.", "Explain why a result from one cable substitution is evidence about that path, not a certification of the entire system." ], "evidence_requirement": "Use the actual room or a teacher-provided hazard scenario. Submit a marked plan and inspection checklist; have the teacher observe the applicable stop procedure.", "standards": [ "safety" ], "assessment_criteria": [ "Distinguishes audio checks from adult electrical work", "Preserves protective grounding and responds to stop conditions", "Records equipment identity and observations accurately" ], "assessed_focus": "Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L19", "lesson_number": 19, "title": "A cue sheet is a shared promise", "assignment": "Versioned cue sheet, media permission note and two fallbacks.", "practice_steps": [ "Fill five rows of the cue-sheet template with exact sources and triggers.", "Add standby/go language and a visible alternative for a noisy room.", "Check each playback item, start point and permission status using school-approved storage.", "Walk through the sequence with outputs muted. Add a fallback for one missing file and one absent performer.", "Add a last-minute guest introduction and show which documents and people must be updated." ], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Defines cue triggers, owners, sources and destinations", "Checks media identity and approved use", "Provides realistic fallbacks and accessible communication" ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L20", "lesson_number": 20, "title": "Mix for the moment", "assignment": "Annotated cue sheet, one mix revision and audience-observer evidence.", "practice_steps": [ "Mark the featured source for every cue. Record the baseline fader positions.", "Run a two-minute rehearsal with operator, caller and observer. Make at most one justified change at a time.", "Log a moment where supporting sound masked the featured part. Try reducing the supporting path before adding level everywhere.", "Repeat that moment, compare observations and restore the agreed baseline for the next crew.", "Plan a mono-compatible announcement when different audience seats hear different proportions of the left and right mains." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Follows the intended focus and cue order", "Makes bounded, reversible changes from a known baseline", "Checks the audience result and records one revision" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L21", "lesson_number": 21, "title": "The rehearsal that finds problems", "assignment": "Rehearsal packet, individual role log, observer notes and one verified revision.", "practice_steps": [ "Assemble the current documents and have another crew verify matching source IDs.", "Teacher approves routes, listening plan and equipment. Run the line check and brief soundcheck.", "Run the five-minute sequence and rotate operator roles on a repeat so every learner has a practical turn.", "Choose one observed issue, propose a correction and repeat the affected cue. Retain both versions of the evidence.", "Design a handoff so a substitute crew can understand the current state without guessing." ], "evidence_requirement": "Keep an individual role record alongside the shared project. Describe one contribution, one handoff and how the group checked the result.", "standards": [ "team" ], "assessment_criteria": [ "Maintains consistent current production documents", "Performs assigned checks and practical role", "Uses specific feedback to make and verify a revision" ], "assessed_focus": "Record each person’s responsibility and contribution and show how the group completed the shared task.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L22", "lesson_number": 22, "title": "A change without a scramble", "assignment": "Change card, revised documents, communication record and verification result.", "practice_steps": [ "Draw one change card: guest presenter, absent keyboard player or failed playback file.", "State the effect on stage plot, input/output list and cue sheet. Ask for adult approval of equipment changes.", "Rehearse the changed plan with outputs controlled; verify any new route before the event resumes.", "Tell the performer, caller and observer what changed. Record the decision and whether the original plan can be restored.", "Describe which checks remain valid after a small change and which must be repeated." ], "evidence_requirement": "Keep the plan in a digital document. Include the intended result, resources, timing and a response to one likely change.", "standards": [ "plan" ], "assessment_criteria": [ "Identifies all affected documents and people", "Uses approval and controlled verification for the change", "Chooses a feasible fallback when conditions are insufficient" ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L23", "lesson_number": 23, "title": "Pack down for the next class", "assignment": "Practical cable-handling signoff, inventory and one sample fault entry.", "practice_steps": [ "Confirm end-of-event and teacher shutdown authorization. Use the pack-down checklist.", "Disconnect one approved audio cable by its connector and inspect it.", "Coil, secure with a reusable tie, then lay it out to check for twists. Repeat slowly if needed.", "Return equipment by ID, reconcile the inventory and separate a teacher-marked faulty item with a report. Leave routes clear.", "Write a short handoff note that lets the next teacher distinguish ready, missing and quarantined items." ], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Follows the coordinated disconnect/shutdown plan", "Coils and checks a suitable cable without forced twists", "Reconciles equipment and records faults clearly" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L24", "lesson_number": 24, "title": "Show what you can do", "assignment": "Indexed individual portfolio, teacher-witnessed practical record and a revised handoff.", "practice_steps": [ "Use the portfolio checklist to locate evidence for every required practical skill.", "Run or reference the final five-minute supervised event and identify your own operations.", "Give a two-minute handoff: current setup, one problem solved, one remaining limit and next step.", "Receive criterion-specific feedback, revise any incomplete evidence and submit the final portfolio record after all lessons have been reviewed. Final review time is included in this lesson.", "Propose the next supervised event with one added complexity and the checks it would require." ], "evidence_requirement": "Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.", "standards": [ "portfolio" ], "assessment_criteria": [ "Locates individual evidence for all required practical skills", "Explains a controlled revision and honest limitations", "Delivers a usable handoff and completes assigned retests" ], "assessed_focus": "Select relevant work, identify individual contributions, and explain the process, result and next learning step.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-FINAL", "lesson_number": 25, "title": "Final event portfolio and practical review", "assignment": "Indexed portfolio with six required practical signoffs, event documents, revision and handoff.", "practice_steps": [], "evidence_requirement": "Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.", "standards": [ "portfolio" ], "assessment_criteria": [ "Consistent event brief, stage plot and input/output lists", "Approved stop response and appropriate adult handoffs", "Observed suitable audio connection and cable handling", "Observed clean input gain and verified routing", "Observed cue/mix operation with audience clarity evidence", "Controlled fault recovery and verified revision", "Coordinated pack-down and accurate inventory", "Individual evidence, accessible explanation and usable handoff" ], "assessed_focus": "Select relevant work, identify individual contributions, and explain the process, result and next learning step.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "teacher_practice": [ { "standard": "teach", "task": "Prepare and teach “Who needs to hear what?.” Demonstrate the task, then have learners complete it independently.", "evidence": "A teaching plan, demonstration or teach-back, and learner work showing the result.", "criterion": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective." }, { "standard": "adapt", "task": "Adapt one practical assignment for a learner with limited equipment, a different way of accessing instructions, or a different way of presenting the result.", "evidence": "The original task, the adapted route and the shared assessment criteria.", "criterion": "Name a specific access or learning need and provide a usable alternative that preserves the intended skill." }, { "standard": "assess", "task": "Use “Final event portfolio and practical review” to assess the learner’s decisions and finished work. Plan feedback and a second attempt for one unmet criterion.", "evidence": "An annotated rubric, specific feedback, revised work and a brief comparison.", "criterion": "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity." } ], "readiness": { "pathway": "build", "fit": "About 14–18; use the planning lessons earlier with supervision.", "prioritySkills": "Event planning; safe setup; input and output lists; intelligibility and crew roles.", "priorSkills": "Can follow a signal path and a written safety instruction.", "equipment": "Room plans, cables, microphones, mixer, loudspeakers, and supervised playback; paper alternatives are provided.", "expectedTime": "20 planned hours.", "teacherGuidance": "Teacher or qualified adult required for setup, power, volume, and witnessed operation.", "teacherEditionUrl": "/learn/courses/teaching-live-sound-reinforcement.html" } }, { "id": "teaching-live-sound-reinforcement", "title": "Teaching Live Sound Reinforcement", "course_url": "/learn/courses/teaching-live-sound-reinforcement.html", "audience": "teacher", "lesson_count": 9, "mapped_checkpoint_count": 9, "rows": [ { "id": "PD-LSR-M01", "lesson_number": 1, "title": "Launch a supervised school sound crew", "assignment": "Your supervision and stop plan, a witnessed stop drill, and a scored response to Sam's unsafe earth-pin proposal.", "practice_steps": [ "Write your class size, room, equipment, supervision and quiet-break plan. Identify the adult responsible for mains and speaker placement.", "Deliver a three-minute opening demonstration to a colleague or practice partner. Use the real approved controls for your own stop drill.", "Obtain feedback on clarity and accessibility; revise the opening and record actual participation." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-LSR-M02", "lesson_number": 2, "title": "Teach signal flow with the actual equipment", "assignment": "A labeled diagram of the actual station, a witnessed compatible connection, and feedback correcting Riley's amplifier-output mistake.", "practice_steps": [ "Produce a photo/diagram of your approved station with actual input/output labels and compatible signal purposes.", "Demonstrate one connection and disconnection, including mute verification, to a practice partner.", "Write a station rotation that gives each learner a physical turn; prepare one large-print route card set." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-LSR-M03", "lesson_number": 3, "title": "Teach microphone placement and feedback prevention", "assignment": "Raw distance takes with fixed gain, a safe feedback-response drill, and feedback on Jo's variable and polar-pattern claims.", "practice_steps": [ "Run your own three-position experiment, retaining the reference and limits.", "Teach the comparison in four minutes to a partner, then ask them to name the controlled variable.", "Practice the stop response on the station and prepare accessible written observations for students." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-LSR-M04", "lesson_number": 4, "title": "Coach gain, routing and soundcheck", "assignment": "Your console's gain and aux notes, a partner-led line check, and a correction to Lee's fader-based overload diagnosis.", "practice_steps": [ "Record your console’s meter scale, solo/mute behavior and aux tap points from documentation and test.", "Teach a five-minute gain/line-check routine to a partner and let them repeat it.", "Revise confusing language and create a class rotation covering individual gain-setting and routing checks." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-LSR-M05", "lesson_number": 5, "title": "Teach listening decisions before processing", "assignment": "A coverage observation, a level-checked processing comparison, and two reteaching steps for Ari's proposed fixes.", "practice_steps": [ "Prepare a coverage observation and one processing comparison on available equipment or a teacher-selected application.", "Give a short teach-back with an accessible written comparison and obtain partner feedback.", "Write an equivalent no-compressor/no-effects lesson path that retains diagnosis and comparison outcomes." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-LSR-M06", "lesson_number": 6, "title": "Teach troubleshooting and professional handoffs", "assignment": "Two safe fault cards, a coached diagnostic record, and a quarantine/report plan for Dani's electrical hazard.", "practice_steps": [ "Write two benign fault cards with expected observations and a correct diagnostic path.", "Coach a partner through one without naming the answer first. Record their evidence and your prompts.", "Prepare a quarantine/report workflow and obtain confirmation from the responsible school/venue adult before student deployment." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-LSR-M07", "lesson_number": 7, "title": "Rehearse an event with equitable crew roles", "assignment": "A rehearsal cue revision, individual role records, and a practical retest plan for the three Cedar students without operating evidence.", "practice_steps": [ "Run a small supervised rehearsal with peers or staff, serving as teacher and operator in separate turns.", "Create an individual role/practical tracker for your class and identify equipment bottlenecks.", "Retain one before/after cue revision and explain how you will offer equivalent practice without a public audience." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-LSR-M08", "lesson_number": 8, "title": "Assess, calibrate and launch the class", "assignment": "Your scored Noor case, the missing-skill retests, and a classroom launch plan with equipment, adult duties and evidence storage.", "practice_steps": [ "Compare your case scoring with a colleague/facilitator, retain disagreements and revise the rationale.", "Complete the district/classroom launch worksheet: grades, prerequisites, schedule, equipment, adult responsibilities, accessibility, evidence storage and practical assessment.", "Index your eight module submissions and actual-time log. Present a five-minute launch handoff and revise one identified weakness. Final portfolio review uses this module’s time." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-LSR-FINAL", "lesson_number": 9, "title": "Teacher readiness portfolio and launch review", "assignment": "Indexed readiness portfolio, verified practical record, case calibration, launch plan and actual-time log.", "practice_steps": [], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "readiness": { "pathway": "educator", "fit": "For educators, not a student course.", "prioritySkills": "Demonstrating and assessing event planning; safe setup; input and output lists; intelligibility and crew roles.", "priorSkills": "Read or complete the companion student course; bring a sample assignment to assess.", "equipment": "Room plans, cables, microphones, mixer, loudspeakers, and supervised playback; paper alternatives are provided.", "expectedTime": "8 designed hours", "teacherGuidance": "No instructor is required; this edition is for educators preparing to demonstrate, assess, and adapt the student course." } }, { "id": "modern-band-stage-ready", "title": "Modern Band: Stage Ready", "course_url": "/learn/courses/modern-band-stage-ready.html", "audience": "student", "lesson_count": 19, "mapped_checkpoint_count": 73, "rows": [ { "id": "SR-W01-A1", "lesson_number": 1, "title": "Map the gig", "assignment": "Arrange eight lifecycle cards; place the missing-supply problem at every affected stage. In pairs, name who could have caught it.", "practice_steps": [], "evidence_requirement": "Eight-stage map with one action and owner at each stage.", "standards": [ "plan" ], "assessment_criteria": [ "Can you explain how a packing error becomes lost performance time?" ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "20 minutes", "week_id": "SR-W01" }, { "id": "SR-W01-A2", "lesson_number": 2, "title": "Advance the show", "assignment": "Use the advance form. List arrival, set time, set length, access route, supplied backline and unresolved questions. Include electronic audio outputs and power.", "practice_steps": [], "evidence_requirement": "Completed advance for a fictional school showcase.", "standards": [ "plan" ], "assessment_criteria": [ "Mark facts as confirmed or still to verify; do not invent answers." ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W01" }, { "id": "SR-W01-A3", "lesson_number": 3, "title": "Whole-stage walk", "assignment": "Walk the room without carrying equipment. Identify build, waiting and packing areas. Assign performer, PA, monitor assistant, lighting, stage lead, crew and electronic/playback responsibilities.", "practice_steps": [], "evidence_requirement": "Annotated floor plan and first role assignment.", "standards": [ "team" ], "assessment_criteria": [ "Can every student reach the role’s work area and see the cue leader?" ], "assessed_focus": "Record each person’s responsibility and contribution and show how the group completed the shared task.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W01" }, { "id": "SR-W01-A4", "lesson_number": 4, "title": "Ready or assumed?", "assignment": "Prepare a two-minute silent setup using one unplugged rig. A partner checks items against your list. Swap roles and identify one unverified assumption.", "practice_steps": [], "evidence_requirement": "Observed setup and one corrected assumption.", "standards": [ "design" ], "assessment_criteria": [ "Point to the evidence that changed your answer." ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "30 minutes", "week_id": "SR-W01" }, { "id": "SR-W02-A1", "lesson_number": 5, "title": "Explode your rig", "assignment": "Lay out or label your rig. Sort items into source, control, audio, support, power and spare. Explain each item to a partner.", "practice_steps": [], "evidence_requirement": "Inventory with owner and purpose for every component.", "standards": [ "model" ], "assessment_criteria": [ "Could another person pack from your list?" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W02" }, { "id": "SR-W02-A2", "lesson_number": 6, "title": "Backline detective", "assignment": "Compare “kit provided” with the complete drummer checklist. Write five precise questions. Do the same for a shared electronic rig or keyboard.", "practice_steps": [], "evidence_requirement": "Backline questions and personal bring-list.", "standards": [ "tech" ], "assessment_criteria": [ "Have you separated provided, personal and unconfirmed items?" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W02" }, { "id": "SR-W02-A3", "lesson_number": 7, "title": "Two different paths", "assignment": "Trace one electronic rig in three colors or line styles: control, audio and power. Locate a standalone device that can generate audio without a computer.", "practice_steps": [], "evidence_requirement": "Three-path diagram with labeled ports.", "standards": [ "model" ], "assessment_criteria": [ "Would a working USB connection prove that the audience hears audio?" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W02" }, { "id": "SR-W02-A4", "lesson_number": 8, "title": "Teach another role", "assignment": "Trade inventories with a different role. Reconstruct the route from source to listener and identify one item whose absence stops it.", "practice_steps": [], "evidence_requirement": "One-minute teach-back and corrected inventory.", "standards": [ "team" ], "assessment_criteria": [ "Name a critical dependency for both roles." ], "assessed_focus": "Record each person’s responsibility and contribution and show how the group completed the shared task.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W02" }, { "id": "SR-W03-A1", "lesson_number": 9, "title": "Recognize and qualify", "assignment": "Sort six cable types. State connector, likely purpose and one fact you still must check in the manual. Include USB data capability.", "practice_steps": [], "evidence_requirement": "Six-entry identification sheet.", "standards": [ "tech" ], "assessment_criteria": [ "Did you avoid claiming that TRS always means stereo?" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W03" }, { "id": "SR-W03-A2", "lesson_number": 10, "title": "Match the levels", "assignment": "Match microphone, passive bass, interface line output and power amplifier to suitable destinations. Explain why a fitting adapter cannot fix every mismatch.", "practice_steps": [], "evidence_requirement": "Four routes and one rejected unsafe route.", "standards": [ "model" ], "assessment_criteria": [ "Which route carries speaker power?" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W03" }, { "id": "SR-W03-A3", "lesson_number": 11, "title": "Coil and inspect", "assignment": "Inspect an audio cable; stop for exposed conductors or damaged strain relief. Make alternating loops without forcing twist. Fasten loosely and unroll once.", "practice_steps": [], "evidence_requirement": "Observed coil/uncoil and condition tag.", "standards": [ "safety" ], "assessment_criteria": [ "Does it lie freely without knots?" ], "assessed_focus": "Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W03" }, { "id": "SR-W03-A4", "lesson_number": 12, "title": "Trace three systems", "assignment": "On an unplugged mock stage, label each cable by function. Include USB, DMX and the powered wedge’s AC lead.", "practice_steps": [], "evidence_requirement": "Labeled route map.", "standards": [ "model" ], "assessment_criteria": [ "Which powered devices need both power and signal?" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W03" }, { "id": "SR-W04-A1", "lesson_number": 13, "title": "Inspect before connecting", "assignment": "Inspect a rig while unpowered. Record connector condition, strain relief, stand stability and correct supply identity.", "practice_steps": [], "evidence_requirement": "Condition log with unresolved items.", "standards": [ "safety" ], "assessment_criteria": [ "Did unsafe items leave the usable pile?" ], "assessed_focus": "Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "20 minutes", "week_id": "SR-W04" }, { "id": "SR-W04-A2", "lesson_number": 14, "title": "Prove the chain", "assignment": "With teacher permission, test each audio lead and supply in the intended rig, one change at a time. Tune, check battery-powered functions, then test the full chain.", "practice_steps": [], "evidence_requirement": "Witnessed preflight record with results.", "standards": [ "design" ], "assessment_criteria": [ "Could a checked item still be the wrong item for this rig?" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "30 minutes", "week_id": "SR-W04" }, { "id": "SR-W04-A3", "lesson_number": 15, "title": "Electronic preflight", "assignment": "Use the electronic checklist to verify recognition, files, mappings, outputs and emergency stop. With a mock rig, identify what real tests remain.", "practice_steps": [], "evidence_requirement": "Electronic verification sheet with actual or simulated status.", "standards": [ "tech" ], "assessment_criteria": [ "Did every required scene and output get checked?" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W04" }, { "id": "SR-W04-A4", "lesson_number": 16, "title": "Pack after proof", "assignment": "Pack from the tested pile, tick PACKED separately from TESTED and hand the case inventory to a partner. Reopen for a random three-item audit.", "practice_steps": [], "evidence_requirement": "Signed packing audit and repair/replacement plan.", "standards": [ "archive" ], "assessment_criteria": [ "Can the partner locate the three selected items?" ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W04" }, { "id": "SR-W05-A1", "lesson_number": 17, "title": "Rank the risks", "assignment": "List five likely failures for your role. Mark critical/noncritical for one named song and explain the musical consequence.", "practice_steps": [], "evidence_requirement": "Five-risk table with priorities.", "standards": [ "safety" ], "assessment_criteria": [ "Could another song change your ranking?" ], "assessed_focus": "Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W05" }, { "id": "SR-W05-A2", "lesson_number": 18, "title": "Build a sensible kit", "assignment": "Choose six shared kit items and role-specific additions. Identify owner, test date and where each will be reachable.", "practice_steps": [], "evidence_requirement": "Kit list with reasons and storage locations.", "standards": [ "plan" ], "assessment_criteria": [ "Is any vital spare inaccessible during a song?" ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W05" }, { "id": "SR-W05-A3", "lesson_number": 19, "title": "Rehearse the bypass", "assignment": "Agree a safe mute/reconnect procedure. Test one simpler route at low level. Electronic performers test a local backup or arrangement fallback.", "practice_steps": [], "evidence_requirement": "Observed fallback and recovery time.", "standards": [ "design" ], "assessment_criteria": [ "Does the fallback work without the failed component?" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "30 minutes", "week_id": "SR-W05" }, { "id": "SR-W05-A4", "lesson_number": 20, "title": "Write the handoff", "assignment": "Write one sentence per player explaining the response to a computer loss. Rehearse the signal without disconnecting anything.", "practice_steps": [], "evidence_requirement": "Band contingency card.", "standards": [ "team" ], "assessment_criteria": [ "Can the drummer and leader describe the same plan?" ], "assessed_focus": "Record each person’s responsibility and contribution and show how the group completed the shared task.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "20 minutes", "week_id": "SR-W05" }, { "id": "SR-W06-A1", "lesson_number": 21, "title": "Trace one voice", "assignment": "On the unpowered system, trace every connection and power dependency. Identify which device amplifies the speaker signal.", "practice_steps": [], "evidence_requirement": "Labeled single-input diagram.", "standards": [ "model" ], "assessment_criteria": [ "Where is the power amplifier in this setup?" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W06" }, { "id": "SR-W06-A2", "lesson_number": 22, "title": "Meet the channel", "assignment": "Using a marked channel, predict then observe mute, pan and level changes. Return to documented baseline after each.", "practice_steps": [], "evidence_requirement": "Control/function matching and one observation.", "standards": [ "tech" ], "assessment_criteria": [ "Why is random gain adjustment a poor monitor request?" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W06" }, { "id": "SR-W06-A3", "lesson_number": 23, "title": "Add a monitor", "assignment": "Trace aux out to powered wedge. Under supervision, add the channel to that aux and compare with main. Record pre/post-fader behavior.", "practice_steps": [], "evidence_requirement": "Two-route map and observation.", "standards": [ "model" ], "assessment_criteria": [ "Does your mixer’s channel fader change this aux?" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W06" }, { "id": "SR-W06-A4", "lesson_number": 24, "title": "Operate and strike", "assignment": "Read out the checklist while an authorized operator powers up, tests and powers down. Coil audio cables only after release to strike.", "practice_steps": [], "evidence_requirement": "Observed routine and corrected powered/passive comparison.", "standards": [ "safety" ], "assessment_criteria": [ "Which output must never feed an ordinary mixer input?" ], "assessed_focus": "Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W06" }, { "id": "SR-W07-A1", "lesson_number": 25, "title": "Read the little box", "assignment": "Find each actual connector and explain its destination. Identify how this DI is powered.", "practice_steps": [], "evidence_requirement": "Annotated DI card.", "standards": [ "tech" ], "assessment_criteria": [ "Does THRU replace the balanced mixer output?" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "20 minutes", "week_id": "SR-W07" }, { "id": "SR-W07-A2", "lesson_number": 26, "title": "Connect three sources", "assignment": "Build one route; explain the other two using cards. Verify source output, DI suitability, cable and mixer input before teacher unmute.", "practice_steps": [], "evidence_requirement": "Observed route and two planned routes.", "standards": [ "model" ], "assessment_criteria": [ "Where is the long balanced run?" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "30 minutes", "week_id": "SR-W07" }, { "id": "SR-W07-A3", "lesson_number": 27, "title": "Split bass safely", "assignment": "Identify both destinations. Set usable low levels; silence only the amp branch and describe what the PA still receives.", "practice_steps": [], "evidence_requirement": "Branch diagram and result.", "standards": [ "model" ], "assessment_criteria": [ "Would turning the amp down necessarily turn the DI down?" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W07" }, { "id": "SR-W07-A4", "lesson_number": 28, "title": "Solve hum on paper", "assignment": "Propose signal checks and a teacher-supervised audio ground-lift test. Reject removal of mains earth. Explain a pad’s different job.", "practice_steps": [], "evidence_requirement": "Three-step diagnosis and prohibited-action explanation.", "standards": [ "design" ], "assessment_criteria": [ "Can you distinguish noise, overload and no sound?" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W07" }, { "id": "SR-W08-A1", "lesson_number": 29, "title": "Build your role", "assignment": "Apply all six verbs to your primary rig. Label output and input types; play a short phrase only after the operator’s cue.", "practice_steps": [], "evidence_requirement": "Observed rig and labeled route.", "standards": [ "model" ], "assessment_criteria": [ "Can you identify the first point where audio exists?" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "30 minutes", "week_id": "SR-W08" }, { "id": "SR-W08-A2", "lesson_number": 30, "title": "Visit another rig", "assignment": "Trade roles. Trace another rig and choose a sensible fallback. Include acoustic drums versus e-drums in the explanation.", "practice_steps": [], "evidence_requirement": "Second route card and fallback.", "standards": [ "team" ], "assessment_criteria": [ "Does every drum need a microphone in this room?" ], "assessed_focus": "Record each person’s responsibility and contribution and show how the group completed the shared task.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W08" }, { "id": "SR-W08-A3", "lesson_number": 31, "title": "Electronic performer lab", "assignment": "Trace controller/USB/MIDI, software sound generation, interface output and mixer. Trigger the intended sound, stop it and check DJ cue/master separately where available.", "practice_steps": [], "evidence_requirement": "Three-path diagram and witnessed start/stop.", "standards": [ "tech" ], "assessment_criteria": [ "Can a pad light up while the PA remains silent?" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W08" }, { "id": "SR-W08-A4", "lesson_number": 32, "title": "Recover the music", "assignment": "With teacher-approved muted changes, test dry guitar, keyboard mono or standalone electronic output. Explain any lost musical feature.", "practice_steps": [], "evidence_requirement": "Fallback test and limitation statement.", "standards": [ "design" ], "assessment_criteria": [ "Have you proved the substitute rather than assumed it?" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "20 minutes", "week_id": "SR-W08" }, { "id": "SR-W09-A1", "lesson_number": 33, "title": "Critique the bad stage", "assignment": "Identify five problems. For each, name who is affected and one practical correction.", "practice_steps": [], "evidence_requirement": "Five-item critique.", "standards": [ "safety" ], "assessment_criteria": [ "Did you include a musical issue and an access issue?" ], "assessed_focus": "Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "20 minutes", "week_id": "SR-W09" }, { "id": "SR-W09-A2", "lesson_number": 34, "title": "Plot your band", "assignment": "Draw your band with audience orientation, dimensions, players, amps, DIs, monitors, electronic station and clear lanes.", "practice_steps": [], "evidence_requirement": "Versioned stage plot.", "standards": [ "visual" ], "assessment_criteria": [ "Can everyone see the cue leader?" ], "assessed_focus": "Create a legible digital diagram with accurate labels and a clear relationship between its parts.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "30 minutes", "week_id": "SR-W09" }, { "id": "SR-W09-A3", "lesson_number": 35, "title": "Match the input list", "assignment": "Give every PA source a channel/connector, DI or mic, stand and monitor requirement. Mark click private if used.", "practice_steps": [], "evidence_requirement": "Matching input list.", "standards": [ "model" ], "assessment_criteria": [ "Are stereo pairs and private click clearly labeled?" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W09" }, { "id": "SR-W09-A4", "lesson_number": 36, "title": "Walk the changeover", "assignment": "Lay out role cards or unplugged stands. Walk the route with no lifting. Revise blocked access and screen sightlines.", "practice_steps": [], "evidence_requirement": "Revised plot with one justified change.", "standards": [ "team" ], "assessment_criteria": [ "Could the next act enter while yours clears?" ], "assessed_focus": "Record each person’s responsibility and contribution and show how the group completed the shared task.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W09" }, { "id": "SR-W10-A1", "lesson_number": 37, "title": "Hear the relationship", "assignment": "Label too little, appropriate and too much for the named foreground. Describe what became hard to hear.", "practice_steps": [], "evidence_requirement": "Three observations tied to musical evidence.", "standards": [ "compare" ], "assessment_criteria": [ "Did you judge the relationship rather than a knob number?" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "20 minutes", "week_id": "SR-W10" }, { "id": "SR-W10-A2", "lesson_number": 38, "title": "Aim before adding", "assignment": "With teacher handling heavy gear, compare from player and audience positions. Keep level fixed.", "practice_steps": [], "evidence_requirement": "Placement sketch and listening comparison.", "standards": [ "design" ], "assessment_criteria": [ "Did the improvement require turning up?" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W10" }, { "id": "SR-W10-A3", "lesson_number": 39, "title": "Balance the band", "assignment": "Play it twice. First identify masking; then change one source’s dynamics, placement or arrangement. Include electronic layers.", "practice_steps": [], "evidence_requirement": "Before/after description and chosen change.", "standards": [ "compare" ], "assessment_criteria": [ "Can the singer and drummer hear their essential cues?" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "30 minutes", "week_id": "SR-W10" }, { "id": "SR-W10-A4", "lesson_number": 40, "title": "Agree the limit", "assignment": "Write a band agreement: who requests changes, who touches controls, when to stop and when to ask the teacher. Run a 30-second reset.", "practice_steps": [], "evidence_requirement": "Stage-volume agreement.", "standards": [ "plan" ], "assessment_criteria": [ "What happens when one person says the sound is uncomfortable?" ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W10" }, { "id": "SR-W11-A1", "lesson_number": 41, "title": "Trace your monitor", "assignment": "Trace channel send, aux master if fitted, cable and wedge input. Label the actual mix number.", "practice_steps": [], "evidence_requirement": "Monitor route card.", "standards": [ "model" ], "assessment_criteria": [ "Do these two wedges share a mix?" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W11" }, { "id": "SR-W11-A2", "lesson_number": 42, "title": "Place without feedback", "assignment": "Position unpowered mic and wedge from the model’s guidance. Explain why a different mic may need a different position.", "practice_steps": [], "evidence_requirement": "Placement sketch and explanation.", "standards": [ "safety" ], "assessment_criteria": [ "Have you checked the actual polar pattern?" ], "assessed_focus": "Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W11" }, { "id": "SR-W11-A3", "lesson_number": 43, "title": "Make the request", "assignment": "In trios, rotate performer/operator/observer. Ask for one change, make it within allowed controls and confirm. Include an electronic performer’s booth need.", "practice_steps": [], "evidence_requirement": "Three witnessed request exchanges.", "standards": [ "team" ], "assessment_criteria": [ "Did the operator know exactly what to change?" ], "assessed_focus": "Record each person’s responsibility and contribution and show how the group completed the shared task.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W11" }, { "id": "SR-W11-A4", "lesson_number": 44, "title": "Keep click private", "assignment": "With quiet teacher-controlled output, verify program in audience feed and click only in drummer’s listening device. If hardware cannot isolate it, plan a no-click arrangement.", "practice_steps": [], "evidence_requirement": "Routing proof or clearly labeled limitation.", "standards": [ "safety" ], "assessment_criteria": [ "Did someone listen at the audience destination for leakage?" ], "assessed_focus": "Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W11" }, { "id": "SR-W12-A1", "lesson_number": 45, "title": "Write the call order", "assignment": "Write calls for your actual inputs, including electronic L/R if used and a private-click test. Assign the caller and recorder.", "practice_steps": [], "evidence_requirement": "Line-check script.", "standards": [ "plan" ], "assessment_criteria": [ "Does each call identify one source?" ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "20 minutes", "week_id": "SR-W12" }, { "id": "SR-W12-A2", "lesson_number": 46, "title": "Check in silence", "assignment": "Rotate caller, performer and observer. Test each source, note pass/fail and stop on cue. Keep noncalled sources silent.", "practice_steps": [], "evidence_requirement": "Channel results with one observation per student.", "standards": [ "safety" ], "assessment_criteria": [ "Did any unrelated sound hide the test?" ], "assessed_focus": "Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "30 minutes", "week_id": "SR-W12" }, { "id": "SR-W12-A3", "lesson_number": 47, "title": "Check the band", "assignment": "Play it at expected intensity with supervised level. Make one concise monitor request and one ensemble correction. Replay once.", "practice_steps": [], "evidence_requirement": "Before/after notes.", "standards": [ "team" ], "assessment_criteria": [ "Was the request specific and confirmed?" ], "assessed_focus": "Record each person’s responsibility and contribution and show how the group completed the shared task.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W12" }, { "id": "SR-W12-A4", "lesson_number": 48, "title": "Ready call", "assignment": "Confirm tuning, patches, mute states, opening cue, set duration and safe stage. Rehearse the first ten seconds and stop together.", "practice_steps": [], "evidence_requirement": "Signed ready-to-play card.", "standards": [ "team" ], "assessment_criteria": [ "Can the electronic performer stop an accidental trigger?" ], "assessed_focus": "Record each person’s responsibility and contribution and show how the group completed the shared task.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W12" }, { "id": "SR-W13-A1", "lesson_number": 49, "title": "Light the faces", "assignment": "Mark front, back and wash positions on a plot. Explain how each supports the performers, including the electronic station.", "practice_steps": [], "evidence_requirement": "Lighting plot and three purposes.", "standards": [ "safety" ], "assessment_criteria": [ "Are faces and controls visible without glare?" ], "assessed_focus": "Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W13" }, { "id": "SR-W13-A2", "lesson_number": 50, "title": "Trace control and power", "assignment": "On unpowered fixtures, identify ports and draw both paths. Work out two nonoverlapping seven-channel address blocks.", "practice_steps": [], "evidence_requirement": "Two-path diagram and addresses 1/8.", "standards": [ "model" ], "assessment_criteria": [ "Would a powered fixture necessarily obey the controller?" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W13" }, { "id": "SR-W13-A3", "lesson_number": 51, "title": "Build four looks", "assignment": "Using permitted controls or paper settings, create four scenes. Test recall, a safe blackout cue and immediate return to visible stage.", "practice_steps": [], "evidence_requirement": "Cue sheet with scene names and triggers.", "standards": [ "design" ], "assessment_criteria": [ "Can the operator restore useful light promptly?" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "30 minutes", "week_id": "SR-W13" }, { "id": "SR-W13-A4", "lesson_number": 52, "title": "Inspect and strike", "assignment": "Use the lighting checklist; identify who may mount and power equipment. Rehearse cue calls, shutdown and clear-first strike.", "practice_steps": [], "evidence_requirement": "Inspection record and cue rehearsal.", "standards": [ "safety" ], "assessment_criteria": [ "Are all mounting tasks within school permissions?" ], "assessed_focus": "Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "20 minutes", "week_id": "SR-W13" }, { "id": "SR-W14-A1", "lesson_number": 53, "title": "Work backward", "assignment": "Given a 2:30 start, assign deadlines and offstage tasks. Name fixed and moving equipment.", "practice_steps": [], "evidence_requirement": "Clock-time plan.", "standards": [ "plan" ], "assessment_criteria": [ "Are tuning and file loading already complete before 2:20?" ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "20 minutes", "week_id": "SR-W14" }, { "id": "SR-W14-A2", "lesson_number": 54, "title": "Assign jobs", "assignment": "Give each student one primary task and a safe secondary task. Resolve two people wanting the same cable or space.", "practice_steps": [], "evidence_requirement": "Job cards and handoff words.", "standards": [ "team" ], "assessment_criteria": [ "Who has authority to call a fallback?" ], "assessed_focus": "Record each person’s responsibility and contribution and show how the group completed the shared task.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "20 minutes", "week_id": "SR-W14" }, { "id": "SR-W14-A3", "lesson_number": 55, "title": "Dry changeover", "assignment": "With unpowered/lightweight equipment, run the sequence. Observe congestion and missing handoffs. Revise and repeat.", "practice_steps": [], "evidence_requirement": "Timed phase log and revision.", "standards": [ "team" ], "assessment_criteria": [ "Did clear-first actually happen?" ], "assessed_focus": "Record each person’s responsibility and contribution and show how the group completed the shared task.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "30 minutes", "week_id": "SR-W14" }, { "id": "SR-W14-A4", "lesson_number": 56, "title": "Change and play", "assignment": "Run an approved powered changeover with a safe fault card. Start the agreed passage at the hard start.", "practice_steps": [], "evidence_requirement": "Observed changeover and fallback choice.", "standards": [ "team" ], "assessment_criteria": [ "Did you preserve safety, essential sound and start time?" ], "assessed_focus": "Record each person’s responsibility and contribution and show how the group completed the shared task.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "30 minutes", "week_id": "SR-W14" }, { "id": "SR-W15-A1", "lesson_number": 57, "title": "Read the symptom", "assignment": "For each case, mark the first three checkpoints and justify why you would not change unrelated channels.", "practice_steps": [], "evidence_requirement": "Three diagnostic maps.", "standards": [ "design" ], "assessment_criteria": [ "Which observation rules out a whole-system failure?" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "20 minutes", "week_id": "SR-W15" }, { "id": "SR-W15-A2", "lesson_number": 58, "title": "Follow one path", "assignment": "In pairs, diagnose one teacher-prepared state fault. Say the hypothesis, make one allowed check and record result before moving on.", "practice_steps": [], "evidence_requirement": "Checkpoint log.", "standards": [ "model" ], "assessment_criteria": [ "Can you name the last working and first unproved point?" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "30 minutes", "week_id": "SR-W15" }, { "id": "SR-W15-A3", "lesson_number": 59, "title": "Bypass and verify", "assignment": "Ask operator to mute, make an approved audio bypass, retest quietly and request return to mix. Electronic roles try a known local output/fallback.", "practice_steps": [], "evidence_requirement": "Recovery demonstration and elapsed time.", "standards": [ "design" ], "assessment_criteria": [ "Was the route independently tested after the change?" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W15" }, { "id": "SR-W15-A4", "lesson_number": 60, "title": "Explain the repair later", "assignment": "Write symptom, evidence, recovery, remaining uncertainty and post-show repair action. Mark guesses as hypotheses.", "practice_steps": [], "evidence_requirement": "Five-part incident note.", "standards": [ "portfolio" ], "assessment_criteria": [ "Did you claim a cause the evidence did not prove?" ], "assessed_focus": "Select relevant work, identify individual contributions, and explain the process, result and next learning step.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W15" }, { "id": "SR-W16-A1", "lesson_number": 61, "title": "Decide what matters", "assignment": "Rank four faults for your song. Write continue, bypass, substitute, simplify or stop for each, with a reason.", "practice_steps": [], "evidence_requirement": "Song-specific recovery decisions.", "standards": [ "plan" ], "assessment_criteria": [ "Which stop is musical and which is a safety stop?" ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "20 minutes", "week_id": "SR-W16" }, { "id": "SR-W16-A2", "lesson_number": 62, "title": "Agree signals", "assignment": "Choose visible cues for continue, simplify, end and need help. Confirm everyone can perceive them. Assign one helper.", "practice_steps": [], "evidence_requirement": "Cue card and acknowledgment test.", "standards": [ "team" ], "assessment_criteria": [ "Does headphone use block the electronic performer’s cue awareness?" ], "assessed_focus": "Record each person’s responsibility and contribution and show how the group completed the shared task.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "20 minutes", "week_id": "SR-W16" }, { "id": "SR-W16-A3", "lesson_number": 63, "title": "Perform through loss", "assignment": "Teacher announces a safe simulated computer loss; electronic performer stops the agreed noncritical layer via normal controls. Continue to the agreed ending and reboot only in the planned break if required.", "practice_steps": [], "evidence_requirement": "Observed continuity and individual actions.", "standards": [ "team" ], "assessment_criteria": [ "Did the drummer and substitute part keep the form?" ], "assessed_focus": "Record each person’s responsibility and contribution and show how the group completed the shared task.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "35 minutes", "week_id": "SR-W16" }, { "id": "SR-W16-A4", "lesson_number": 64, "title": "Help without a pileup", "assignment": "Rehearse another fault with a designated helper; other players keep their assigned parts. Debrief who did what and when usable music returned.", "practice_steps": [], "evidence_requirement": "Recovery log and one revision.", "standards": [ "team" ], "assessment_criteria": [ "Did one failure become several missing parts?" ], "assessed_focus": "Record each person’s responsibility and contribution and show how the group completed the shared task.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W16" }, { "id": "SR-W17-A1", "lesson_number": 65, "title": "Prove the whole set", "assignment": "Use the detailed electronic preflight. Test every required scene, sound, mapping, tempo change, automation and stop. DJ rigs test every planned track and cue/master.", "practice_steps": [], "evidence_requirement": "Per-song/scene verification log.", "standards": [ "tech" ], "assessment_criteria": [ "Are any missing-file or wrong-trigger warnings unresolved?" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "30 minutes", "week_id": "SR-W17" }, { "id": "SR-W17-A2", "lesson_number": 66, "title": "Restart and recover", "assignment": "Save, close and restart normally with outputs muted. Restore the set and verify audio. Demonstrate the backup or no-computer arrangement, documenting shared dependencies.", "practice_steps": [], "evidence_requirement": "Restart time and fallback proof.", "standards": [ "design" ], "assessment_criteria": [ "Can the band fill the actual recovery interval?" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W17" }, { "id": "SR-W17-A3", "lesson_number": 67, "title": "Run the production", "assignment": "Run a compact rehearsal using the capstone roles. Include a safe announced fault and one electronic performer cue. Log start, finish and clear times.", "practice_steps": [], "evidence_requirement": "Production log and observed roles.", "standards": [ "team" ], "assessment_criteria": [ "Did lighting, monitors and electronic routes work together?" ], "assessed_focus": "Record each person’s responsibility and contribution and show how the group completed the shared task.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "35 minutes", "week_id": "SR-W17" }, { "id": "SR-W17-A4", "lesson_number": 68, "title": "Repair the plan", "assignment": "Identify the highest-consequence failure, assign an owner and schedule a specific retest before Week 18.", "practice_steps": [], "evidence_requirement": "Readiness correction and retest record.", "standards": [ "feedback" ], "assessment_criteria": [ "Is the correction proved or merely promised?" ], "assessed_focus": "Request focused feedback through a digital tool, retain the response, and explain the change made or declined.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "10 minutes", "week_id": "SR-W17" }, { "id": "SR-W18-A1", "lesson_number": 69, "title": "Submit the advance", "assignment": "Submit final plot, input list, provided/bring list, role roster, set timing and electronic/recovery plan. Peer-check agreement between documents.", "practice_steps": [], "evidence_requirement": "Complete advance packet.", "standards": [ "plan" ], "assessment_criteria": [ "Can the crew set inputs without guessing?" ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "25 minutes", "week_id": "SR-W18" }, { "id": "SR-W18-A2", "lesson_number": 70, "title": "Pass readiness", "assignment": "Show tested/packed essentials, safe supports, allowed power and reachable controls. Demonstrate critical electronic start/stop and fallback.", "practice_steps": [], "evidence_requirement": "Signed readiness sheet or correction/retest.", "standards": [ "safety" ], "assessment_criteria": [ "Is every essential unverified item resolved?" ], "assessed_focus": "Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "20 minutes", "week_id": "SR-W18" }, { "id": "SR-W18-A3", "lesson_number": 71, "title": "Run the festival", "assignment": "Perform your assigned act and crew slot using the capstone timing. Respond to one approved fault. Record start, finish, recovery and clear times.", "practice_steps": [], "evidence_requirement": "Live practical evidence and individual observation.", "standards": [ "team" ], "assessment_criteria": [ "Did you preserve safety, continuity and the hard finish?" ], "assessed_focus": "Record each person’s responsibility and contribution and show how the group completed the shared task.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "40 minutes", "week_id": "SR-W18" }, { "id": "SR-W18-A4", "lesson_number": 72, "title": "Review and retest", "assignment": "Name one successful action and one needed change. Complete the designated retest if a criterion is below ready. Return shared gear and reconcile inventory.", "practice_steps": [], "evidence_requirement": "Reflection, gear return and retest evidence.", "standards": [ "portfolio" ], "assessment_criteria": [ "Does the final record distinguish demonstrated from pending skills?" ], "assessed_focus": "Select relevant work, identify individual contributions, and explain the process, result and next learning step.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope.", "activity_time": "15 minutes", "week_id": "SR-W18" }, { "id": "SR-FINAL", "lesson_number": 73, "title": "Stage Ready capstone performance", "assignment": "Located portfolio evidence, individual practical observation record, justified revisions and final reflection.", "practice_steps": [], "evidence_requirement": "Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.", "standards": [ "portfolio" ], "assessment_criteria": [ "Safety", "Preparedness", "Connections and routing", "Communication", "Recovery", "Ensemble continuity", "Time", "Clean strike" ], "assessed_focus": "Select relevant work, identify individual contributions, and explain the process, result and next learning step.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "teacher_practice": [ { "standard": "teach", "task": "Prepare and teach “The Gig Starts at Home.” Demonstrate the task, then have learners complete it independently.", "evidence": "A teaching plan, demonstration or teach-back, and learner work showing the result.", "criterion": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective." }, { "standard": "adapt", "task": "Adapt one practical assignment for a learner with limited equipment, a different way of accessing instructions, or a different way of presenting the result.", "evidence": "The original task, the adapted route and the shared assessment criteria.", "criterion": "Name a specific access or learning need and provide a usable alternative that preserves the intended skill." }, { "standard": "assess", "task": "Use “Stage Ready capstone performance” to assess the learner’s decisions and finished work. Plan feedback and a second attempt for one unmet criterion.", "evidence": "An annotated rubric, specific feedback, revised work and a brief comparison.", "criterion": "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity." } ], "readiness": { "pathway": "start", "fit": "About 13–18; useful to any performing or production role.", "prioritySkills": "Rig preparation; signal paths; safe stage work; crew handoffs and recovery.", "priorSkills": "A willingness to rehearse and share crew duties; no prior live-sound training.", "equipment": "Unpowered practice cables and rigs, room plans, role cards, and supervised stage equipment.", "expectedTime": "18 weeks; about 30 planned active hours.", "teacherGuidance": "Teacher or qualified adult required for equipment, safety checks, and witnessed practice.", "teacherEditionUrl": "/learn/courses/teaching-modern-band-stage-ready.html" }, "activity_count": 72 }, { "id": "teaching-modern-band-stage-ready", "title": "Teaching Modern Band: Stage Ready", "course_url": "/learn/courses/teaching-modern-band-stage-ready.html", "audience": "teacher", "lesson_count": 9, "mapped_checkpoint_count": 9, "rows": [ { "id": "SR-PD01", "lesson_number": 1, "title": "Teach readiness through evidence", "assignment": "A tested preflight inventory, the witnessed replacement test, and a correction to the packing-list grading case.", "practice_steps": [ "Lay out a rig with one missing small component. Say “Show me evidence, not reassurance.” Model inspection, safe low-level function test and separate TESTED/PACKED marks. Ask a colleague to audit three items.", "Complete a primary-role and unfamiliar-role inventory using the supplied long checklists.", "Run a witnessed five-item preflight; remove one card-labeled failed item and retest the replacement.", "Teach a three-minute version to a colleague: prediction, demonstration, learner action, check.", "Adapt the task to a 45-minute class and one shared powered station.", "A teacher gives full practical marks for a beautifully illustrated packing list. No equipment is tested.", "Complete accurate inventories and a safe observed preflight; teach-back includes learner action and evidence rather than lecture alone." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "SR-PD02", "lesson_number": 2, "title": "Small PA and DI confidence", "assignment": "Labeled instrument and vocal routes, a witnessed DI connection, and feedback on the TRS and speaker-output claims.", "practice_steps": [ "With outputs muted, point source → suitable DI → mixer input → main → powered speaker. Branch THRU to amp and aux to powered wedge if available. Test quietly and narrate each control’s specific job.", "Read and record the actual mixer aux/mute behavior and DI power method.", "Build one instrument and one vocal path under the school permission model.", "Demonstrate powered versus passive with unpowered cards and reject a speaker-output-to-mixer route.", "Teach a three-minute explanation of INPUT/THRU/XLR and assess a partner’s connection choice.", "A teacher tells students every TRS jack is stereo and any DI will fix a speaker-output mismatch.", "Correctly trace source, main and aux; verify quiet sound; reject unsafe level mismatches and explain DI limits." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "SR-PD03", "lesson_number": 3, "title": "Placement, volume and monitor communication", "assignment": "Stage plot, three-role monitor rehearsal and a response to the shared-aux request.", "practice_steps": [ "Revise the bad plot, then model “More lead vocal in monitor 2.” Repeat the request, change one permitted send and ask for confirmation. Point to the microphone’s documented rejection direction.", "Create a plot/input list with electronic station and accessible routes.", "Run the quiet too-little/appropriate/too-much comparison and describe evidence.", "Rotate performer/operator/observer for three monitor exchanges.", "Write and execute a three-source line check with silence between calls.", "Three wedges share one aux. A student asks to remove guitar only from the drummer’s wedge.", "Plot and input list agree; feedback is not induced; requests and line-check calls are concise and acknowledged." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "SR-PD04", "lesson_number": 4, "title": "Electronic performers and playback", "assignment": "A full electronic-set check, verified cue/main routes and a played recovery when a layer becomes unavailable.", "practice_steps": [ "Use the supplied practice-set cue sheet with three scenes. Show a control indicator without audio, restore the correct route, then demonstrate emergency stop. Restart normally with outputs muted and prove return to the intended sound.", "Complete the full electronic checklist on available hardware; label unavailable operations pending.", "Verify all three practice scenes and every control mapping.", "Test master and private cue separately; if hardware lacks separation, document and use a no-click plan.", "Rehearse 60 seconds of music with a planned unavailable electronic layer; measure interruption and recovery.", "A teacher signs off because the pads illuminate and the first scene plays. A later song has a missing sample and click is routed to main.", "Complete actual route/start/stop/restart evidence and a band fallback; distinguish any simulated evidence from operation." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "SR-PD05", "lesson_number": 5, "title": "Lighting, build and strike", "assignment": "Fixture/address table, useful-light cue, adult-only task list and a safe strike sequence correcting the blackout case.", "practice_steps": [ "Compare face visibility in two low-intensity looks. Trace DMX OUT→IN→OUT separately from power, then recall four scenes and restore working light after an optional approved blackout.", "Read actual fixture/stand restrictions and mark adult-only tasks.", "Create a mode/address table for two fixtures and verify nonoverlap.", "Program or call four looks; demonstrate return to useful light.", "Walk an unpowered clear-first strike with shared versus personal equipment labels.", "An operator blacks out the room while students begin moving equipment, then raises a loaded stand alone to save time.", "Correct control/power explanation, useful scenes, safe return to working light and clear permissions for support/power tasks." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "SR-PD06", "lesson_number": 6, "title": "Diagnosis and musical recovery", "assignment": "Two diagnosed fault cards, a 60-second continuity rehearsal and feedback that keeps the rhythm section playing.", "practice_steps": [ "Use F08 as a paper case, then a teacher-prepared tuner-mute state on a quiet station. Model hypothesis/check/result and a separate card-based bypass. Never pull a live cable to surprise students.", "Write three checkpoint maps for whole PA, one source and one speaker.", "Administer two safe fault cards and record the learner’s evidence.", "Run a 60-second continuity exercise with one helper and agreed cues.", "Score the calibration cases before reading keys; revise scores with located evidence.", "A helper fixes the guitar while drummer and bassist also stop to watch. The cable is solved quickly but the song collapses.", "Administers safe faults, records meaningful checkpoints and times, and coaches continuity without crowding the failed rig." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "SR-PD07", "lesson_number": 7, "title": "Rotation, access and reliable assessment", "assignment": "Eight-round role plan, individual observation record, access adaptation and a retest that measures the permitted skill.", "practice_steps": [ "Assign a 16-student class to two pods, walk the first rotation and show how the ledger distinguishes observed, directed and pending. Score a student who correctly calls a safety stop.", "Complete an eight-round schedule for your actual class size.", "Plan a single-powered-station lesson and an access adaptation.", "Score four calibration examples using 0–3 anchors; compare with facilitator.", "Fill an individual observation record and write one precise retest prompt.", "A student with limited reach cannot lift a speaker onto a stand. The teacher marks stagecraft unachieved despite accurate planning and permitted operating skills.", "Every learner receives all role-literacy opportunities, evidence modes are accurate and retests address a specific missing observation." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "SR-PD08", "lesson_number": 8, "title": "Facilitate the festival", "assignment": "Micro-festival run sheet, recorded handoffs and timing, individual role evidence and a retest schedule for unobserved students.", "practice_steps": [ "Facilitator runs the readiness gate, calls a miniature changeover and administers one fault. Demonstrate how a safety stop pauses the event and generates a new safe attempt rather than pressure to continue.", "Customize the full capstone brief and eight-channel input example to your room.", "Run a micro-festival with at least two acts or simulated crews and actual handoffs.", "Score with the capstone rubric and compare two assessors’ evidence where available.", "Submit a teaching plan with unresolved equipment/access issues, retest schedule and feedback questions.", "The class performs well but the show runs late, no clear times are recorded and two students have never operated an approved production role.", "Complete advance, safe run, timing/fault records, defensible scores and a feasible teaching and reassessment plan." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "SR-PD-FINAL", "lesson_number": 9, "title": "Teaching portfolio and final teach-back", "assignment": "Located portfolio evidence, individual practical observation record, justified revisions and final reflection.", "practice_steps": [], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "readiness": { "pathway": "educator", "fit": "For educators, not a student course.", "prioritySkills": "Demonstrating and assessing rig preparation; signal paths; safe stage work; crew handoffs and recovery.", "priorSkills": "Read or complete the companion student course; bring a sample assignment to assess.", "equipment": "Unpowered practice cables and rigs, room plans, role cards, and supervised stage equipment.", "expectedTime": "12 designed hours", "teacherGuidance": "No instructor is required; this edition is for educators preparing to demonstrate, assess, and adapt the student course." } }, { "id": "critical-listening-sound-perception", "title": "Critical Listening & Sound Perception", "course_url": "/learn/courses/critical-listening-sound-perception.html", "audience": "student", "lesson_count": 25, "mapped_checkpoint_count": 25, "rows": [ { "id": "CSP-L01", "lesson_number": 1, "title": "What changed?", "assignment": "Three observations and one preference labeled separately. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.", "practice_steps": [ "Set playback with the teacher and keep it fixed. Record headphones or speakers.", "Listen to A, then B, using the same section. Replay once if useful.", "Write “I noticed…” and separately “For this purpose I prefer…”.", "Compare descriptions with a partner. Revise one sentence to point to a specific audible feature.", "Choose a purpose for which a deliberately thin sound would be useful." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Specific observation tied to the example", "Repeatable comparison with relevant variables controlled", "Explanation supported by evidence and honest uncertainty", "Justified decision and response to feedback" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "CSP-L02", "lesson_number": 2, "title": "Make a fair comparison", "assignment": "Comparison checklist and revised claim. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.", "practice_steps": [ "Choose a short section and a fixed playback setting.", "Have a partner alternate the two supplied files without announcing which is changed.", "Record what is controlled: source passage, device, seat and playback control.", "Reveal the pair identity with your teacher, compare your claim with evidence and write one revision.", "Design a comparison that separates a headphone change from a volume change." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Specific observation tied to the example", "Repeatable comparison with relevant variables controlled", "Explanation supported by evidence and honest uncertainty", "Justified decision and response to feedback" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "CSP-L03", "lesson_number": 3, "title": "Same note, different instrument", "assignment": "Two descriptions with pitch/timbre distinction. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.", "practice_steps": [ "Describe A and B without naming an instrument.", "Decide whether their strongest difference is pitch or character.", "Use the visual spectra to check which components changed.", "Explain why C asks a different comparison question.", "Make two patches at the same MIDI note and identify both spectral and envelope differences." ], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Specific observation tied to the example", "Repeatable comparison with relevant variables controlled", "Explanation supported by evidence and honest uncertainty", "Justified decision and response to feedback" ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "CSP-L04", "lesson_number": 4, "title": "The missing note", "assignment": "Prediction, observation and qualified explanation. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.", "practice_steps": [ "Predict what removing the lowest component will do.", "Compare the complexes and report perceived pitch and timbre separately.", "Reveal the spectrum: identify what is physically missing.", "Write an explanation that separates the signal from your own perception.", "Relate the idea cautiously to why a small speaker can suggest a bass note it reproduces weakly." ], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Specific observation tied to the example", "Repeatable comparison with relevant variables controlled", "Explanation supported by evidence and honest uncertainty", "Justified decision and response to feedback" ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "CSP-L05", "lesson_number": 5, "title": "Louder, softer, unchanged", "assignment": "Direction log and uncertainty notes, not a hearing threshold score. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.", "practice_steps": [ "Record the playback arrangement and fixed control position without treating it as calibrated sound level.", "Compare each variant directly with the reference.", "Write direction and confidence; replay short sections.", "Discuss how a different source could change the ease of judging the same physical difference.", "Create a 1 dB reduction in your chosen DAW and describe confidence without grading success." ], "evidence_requirement": "Keep the figures or observations in a spreadsheet or other digital table. Show each calculation or comparison and explain the decision it supports.", "standards": [ "data" ], "assessment_criteria": [ "Specific observation tied to the example", "Repeatable comparison with relevant variables controlled", "Explanation supported by evidence and honest uncertainty", "Justified decision and response to feedback" ], "assessed_focus": "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "CSP-L06", "lesson_number": 6, "title": "Did louder win?", "assignment": "Preference before/after and explanation of the comparison. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.", "practice_steps": [ "Choose a preference before viewing the processing notes.", "Compare the aligned pair and note whether the preference changes.", "Separate observations about brightness from observations about level.", "Keep or reject the processing for speech clarity and defend the decision.", "Explain why a loudness-aligned version can still have a different peak level." ], "evidence_requirement": "Keep the figures or observations in a spreadsheet or other digital table. Show each calculation or comparison and explain the decision it supports.", "standards": [ "data" ], "assessment_criteria": [ "Specific observation tied to the example", "Repeatable comparison with relevant variables controlled", "Explanation supported by evidence and honest uncertainty", "Justified decision and response to feedback" ], "assessed_focus": "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "CSP-L07", "lesson_number": 7, "title": "Build a sound map", "assignment": "Annotated sound map with replay evidence. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.", "practice_steps": [ "Place each reference on a low-to-high map.", "Write two descriptors per region.", "Look at the frequency labels and note that equal spacing on a musical octave scale does not mean equal additions in hertz.", "Return to speech and identify one region you would investigate for a named change.", "Compare equal-ratio steps with equal-hertz steps using a teacher-controlled synthesizer." ], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Specific observation tied to the example", "Repeatable comparison with relevant variables controlled", "Explanation supported by evidence and honest uncertainty", "Justified decision and response to feedback" ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "CSP-L08", "lesson_number": 8, "title": "Find the region", "assignment": "Region estimate, reference used and revision. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.", "practice_steps": [ "Estimate low, middle or high first.", "Compare the unknown directly with two reference bands.", "Narrow the estimate and write confidence.", "Reveal the construction notes with your teacher and revise the estimate without erasing the first response.", "Add a reference between the two closest bands and test whether it helps." ], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Specific observation tied to the example", "Repeatable comparison with relevant variables controlled", "Explanation supported by evidence and honest uncertainty", "Justified decision and response to feedback" ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "CSP-L09", "lesson_number": 9, "title": "Where did the bass go?", "assignment": "Correct filter choice and description of what was reduced. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.", "practice_steps": [ "Predict which region was reduced in each example.", "Describe one effect on voice character and one possible effect on clarity.", "In a DAW, reproduce one direction of change or select the matching prepared file.", "Explain a situation where you would keep and a situation where you would reject that filter.", "Compare a gentler and steeper slope while keeping the cutoff fixed." ], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Specific observation tied to the example", "Repeatable comparison with relevant variables controlled", "Explanation supported by evidence and honest uncertainty", "Justified decision and response to feedback" ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "CSP-L10", "lesson_number": 10, "title": "Make a radio voice", "assignment": "Short effect plus a tradeoff explanation. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.", "practice_steps": [ "Write a one-sentence scene purpose.", "Apply high-pass and low-pass processing, or choose the supplied radio version.", "Compare with the original at a similar level.", "Submit the effect or a selected-file plan and explain one tradeoff.", "Automate a transition from radio sound to full-band voice and explain the story purpose." ], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Specific observation tied to the example", "Repeatable comparison with relevant variables controlled", "Explanation supported by evidence and honest uncertainty", "Justified decision and response to feedback" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "CSP-L11", "lesson_number": 11, "title": "Muddy, thin or sharp?", "assignment": "Observation, region and evidence. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.", "practice_steps": [ "Choose a descriptor and explain which part of the sound suggested it.", "Use low/mid/high references to locate the likely region.", "Reveal the curves with the teacher after recording a prediction.", "Revise any claim that treated a descriptor as a guaranteed frequency.", "Compare a broad and narrow boost at the same center and magnitude." ], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Specific observation tied to the example", "Repeatable comparison with relevant variables controlled", "Explanation supported by evidence and honest uncertainty", "Justified decision and response to feedback" ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "CSP-L12", "lesson_number": 12, "title": "One adjustment, one reason", "assignment": "Before/after and justification; no universal preset. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.", "practice_steps": [ "Describe the problem for a spoken-word purpose.", "Make one targeted change, or select a prepared alternative and state what it tests.", "Compare at similar playback level and ask a partner for an observation.", "Keep, revise or reject your change and record the reasoning.", "Explain how a change that helps a solo voice could be less useful in a mix." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Specific observation tied to the example", "Repeatable comparison with relevant variables controlled", "Explanation supported by evidence and honest uncertainty", "Justified decision and response to feedback" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "CSP-L13", "lesson_number": 13, "title": "It is there—why is it hidden?", "assignment": "Solo/combined evidence and explanation. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.", "practice_steps": [ "Record which words or features are hard to follow; uncertainty is acceptable.", "Solo or play the voice file to verify that the material exists.", "Keep the voice fixed and reduce only the backing, using your DAW or Combined B.", "Explain what improved and what happened to the musical balance.", "Predict whether a different backing arrangement would interfere in the same way." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Specific observation tied to the example", "Repeatable comparison with relevant variables controlled", "Explanation supported by evidence and honest uncertainty", "Justified decision and response to feedback" ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "CSP-L14", "lesson_number": 14, "title": "Make room for the message", "assignment": "Three trials and a justified choice. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.", "practice_steps": [ "Write a clarity goal for a school announcement.", "Compare each intervention separately with A.", "Describe one benefit and one cost for each.", "Choose an intervention, cite a specific passage and explain why another choice was less suitable.", "Combine two interventions only after comparing them separately, and explain the new confound." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Specific observation tied to the example", "Repeatable comparison with relevant variables controlled", "Explanation supported by evidence and honest uncertainty", "Justified decision and response to feedback" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "CSP-L15", "lesson_number": 15, "title": "What is underneath?", "assignment": "Noise observation and sensible next diagnostic step. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.", "practice_steps": [ "Name the intended signal and context.", "Describe whether the noise is continuous, tonal or intermittent.", "Mark one moment when it is easiest to notice.", "Propose a safe next test, such as checking a different recording or a teacher-approved signal path.", "Explain why raising both signal and noise together does not improve their ratio." ], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Specific observation tied to the example", "Repeatable comparison with relevant variables controlled", "Explanation supported by evidence and honest uncertainty", "Justified decision and response to feedback" ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "CSP-L16", "lesson_number": 16, "title": "Broken—or a sound choice?", "assignment": "Two context-dependent judgments supported by evidence. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.", "practice_steps": [ "Describe the changed character before stating a preference.", "Choose one context where it might serve a purpose and one where it might interfere.", "Use the waveform visual to distinguish peak shape from output volume.", "Explain what you would inspect first if a clean recording were required.", "Compare distortion before and after a filter in a teacher-approved DAW using conservative levels." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Specific observation tied to the example", "Repeatable comparison with relevant variables controlled", "Explanation supported by evidence and honest uncertainty", "Justified decision and response to feedback" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "CSP-L17", "lesson_number": 17, "title": "Near voice, far voice", "assignment": "Distance comparison with level and room effects separated. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.", "practice_steps": [ "Mark three teacher-approved distances for the same microphone and phrase.", "Set input gain at the nearest position with headroom; keep it fixed for all takes.", "Compare raw recordings, then separate level-matched copies if available.", "Describe level, room contribution and tone separately; name performance or automatic-gain limits.", "Compare two microphone patterns and revise any proximity-effect claim to match the actual model." ], "evidence_requirement": "Identify the intended expression and point to two audible details that support your interpretation.", "standards": [ "interpret" ], "assessment_criteria": [ "Specific observation tied to the example", "Repeatable comparison with relevant variables controlled", "Explanation supported by evidence and honest uncertainty", "Justified decision and response to feedback" ], "assessed_focus": "Identify the intended expression and explain how specific musical elements and production choices convey it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "CSP-L18", "lesson_number": 18, "title": "Move it before you process it", "assignment": "Setup sketch, comparison and preferred position. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.", "practice_steps": [ "Draw source, microphone and a possible reflecting surface.", "Predict one placement change that would alter the reflected path.", "Record or observe teacher-approved before/after positions, or compare the supplied simulation.", "State what the evidence supports and what remains untested in the real room.", "Compare a second delay and explain why one EQ curve cannot guarantee correction for every position." ], "evidence_requirement": "Include a labeled placement sketch and microphone information from its manufacturer. Record whether you made the capture yourself, observed a demonstration, or analyzed supplied audio. Practical microphone operation requires a witnessed capture.", "standards": [ "mic" ], "assessment_criteria": [ "Specific observation tied to the example", "Repeatable comparison with relevant variables controlled", "Explanation supported by evidence and honest uncertainty", "Justified decision and response to feedback" ], "assessed_focus": "Compare microphone behavior, justify placement and connections, and check the result against the recording purpose.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "CSP-L19", "lesson_number": 19, "title": "When does one sound become two?", "assignment": "Delay comparison with listening conditions. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.", "practice_steps": [ "Write a prediction for each delay.", "Describe whether you hear character change, a joined event or a repeat.", "Reveal timing and relative-level information.", "Explain why another source might produce a different boundary.", "Compare speech with the pulse sequence at the same delay." ], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Specific observation tied to the example", "Repeatable comparison with relevant variables controlled", "Explanation supported by evidence and honest uncertainty", "Justified decision and response to feedback" ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "CSP-L20", "lesson_number": 20, "title": "A room that helps the words", "assignment": "Choice and word-level evidence. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.", "practice_steps": [ "Choose either an announcement or a dramatic-scene purpose.", "Compare each version at aligned playback levels.", "Identify a specific place where decay helps or interferes.", "Choose a version and propose one further controlled test.", "Compare changing wet/dry balance with changing decay, one at a time." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Specific observation tied to the example", "Repeatable comparison with relevant variables controlled", "Explanation supported by evidence and honest uncertainty", "Justified decision and response to feedback" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "CSP-L21", "lesson_number": 21, "title": "Where is the sound?", "assignment": "Spatial map with qualified observations. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.", "practice_steps": [ "Confirm device channel orientation with the teacher.", "Draw the apparent position at three moments.", "Compare mono and stereo without changing volume.", "State which cues the prepared example changes and which it does not reproduce.", "Compare on speakers only if the teacher can provide a suitable arrangement; document the changed conditions." ], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Specific observation tied to the example", "Repeatable comparison with relevant variables controlled", "Explanation supported by evidence and honest uncertainty", "Justified decision and response to feedback" ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "CSP-L22", "lesson_number": 22, "title": "Inside or outside the headphones?", "assignment": "Playback log and explanation of ear-specific feeds. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.", "practice_steps": [ "Record playback arrangement and whether spatial processing is enabled; use an unprocessed route where available.", "Describe apparent position, movement and inside/outside impression.", "Compare with the amplitude-panned example.", "Explain the recording difference even if your own spatial impression is uncertain.", "Design a comparison of headphone arrangements that avoids changing other variables." ], "evidence_requirement": "Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.", "standards": [ "sound" ], "assessment_criteria": [ "Specific observation tied to the example", "Repeatable comparison with relevant variables controlled", "Explanation supported by evidence and honest uncertainty", "Justified decision and response to feedback" ], "assessed_focus": "Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "CSP-L23", "lesson_number": 23, "title": "Listening detective: test a theory", "assignment": "Draft three-case portfolio. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.", "practice_steps": [ "For each case write an observation and at least two plausible explanations.", "Choose one controlled test or supplied comparison that distinguishes them.", "Make or select a revision, keeping the original.", "Draft a case report with confidence, limits and a practical next step.", "Create a second plausible explanation that your first test does not resolve and propose a follow-up." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Specific observation tied to the example", "Repeatable comparison with relevant variables controlled", "Explanation supported by evidence and honest uncertainty", "Justified decision and response to feedback" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "CSP-L24", "lesson_number": 24, "title": "Show your evidence", "assignment": "Final portfolio with references, tests, decisions and revisions. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.", "practice_steps": [ "Present three cases with file names or school-approved links and a clear evidence index.", "Ask a partner which claim is least supported and record the feedback.", "Revise at least one claim or test, then explain what changed.", "Complete the final-review record; review time is included in this lesson.", "Transfer the method to a short ensemble, live-sound or MIDI example with permission." ], "evidence_requirement": "Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.", "standards": [ "portfolio" ], "assessment_criteria": [ "Specific observation tied to the example", "Repeatable comparison with relevant variables controlled", "Explanation supported by evidence and honest uncertainty", "Justified decision and response to feedback" ], "assessed_focus": "Select relevant work, identify individual contributions, and explain the process, result and next learning step.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "CSP-FINAL", "lesson_number": 25, "title": "Listening portfolio review", "assignment": "Three-case portfolio and lesson evidence index.", "practice_steps": [], "evidence_requirement": "Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.", "standards": [ "portfolio" ], "assessment_criteria": [ "All required lesson evidence accepted", "Three distinct cases with identifiable references", "Specific observations without unsupported diagnosis", "Controlled comparisons with documented conditions", "Plausible explanations supported by evidence", "Decisions explain purpose and tradeoffs", "Feedback and substantive revision documented", "Access route and practical activity mode recorded honestly" ], "assessed_focus": "Select relevant work, identify individual contributions, and explain the process, result and next learning step.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "teacher_practice": [ { "standard": "teach", "task": "Prepare and teach “Make a fair comparison.” Demonstrate the task, then have learners complete it independently.", "evidence": "A teaching plan, demonstration or teach-back, and learner work showing the result.", "criterion": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective." }, { "standard": "adapt", "task": "Adapt one practical assignment for a learner with limited equipment, a different way of accessing instructions, or a different way of presenting the result.", "evidence": "The original task, the adapted route and the shared assessment criteria.", "criterion": "Name a specific access or learning need and provide a usable alternative that preserves the intended skill." }, { "standard": "assess", "task": "Use “Listening portfolio review” to assess the learner’s decisions and finished work. Plan feedback and a second attempt for one unmet criterion.", "evidence": "An annotated rubric, specific feedback, revised work and a brief comparison.", "criterion": "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity." } ], "readiness": { "pathway": "start", "fit": "About 12–18; a good first sound course.", "prioritySkills": "Fair A/B listening; describing timbre, level, space, and uncertainty; testing a claim.", "priorSkills": "No audio software experience.", "equipment": "Headphones or speakers, supplied listening files, and a place to record observations.", "expectedTime": "20 planned hours.", "teacherGuidance": "Teacher-led for younger learners; independent work is possible after the comparison routine is learned.", "teacherEditionUrl": "/learn/courses/teaching-critical-listening-sound-perception.html" } }, { "id": "teaching-critical-listening-sound-perception", "title": "Teaching Critical Listening & Sound Perception", "course_url": "/learn/courses/teaching-critical-listening-sound-perception.html", "audience": "teacher", "lesson_count": 7, "mapped_checkpoint_count": 7, "rows": [ { "id": "PD-CSP-M01", "lesson_number": 1, "title": "Prepare a reliable listening classroom", "assignment": "Playback and channel-check notes, the unchanged-pair demonstration, your judgment of Jo and Sam's answers, and one revised instruction after teach-back.", "practice_steps": [ "The first teaching task is making comparisons trustworthy. Preview every file on the classroom system, verify left/right channels, disable optional spatial enhancement where possible and record any processing that cannot be disabled. Establish a conservative listening level and provide quiet intervals. Digital file level is not a measurement of exposure at the ear. Never ask a learner to raise playback to make a threshold effect appear.", "For a level exercise, preserve the encoded level difference. For a tonal comparison, use the aligned versions and discuss remaining perceptual differences. Keep source passage, playback control and listening arrangement fixed. Include an unchanged pair so students can answer “no clear difference.” This is a method exercise, not a hearing test.", "Prepare access before instruction: transcript, waveform or spectrum description, replay controls, written or spoken response, paired operator roles and an individual reasoning task. A learner can explain physical signal differences without reporting the same auditory percept as classmates. Do not request public hearing disclosures or alter personal assistive devices." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-CSP-M02", "lesson_number": 2, "title": "Teach sound vocabulary through experience", "assignment": "A sound-map teach-back, two annotated learner descriptions, and feedback that separates pitch from timbre.", "practice_steps": [ "Teach everyday description before precise labels. A listener can hear a difference without knowing its name. Introduce pitch as a low-to-high percept, timbre as character, level as a physical signal quantity and loudness as perception. Avoid reducing an instrument’s identity to a static harmonic recipe; attacks and changing spectra matter too.", "Use synthesized tones to isolate one factor, then transfer to speech or music. The missing-fundamental example teaches the difference between physical components and perceived pitch. A student who does not report the expected percept can still accurately explain the signal construction. Frequency estimation begins with broad regions and references, not perfect-pitch expectations.", "Use visual reveals after initial predictions, while making visuals immediately available when needed for access. Keeping a first estimate and a revision shows learning. Do not convert a source statement about audibility into a universal cutoff or grade students for hearing 1 dB." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-CSP-M03", "lesson_number": 3, "title": "Teach filtering and tonal decisions", "assignment": "Dry and filtered examples at checked playback levels, a reason for each EQ choice, and your score of the unsupported 'more professional' claim.", "practice_steps": [ "Teach high-pass and low-pass by what passes, then connect the name to what is reduced. Real filters have slopes; avoid diagrams that imply every ordinary filter is a perfect wall. A bell EQ changes a region within a broader spectrum. Descriptors such as muddy are source- and context-dependent, not fixed coordinates.", "For tonal judgments, compare the same source and check level alignment. A processed file that is louder may win a preference vote for the wrong reason. The library includes an intentionally louder bright version and an aligned one to make that confound visible. Do not tell students a peak-normalized pair is necessarily equally loud.", "Require a purpose for every correction or creative effect. A band-limited voice can be appropriate for a radio scene and unsuitable for a natural announcement. Preserve the original and permit “reject the change” as a reasoned decision." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-CSP-M04", "lesson_number": 4, "title": "Teach masking, noise and distortion", "assignment": "A masking comparison, your response to Fin and Ren, and a revised prompt that tests balance without raising the whole mix.", "practice_steps": [ "Masking is not deletion. Establish the target alone, then combine it with a competitor while keeping the target fixed. Compare interventions separately: competitor level, spectral balance and timing. Do not teach that every clarity problem is solved with an EQ cut.", "Noise is contextual: wanted rain in a soundscape differs from unwanted rain in a dialogue recording. Encourage description of continuous/tonal/intermittent patterns before assigning cause. Students should not create electrical faults or handle mains repairs to investigate hum.", "Use pre-rendered distortion at controlled playback. Intentional saturation and unwanted clipping can share audible features but serve different purposes. A downstream fader cannot restore peaks already clipped. Separate where the distortion happened from whether its sound suits the task." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-CSP-M05", "lesson_number": 5, "title": "Teach room and spatial listening", "assignment": "Original-level and matched-level distance examples, an alternative spatial task, and corrections to both judgments in the case.", "practice_steps": [ "Distance experiments require two views. Raw files retain level changes; aligned copies support attention to room and timbre. Keep microphone, gain, phrase and room fixed as far as practical. Document automatic processing and changes in performance. The short Everest distance excerpt is a historical demonstration with changing words, not a same-performance controlled trial.", "Short delayed copies can color sound; longer ones can be perceived as repeats. Source and relative level matter, so no universal delay boundary should be required. Reverberation can help texture yet obscure words. The rendered room files are simulations, not measured RT60 reports.", "Stereo panning and binaural capture are different. Check channel orientation. The dummy-head excerpt can produce varied spatial impressions across listeners and playback arrangements. Grade the physical explanation and documented observation, not a mandated outside-the-head result." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-CSP-M06", "lesson_number": 6, "title": "Assess, adapt and launch", "assignment": "Scores and feedback for all three sample portfolios, a short retest for each weak claim, and your classroom launch plan.", "practice_steps": [ "Completion requires inspectable evidence, not audio-play time. Score the four lesson criteria from 0 to 3. Each needs at least 2; a strong score elsewhere cannot cover missing comparison evidence. The final portfolio has eight review criteria and depends on all prior lessons.", "Calibrate with examples before assessing students. A polished explanation without a repeatable comparison is incomplete. An uncertain auditory report with a clear controlled method can be strong evidence. A learner’s chosen access route must be recorded honestly; analysis should not be labeled independent equipment operation.", "Plan 24 fifty-minute lessons, including portfolio work. Shorter periods require rescheduling rather than pretending the same hours fit. Teacher development is six planned hours; record actual active participation and verify it through the review process. Local district recognition is a separate administrative decision." ], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "PD-CSP-FINAL", "lesson_number": 7, "title": "Teaching readiness and classroom launch review", "assignment": "Indexed teacher-readiness portfolio and actual-time record.", "practice_steps": [], "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.", "standards": [ "teach", "adapt", "assess", "implement" ], "assessment_criteria": [ "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.", "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.", "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." ], "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "readiness": { "pathway": "educator", "fit": "For educators, not a student course.", "prioritySkills": "Demonstrating and assessing fair a/b listening; describing timbre, level, space, and uncertainty; testing a claim.", "priorSkills": "Read or complete the companion student course; bring a sample assignment to assess.", "equipment": "Headphones or speakers, supplied listening files, and a place to record observations.", "expectedTime": "6 designed hours", "teacherGuidance": "No instructor is required; this edition is for educators preparing to demonstrate, assess, and adapt the student course." } }, { "id": "music-publishing-student-edition", "title": "The Music Publishing Business Course — Student Edition", "course_url": "/learn/courses/music-publishing-student-edition.html", "audience": "school", "lesson_count": 18, "mapped_checkpoint_count": 18, "rows": [ { "id": "1-the-business-behind-a-song", "lesson_number": 1, "title": "1 The business behind a song", "assignment": "Use the three songs in the case file to make a rights map. Draw separate composition and recording boxes for each song. Add the named owners and agreed shares. Put an unanswered question beside any missing permission. You may draw by hand or use a document; no recording software is required. Then write a 150–250 word response to the Evening Train filmmaker. Explain which interests need clearance, ask for three missing details about the proposed use, and identify who will handle the next step. Do not quote a final fee yet. Submit the map and response together. Check that the cleared songs each total 100 percent and that each recording has its own ownership record. Keep Omar’s original contribution and the unresolved sample separately identified for After the Bell. Compare your calculations with the worked example before moving on. Keep this map for the final catalog presentation.", "practice_steps": [], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources." ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "2-building-a-catalog-people-can-use", "lesson_number": 2, "title": "2 Building a catalog people can use", "assignment": "Complete a catalog intake sheet for all three case songs using Worksheet A. Include the work number, main title, writers, shares, recording owner, administration scope, permission status, and linked evidence. Use “not assigned” for official identifiers and “not supplied” for missing facts. Create a change log for the faulty Evening Trane intake. Then exchange your three records with a classmate or revisit them after a break. Answer a fictional request for an instrumental recording of Paper Satellites using only the records. If the needed information is absent, add a question rather than guessing. Submit the records, change log, and a short explanation of what you could and could not answer. Your records should be usable without a spoken explanation. Preserve them as the first section of your catalog portfolio.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "3-planning-a-small-publishing-business", "lesson_number": 3, "title": "3 Planning a small publishing business", "assignment": "Write a one-page operating plan for North Window. Identify its service, the three-song catalog, likely customers, four recurring duties, and who performs them. Add a three-month cash plan using the example figures. Show opening cash, receipts, each expense, and closing cash for every month. Prepare a second version in which the $500 arrives one month late. Choose whether to keep the $300 demo, reduce it to $150, or postpone it. Explain the musical or commercial purpose of the demo as well as the cash effect. A defensible decision may differ from another student's if its reasoning and arithmetic are clear. Finally, write five questions you would ask a possible administrator. Include at least one about service, one about fees, and one about ending the relationship. File the plan with your catalog records.", "practice_steps": [], "evidence_requirement": "Keep the figures or observations in a spreadsheet or other digital table. Show each calculation or comparison and explain the decision it supports.", "standards": [ "data" ], "assessment_criteria": [ "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records." ], "assessed_focus": "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "4-deciding-whether-a-catalog-is-worth-buying", "lesson_number": 4, "title": "4 Deciding whether a catalog is worth buying", "assignment": "Act as an acquisition assistant. Prepare a two-page recommendation on Skylight. Page one must show the income calculation, identify the one-time receipt, and state what each number represents. Page two must ask for six missing facts about the rights or income before a purchase decision. Use these additional facts: two songs produce 80 percent of recurring receipts; one songwriter agreement expires in three years; one recent payment arrived eighteen months after the use; and the seller has not supplied the assignment for one song. Decide whether to continue investigation, revise an offer, or decline. Explain which facts could change your decision. For a separate advance exercise, suppose a writer is offered a $1,000 advance recoupable only from a defined royalty account. List what you would need to know before estimating when new cash would reach that writer. Do not treat the advance as automatic profit.", "practice_steps": [], "evidence_requirement": "Keep the figures or observations in a spreadsheet or other digital table. Show each calculation or comparison and explain the decision it supports.", "standards": [ "data" ], "assessment_criteria": [ "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records." ], "assessed_focus": "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "5-copyright-and-a-young-songwriter", "lesson_number": 5, "title": "5 Copyright and a young songwriter", "assignment": "Make a timeline for the Imani example. Label creation or fixation, release, registration application, and proposed administration. Add what each event establishes and what it does not establish. Use Worksheet B to prepare a fictional registration information sheet for Paper Satellites: title, writers, work type, creation year, publication facts supplied, and material needing clarification. Do not submit it to an agency. Then write 200–300 words advising a fictional classmate who says, “I paid the singer, so I own the song,” and “Ten seconds is always free.” Explain what questions each statement overlooks. End with two actions the classmate can take before a real release.", "practice_steps": [], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources." ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "6-reading-a-songwriter-agreement", "lesson_number": 6, "title": "6 Reading a songwriter agreement", "assignment": "Use the classroom term sheet in Worksheet C. Highlight the grant, term, delivery requirement, royalty base, advance, recoupment sources, approvals, statements, and exit provisions. Mark a missing item as a question. Write a 250–350 word negotiation memo proposing three changes and explaining the practical effect of each. Calculate the worked account once with the permitted $50 charge and once without it. Next, compare two separate accounts: Account A has a $300 unrecouped balance and earns a $500 writer credit; Account B has a $400 balance and earns nothing. Show the new cash with separate accounts and with fully combined recoupment under a fictional clause. Submit the annotated terms, memo, and calculations. These are negotiation exercises, not contracts for you or your classmates to sign.", "practice_steps": [], "evidence_requirement": "Keep the figures or observations in a spreadsheet or other digital table. Show each calculation or comparison and explain the decision it supports.", "standards": [ "data" ], "assessment_criteria": [ "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records." ], "assessed_focus": "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "7-sharing-publishing-interests-and-hiring-an-administrator", "lesson_number": 7, "title": "7 Sharing publishing interests and hiring an administrator", "assignment": "Create two diagrams for Lena: one showing her composition ownership and another showing the administrator's authority over that interest. Use Worksheet D to compare the fictional administration offers. Calculate fees only on the receipts each offer actually covers, and identify any uncovered income. Write a handover checklist for an administrator whose appointment ends June 30. Include current registrations, unresolved claims, files, unpaid invoices, and later receipts. Add a sample question about June usage paid in September. Explain why a simple instruction to “send everything to the new company” may be incomplete. Submit the diagrams, offer comparison, and checklist. A colleague should be able to tell both who owns the song and who can act on the specific request.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "8-mechanical-royalties-and-streaming", "lesson_number": 8, "title": "8 Mechanical royalties and streaming", "assignment": "Use Worksheet E to calculate 500 qualifying copies each of a 2:50 song and a 5:01 song under the 2026 schedule. Show the two candidate rates, the chosen rate, and the total. Then calculate a fictional work's allocation from a $12,000 pool when it has 3,000 of 1,200,000 eligible plays. Write a payment inquiry for Evening Train when a report shows the recording title but no matched work. Include the internal work number, known writers and shares, recording description, period, and requested correction. Use only classroom data. Submit calculations and the inquiry; do not file an actual claim.", "practice_steps": [], "evidence_requirement": "Keep the figures or observations in a spreadsheet or other digital table. Show each calculation or comparison and explain the decision it supports.", "standards": [ "data" ], "assessment_criteria": [ "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records." ], "assessed_focus": "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "9-public-performance-and-collection-organizations", "lesson_number": 9, "title": "9 Public performance and collection organizations", "assignment": "Build a collection map with separate routes for composition performance, U.S. blanket digital mechanical income, and recording income. Include the roles of a PRO, The MLC, and the recording distributor or recording-rights representative. Connect the route to the correct work. Prepare a fictional cue sheet for thirty seconds of Evening Train in a documentary's closing credits. Use Lena 60 percent and Omar 40 percent for composition shares, and describe the use as closing-title music. Mark unknown organization affiliations as “not supplied.” Explain in two sentences which license the cue sheet does not replace. Reconcile the duplicated statement example. Submit the map, cue sheet, and corrected total with a brief note identifying the duplicate. No membership application or public performance is required.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "10-music-for-film-and-video", "lesson_number": 10, "title": "10 Music for film and video", "assignment": "Complete Worksheet F for the initial documentary request. Identify which approvals are needed under our case agreements, what recording will be supplied, and which terms remain to be agreed. Draft a 200-word reply explaining the missing terms in ordinary language. Next, receive the worldwide-trailer change. Prepare a side-by-side schedule showing the original request and the requested expansion. Propose a response: quote the added use, narrow it, or decline. Explain the choice without inventing a standard market fee. If you propose a fee, label it as your fictional negotiation position. Finally, create a delivery list containing the approved audio version, credits, work and master information, invoice reference, and the license reference. You may describe the audio files rather than recording them. Keep the brief and change schedule for the final portfolio.", "practice_steps": [], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources." ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "11-following-a-song-across-borders", "lesson_number": 11, "title": "11 Following a song across borders", "assignment": "Draw the route for the €1,000 example, labeling the amount and currency after every step. Then calculate Worksheet G: €2,000 gross, a 10 percent collection deduction, a 15 percent subpublisher fee on the remainder, conversion at $1.08 per euro, and a $12 bank fee. Show every base. Write five questions for a potential foreign representative about territory, rights, services, deductions, and the end of the appointment. Add a response to a request to translate Paper Satellites: name the approval needed and the information you would ask for before agreeing. Submit your route, calculations, and questions. Explain in a short paragraph why choosing the lowest fee alone might leave part of the work uncovered.", "practice_steps": [], "evidence_requirement": "Keep the figures or observations in a spreadsheet or other digital table. Show each calculation or comparison and explain the decision it supports.", "standards": [ "data" ], "assessment_criteria": [ "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records." ], "assessed_focus": "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "12-print-lyrics-and-educational-materials", "lesson_number": 12, "title": "12 Print lyrics and educational materials", "assignment": "Design a two-page educational product plan for Paper Satellites using Worksheet H. Choose a printed lesson or a practice app. Describe what a student will see, hear, print, download, or share. List the composition, arrangement, lyrics, and recording elements actually needed. Leave unused elements out. Prepare a permission request that names the edition, format, number of users or copies, territory, term, and proposed fee basis. Then solve a print example with 120 copies sold, 20 allowed returns, a $15 retail price, and an 8 percent royalty on net retail sales. Explain one change that would require the grant to be checked again. Submit the product plan, permissions schedule, request, and calculation. Do not upload or distribute a real arrangement as part of the exercise.", "practice_steps": [], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources." ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "13-songs-on-stage", "lesson_number": 13, "title": "13 Songs on stage", "assignment": "Plan a fictional ten-minute stage scene using Evening Train. Describe the story, characters, placement and duration of the song, live or recorded accompaniment, audience, and proposed performances. Use Worksheet I to list the rights questions for the song, script, arrangement, and any recording. Add two proposed uses: a rehearsal video kept for classroom feedback and a public promotional clip. Explain why their purposes and distribution should be considered separately. Draft a request that gives the owner enough information to evaluate both. Calculate the worked license for a third performance with 180 tickets at $12. Submit the scene description, rights schedule, request, and royalty calculation. You do not need to stage or record the scene to finish this assignment.", "practice_steps": [], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources." ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "14-advertising-and-a-writer-s-choices", "lesson_number": 14, "title": "14 Advertising and a writer's choices", "assignment": "Use Worksheet J to prepare a campaign brief for a fictional bicycle shop using Paper Satellites. State the initial media, territory, duration, edits, approval contacts, and the exact meaning of any exclusivity. Include both composition and master permissions under the case file. Receive the expansion in the example. Write a 250-word response proposing terms you would discuss. You may narrow the category from all outdoor recreation to bicycle retailers, shorten the period, request more compensation, or decline the added restriction. Explain what your choice permits the writer to do later. Add a catalog restriction entry showing where a colleague should look before approving a competing campaign. Submit the brief, response, and entry. Keep the exercise fictional and do not contact a real brand.", "practice_steps": [], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources." ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "15-samples-games-and-responsible-ai-use", "lesson_number": 15, "title": "15 Samples games and responsible AI use", "assignment": "Complete Worksheet K for three proposals: releasing After the Bell with its unidentified sample; adding Paper Satellites to a game that exports shareable player videos; and delivering a demo with an AI-generated backing vocal. For each, identify the material, intended use, missing permission or information, decision maker, and next action. Write a specific disclosure for the demo. State what the tool contributed, what the human contributors performed or wrote, what was checked, and what consent remains necessary. You may describe a hypothetical tool; purchasing or using one is not required. Recommend approval, revision, replacement, or a pause for each proposal and explain why.", "practice_steps": [], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources." ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "16-developing-songs-and-preparing-useful-demos", "lesson_number": 16, "title": "16 Developing songs and preparing useful demos", "assignment": "Use Worksheet L to prepare a demo brief for Evening Train, Paper Satellites, or a wholly invented song. State the buyer's need, musical changes, versions, contributors, rights questions, schedule, and a budget no higher than $300. Include a clear reason for each expense. Provide either a 30–60 second original demonstration, a paper edit map with timing, or a written arrangement plan. These options receive equal credit. If using audio, use only your own or teacher-cleared material. Add a version list and write a response to a request for an exclusive two-week hold. Ask a classmate or trusted listener one focused question, record the answer, and make one justified revision. Submit the original plan, feedback, revision, and hold response. If studying alone, compare your plan against every requirement in the brief and identify the weakest match.", "practice_steps": [], "evidence_requirement": "Keep the plan in a digital document. Include the intended result, resources, timing and a response to one likely change.", "standards": [ "plan" ], "assessment_criteria": [ "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback." ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "17-presenting-a-catalog-and-exploring-a-career", "lesson_number": 17, "title": "17 Presenting a catalog and exploring a career", "assignment": "Create a one-page catalog presentation using Worksheet M. Include the three case songs, concise descriptions, known versions, approval status, and a fictional business contact. Choose a specific buyer and write a 120-word pitch for one suitable song. Do not pitch After the Bell as cleared. Create an offline career profile for a role you want to explore: creative assistant, royalty analyst, licensing coordinator, songwriter, producer, or another role from the book. Include one work sample from your assignments and accurately describe your contribution. Add a six-week learning plan with a small task and a result to show each week. Calculate the campaign's rates and retained amount. Propose one improvement you would test and explain what result would help you judge it. Submit the presentation, pitch, profile, plan, and calculation. No public posting is required.", "practice_steps": [], "evidence_requirement": "Prepare the presentation digitally and identify its intended recipient. Explain why you chose these examples and this format.", "standards": [ "audience" ], "assessment_criteria": [ "Identify the intended recipient and adapt the selection, format and explanation to that recipient’s needs." ], "assessed_focus": "Identify the intended recipient and adapt the selection, format and explanation to that recipient’s needs.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "18-accounting-and-keeping-the-work-going", "lesson_number": 18, "title": "18 Accounting and keeping the work going", "assignment": "Use Worksheet N to reconcile $1,800 shown on a fictional statement with a $1,788 bank deposit and a separately documented $12 bank fee. For the writer calculation, the example agreement uses the full $1,800 eligible base and permits only the stated $100 recoupable expense. Prepare the writer account from the worked example without subtracting the bank fee again. Write a short adjustment note for the later $200 reversal. State which original line changed, the effect on the writer credit, and the question to resolve before recovering an overpayment. Then prepare a one-page handover for a colleague taking over the catalog for a month. Submit the reconciliation, statement, adjustment note, and handover. Finish by reviewing the final portfolio instructions and identifying which earlier assignment needs the most revision.", "practice_steps": [], "evidence_requirement": "Keep the figures or observations in a spreadsheet or other digital table. Show each calculation or comparison and explain the decision it supports.", "standards": [ "data" ], "assessment_criteria": [ "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records." ], "assessed_focus": "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "teacher_practice": [ { "standard": "teach", "task": "Prepare and teach “1 The business behind a song.” Demonstrate the task, then have learners complete it independently.", "evidence": "A teaching plan, demonstration or teach-back, and learner work showing the result.", "criterion": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective." }, { "standard": "adapt", "task": "Adapt one practical assignment for a learner with limited equipment, a different way of accessing instructions, or a different way of presenting the result.", "evidence": "The original task, the adapted route and the shared assessment criteria.", "criterion": "Name a specific access or learning need and provide a usable alternative that preserves the intended skill." }, { "standard": "assess", "task": "Use “18 Accounting and keeping the work going” to assess the learner’s decisions and finished work. Plan feedback and a second attempt for one unmet criterion.", "evidence": "An annotated rubric, specific feedback, revised work and a brief comparison.", "criterion": "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity." } ], "readiness": { "pathway": "specialize", "fit": "About 15–18; younger students can try selected rights and career lessons with support.", "prioritySkills": "Rights records; agreements; royalty arithmetic; licensing decisions and catalog accounting.", "priorSkills": "Can read a case record, use percentages, and explain a decision in writing.", "equipment": "Worksheets and a document or spreadsheet editor; recording software is optional.", "expectedTime": "50 hours of course instruction across 18 units.", "teacherGuidance": "Teacher recommended for agreements, royalty calculations, feedback, and portfolio review.", "teacherEditionUrl": "/learn/courses/music-publishing-teacher-edition.html" } }, { "id": "music-publishing-teacher-edition", "title": "The Music Publishing Business Course — Teacher Edition", "course_url": "/learn/courses/music-publishing-teacher-edition.html", "audience": "teacher", "lesson_count": 18, "mapped_checkpoint_count": 18, "rows": [ { "id": "1-the-business-behind-a-song", "lesson_number": 1, "title": "1 The business behind a song", "assignment": "Use the three songs in the case file to make a rights map. Draw separate composition and recording boxes for each song. Add the named owners and agreed shares. Put an unanswered question beside any missing permission. You may draw by hand or use a document; no recording software is required. Then write a 150–250 word response to the Evening Train filmmaker. Explain which interests need clearance, ask for three missing details about the proposed use, and identify who will handle the next step. Do not quote a final fee yet. Submit the map and response together. Check that the cleared songs each total 100 percent and that each recording has its own ownership record. Keep Omar’s original contribution and the unresolved sample separately identified for After the Bell. Compare your calculations with the worked example before moving on. Keep this map for the final catalog presentation.", "practice_steps": [], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources." ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "2-building-a-catalog-people-can-use", "lesson_number": 2, "title": "2 Building a catalog people can use", "assignment": "Complete a catalog intake sheet for all three case songs using Worksheet A. Include the work number, main title, writers, shares, recording owner, administration scope, permission status, and linked evidence. Use “not assigned” for official identifiers and “not supplied” for missing facts. Create a change log for the faulty Evening Trane intake. Then exchange your three records with a classmate or revisit them after a break. Answer a fictional request for an instrumental recording of Paper Satellites using only the records. If the needed information is absent, add a question rather than guessing. Submit the records, change log, and a short explanation of what you could and could not answer. Your records should be usable without a spoken explanation. Preserve them as the first section of your catalog portfolio.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "3-planning-a-small-publishing-business", "lesson_number": 3, "title": "3 Planning a small publishing business", "assignment": "Write a one-page operating plan for North Window. Identify its service, the three-song catalog, likely customers, four recurring duties, and who performs them. Add a three-month cash plan using the example figures. Show opening cash, receipts, each expense, and closing cash for every month. Prepare a second version in which the $500 arrives one month late. Choose whether to keep the $300 demo, reduce it to $150, or postpone it. Explain the musical or commercial purpose of the demo as well as the cash effect. A defensible decision may differ from another student's if its reasoning and arithmetic are clear. Finally, write five questions you would ask a possible administrator. Include at least one about service, one about fees, and one about ending the relationship. File the plan with your catalog records.", "practice_steps": [], "evidence_requirement": "Keep the figures or observations in a spreadsheet or other digital table. Show each calculation or comparison and explain the decision it supports.", "standards": [ "data" ], "assessment_criteria": [ "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records." ], "assessed_focus": "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "4-deciding-whether-a-catalog-is-worth-buying", "lesson_number": 4, "title": "4 Deciding whether a catalog is worth buying", "assignment": "Act as an acquisition assistant. Prepare a two-page recommendation on Skylight. Page one must show the income calculation, identify the one-time receipt, and state what each number represents. Page two must ask for six missing facts about the rights or income before a purchase decision. Use these additional facts: two songs produce 80 percent of recurring receipts; one songwriter agreement expires in three years; one recent payment arrived eighteen months after the use; and the seller has not supplied the assignment for one song. Decide whether to continue investigation, revise an offer, or decline. Explain which facts could change your decision. For a separate advance exercise, suppose a writer is offered a $1,000 advance recoupable only from a defined royalty account. List what you would need to know before estimating when new cash would reach that writer. Do not treat the advance as automatic profit.", "practice_steps": [], "evidence_requirement": "Keep the figures or observations in a spreadsheet or other digital table. Show each calculation or comparison and explain the decision it supports.", "standards": [ "data" ], "assessment_criteria": [ "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records." ], "assessed_focus": "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "5-copyright-and-a-young-songwriter", "lesson_number": 5, "title": "5 Copyright and a young songwriter", "assignment": "Make a timeline for the Imani example. Label creation or fixation, release, registration application, and proposed administration. Add what each event establishes and what it does not establish. Use Worksheet B to prepare a fictional registration information sheet for Paper Satellites: title, writers, work type, creation year, publication facts supplied, and material needing clarification. Do not submit it to an agency. Then write 200–300 words advising a fictional classmate who says, “I paid the singer, so I own the song,” and “Ten seconds is always free.” Explain what questions each statement overlooks. End with two actions the classmate can take before a real release.", "practice_steps": [], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources." ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "6-reading-a-songwriter-agreement", "lesson_number": 6, "title": "6 Reading a songwriter agreement", "assignment": "Use the classroom term sheet in Worksheet C. Highlight the grant, term, delivery requirement, royalty base, advance, recoupment sources, approvals, statements, and exit provisions. Mark a missing item as a question. Write a 250–350 word negotiation memo proposing three changes and explaining the practical effect of each. Calculate the worked account once with the permitted $50 charge and once without it. Next, compare two separate accounts: Account A has a $300 unrecouped balance and earns a $500 writer credit; Account B has a $400 balance and earns nothing. Show the new cash with separate accounts and with fully combined recoupment under a fictional clause. Submit the annotated terms, memo, and calculations. These are negotiation exercises, not contracts for you or your classmates to sign.", "practice_steps": [], "evidence_requirement": "Keep the figures or observations in a spreadsheet or other digital table. Show each calculation or comparison and explain the decision it supports.", "standards": [ "data" ], "assessment_criteria": [ "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records." ], "assessed_focus": "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "7-sharing-publishing-interests-and-hiring-an-administrator", "lesson_number": 7, "title": "7 Sharing publishing interests and hiring an administrator", "assignment": "Create two diagrams for Lena: one showing her composition ownership and another showing the administrator's authority over that interest. Use Worksheet D to compare the fictional administration offers. Calculate fees only on the receipts each offer actually covers, and identify any uncovered income. Write a handover checklist for an administrator whose appointment ends June 30. Include current registrations, unresolved claims, files, unpaid invoices, and later receipts. Add a sample question about June usage paid in September. Explain why a simple instruction to “send everything to the new company” may be incomplete. Submit the diagrams, offer comparison, and checklist. A colleague should be able to tell both who owns the song and who can act on the specific request.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "8-mechanical-royalties-and-streaming", "lesson_number": 8, "title": "8 Mechanical royalties and streaming", "assignment": "Use Worksheet E to calculate 500 qualifying copies each of a 2:50 song and a 5:01 song under the 2026 schedule. Show the two candidate rates, the chosen rate, and the total. Then calculate a fictional work's allocation from a $12,000 pool when it has 3,000 of 1,200,000 eligible plays. Write a payment inquiry for Evening Train when a report shows the recording title but no matched work. Include the internal work number, known writers and shares, recording description, period, and requested correction. Use only classroom data. Submit calculations and the inquiry; do not file an actual claim.", "practice_steps": [], "evidence_requirement": "Keep the figures or observations in a spreadsheet or other digital table. Show each calculation or comparison and explain the decision it supports.", "standards": [ "data" ], "assessment_criteria": [ "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records." ], "assessed_focus": "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "9-public-performance-and-collection-organizations", "lesson_number": 9, "title": "9 Public performance and collection organizations", "assignment": "Build a collection map with separate routes for composition performance, U.S. blanket digital mechanical income, and recording income. Include the roles of a PRO, The MLC, and the recording distributor or recording-rights representative. Connect the route to the correct work. Prepare a fictional cue sheet for thirty seconds of Evening Train in a documentary's closing credits. Use Lena 60 percent and Omar 40 percent for composition shares, and describe the use as closing-title music. Mark unknown organization affiliations as “not supplied.” Explain in two sentences which license the cue sheet does not replace. Reconcile the duplicated statement example. Submit the map, cue sheet, and corrected total with a brief note identifying the duplicate. No membership application or public performance is required.", "practice_steps": [], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem." ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "10-music-for-film-and-video", "lesson_number": 10, "title": "10 Music for film and video", "assignment": "Complete Worksheet F for the initial documentary request. Identify which approvals are needed under our case agreements, what recording will be supplied, and which terms remain to be agreed. Draft a 200-word reply explaining the missing terms in ordinary language. Next, receive the worldwide-trailer change. Prepare a side-by-side schedule showing the original request and the requested expansion. Propose a response: quote the added use, narrow it, or decline. Explain the choice without inventing a standard market fee. If you propose a fee, label it as your fictional negotiation position. Finally, create a delivery list containing the approved audio version, credits, work and master information, invoice reference, and the license reference. You may describe the audio files rather than recording them. Keep the brief and change schedule for the final portfolio.", "practice_steps": [], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources." ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "11-following-a-song-across-borders", "lesson_number": 11, "title": "11 Following a song across borders", "assignment": "Draw the route for the €1,000 example, labeling the amount and currency after every step. Then calculate Worksheet G: €2,000 gross, a 10 percent collection deduction, a 15 percent subpublisher fee on the remainder, conversion at $1.08 per euro, and a $12 bank fee. Show every base. Write five questions for a potential foreign representative about territory, rights, services, deductions, and the end of the appointment. Add a response to a request to translate Paper Satellites: name the approval needed and the information you would ask for before agreeing. Submit your route, calculations, and questions. Explain in a short paragraph why choosing the lowest fee alone might leave part of the work uncovered.", "practice_steps": [], "evidence_requirement": "Keep the figures or observations in a spreadsheet or other digital table. Show each calculation or comparison and explain the decision it supports.", "standards": [ "data" ], "assessment_criteria": [ "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records." ], "assessed_focus": "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "12-print-lyrics-and-educational-materials", "lesson_number": 12, "title": "12 Print lyrics and educational materials", "assignment": "Design a two-page educational product plan for Paper Satellites using Worksheet H. Choose a printed lesson or a practice app. Describe what a student will see, hear, print, download, or share. List the composition, arrangement, lyrics, and recording elements actually needed. Leave unused elements out. Prepare a permission request that names the edition, format, number of users or copies, territory, term, and proposed fee basis. Then solve a print example with 120 copies sold, 20 allowed returns, a $15 retail price, and an 8 percent royalty on net retail sales. Explain one change that would require the grant to be checked again. Submit the product plan, permissions schedule, request, and calculation. Do not upload or distribute a real arrangement as part of the exercise.", "practice_steps": [], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources." ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "13-songs-on-stage", "lesson_number": 13, "title": "13 Songs on stage", "assignment": "Plan a fictional ten-minute stage scene using Evening Train. Describe the story, characters, placement and duration of the song, live or recorded accompaniment, audience, and proposed performances. Use Worksheet I to list the rights questions for the song, script, arrangement, and any recording. Add two proposed uses: a rehearsal video kept for classroom feedback and a public promotional clip. Explain why their purposes and distribution should be considered separately. Draft a request that gives the owner enough information to evaluate both. Calculate the worked license for a third performance with 180 tickets at $12. Submit the scene description, rights schedule, request, and royalty calculation. You do not need to stage or record the scene to finish this assignment.", "practice_steps": [], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources." ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "14-advertising-and-a-writer-s-choices", "lesson_number": 14, "title": "14 Advertising and a writer's choices", "assignment": "Use Worksheet J to prepare a campaign brief for a fictional bicycle shop using Paper Satellites. State the initial media, territory, duration, edits, approval contacts, and the exact meaning of any exclusivity. Include both composition and master permissions under the case file. Receive the expansion in the example. Write a 250-word response proposing terms you would discuss. You may narrow the category from all outdoor recreation to bicycle retailers, shorten the period, request more compensation, or decline the added restriction. Explain what your choice permits the writer to do later. Add a catalog restriction entry showing where a colleague should look before approving a competing campaign. Submit the brief, response, and entry. Keep the exercise fictional and do not contact a real brand.", "practice_steps": [], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources." ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "15-samples-games-and-responsible-ai-use", "lesson_number": 15, "title": "15 Samples games and responsible AI use", "assignment": "Complete Worksheet K for three proposals: releasing After the Bell with its unidentified sample; adding Paper Satellites to a game that exports shareable player videos; and delivering a demo with an AI-generated backing vocal. For each, identify the material, intended use, missing permission or information, decision maker, and next action. Write a specific disclosure for the demo. State what the tool contributed, what the human contributors performed or wrote, what was checked, and what consent remains necessary. You may describe a hypothetical tool; purchasing or using one is not required. Recommend approval, revision, replacement, or a pause for each proposal and explain why.", "practice_steps": [], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources." ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "16-developing-songs-and-preparing-useful-demos", "lesson_number": 16, "title": "16 Developing songs and preparing useful demos", "assignment": "Use Worksheet L to prepare a demo brief for Evening Train, Paper Satellites, or a wholly invented song. State the buyer's need, musical changes, versions, contributors, rights questions, schedule, and a budget no higher than $300. Include a clear reason for each expense. Provide either a 30–60 second original demonstration, a paper edit map with timing, or a written arrangement plan. These options receive equal credit. If using audio, use only your own or teacher-cleared material. Add a version list and write a response to a request for an exclusive two-week hold. Ask a classmate or trusted listener one focused question, record the answer, and make one justified revision. Submit the original plan, feedback, revision, and hold response. If studying alone, compare your plan against every requirement in the brief and identify the weakest match.", "practice_steps": [], "evidence_requirement": "Keep the plan in a digital document. Include the intended result, resources, timing and a response to one likely change.", "standards": [ "plan" ], "assessment_criteria": [ "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback." ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "17-presenting-a-catalog-and-exploring-a-career", "lesson_number": 17, "title": "17 Presenting a catalog and exploring a career", "assignment": "Create a one-page catalog presentation using Worksheet M. Include the three case songs, concise descriptions, known versions, approval status, and a fictional business contact. Choose a specific buyer and write a 120-word pitch for one suitable song. Do not pitch After the Bell as cleared. Create an offline career profile for a role you want to explore: creative assistant, royalty analyst, licensing coordinator, songwriter, producer, or another role from the book. Include one work sample from your assignments and accurately describe your contribution. Add a six-week learning plan with a small task and a result to show each week. Calculate the campaign's rates and retained amount. Propose one improvement you would test and explain what result would help you judge it. Submit the presentation, pitch, profile, plan, and calculation. No public posting is required.", "practice_steps": [], "evidence_requirement": "Prepare the presentation digitally and identify its intended recipient. Explain why you chose these examples and this format.", "standards": [ "audience" ], "assessment_criteria": [ "Identify the intended recipient and adapt the selection, format and explanation to that recipient’s needs." ], "assessed_focus": "Identify the intended recipient and adapt the selection, format and explanation to that recipient’s needs.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "18-accounting-and-keeping-the-work-going", "lesson_number": 18, "title": "18 Accounting and keeping the work going", "assignment": "Use Worksheet N to reconcile $1,800 shown on a fictional statement with a $1,788 bank deposit and a separately documented $12 bank fee. For the writer calculation, the example agreement uses the full $1,800 eligible base and permits only the stated $100 recoupable expense. Prepare the writer account from the worked example without subtracting the bank fee again. Write a short adjustment note for the later $200 reversal. State which original line changed, the effect on the writer credit, and the question to resolve before recovering an overpayment. Then prepare a one-page handover for a colleague taking over the catalog for a month. Submit the reconciliation, statement, adjustment note, and handover. Finish by reviewing the final portfolio instructions and identifying which earlier assignment needs the most revision.", "practice_steps": [], "evidence_requirement": "Keep the figures or observations in a spreadsheet or other digital table. Show each calculation or comparison and explain the decision it supports.", "standards": [ "data" ], "assessment_criteria": [ "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records." ], "assessed_focus": "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "student_alignment_url": "/learn/standards/music-publishing-student-edition.html", "teacher_practice": [ { "standard": "teach", "task": "Teach Unit 8 using Worksheet E. Have learners distinguish a per-copy calculation from a streaming-pool allocation.", "evidence": "Lesson plan, worked digital examples, two anonymized learner calculations and the next teaching step.", "criterion": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective." }, { "standard": "adapt", "task": "Prepare two ways to complete Unit 16’s demo brief while preserving the same planning and rights requirements.", "evidence": "Audio and written-plan routes, shared criteria and a record of the accommodation used.", "criterion": "Name a specific access or learning need and provide a usable alternative that preserves the intended skill." }, { "standard": "assess", "task": "Score the three review projects and final catalog using the teacher edition’s rubrics. Use the errors to plan a short reteaching activity.", "evidence": "Criterion-level scores, feedback, revised work and a comparison of the two attempts.", "criterion": "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity." }, { "standard": "ethics", "task": "Model the permission and disclosure decisions in Unit 15 before learners evaluate the three proposals.", "evidence": "Annotated Worksheet K, a specific disclosure example and feedback on a learner’s sharing decision.", "criterion": "Model permission, attribution and sharing decisions and have learners apply the same process to their work." }, { "standard": "implement", "task": "Teach or rehearse one lesson, obtain colleague feedback, revise it and teach the revised version.", "evidence": "Original and revised plans, observer feedback and evidence of what changed in learner work.", "criterion": "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change." } ], "readiness": { "pathway": "educator", "fit": "For educators, not a student course.", "prioritySkills": "Demonstrating and assessing rights records; agreements; royalty arithmetic; licensing decisions and catalog accounting.", "priorSkills": "Read or complete the companion student course; bring a sample assignment to assess.", "equipment": "Worksheets and a document or spreadsheet editor; recording software is optional.", "expectedTime": "Plan 10–15 hours to prepare the 18-unit sequence; classroom delivery follows the student course.", "teacherGuidance": "No instructor is required; this edition is for educators preparing to demonstrate, assess, and adapt the student course." } }, { "id": "music-production-classroom", "title": "Music Production: Skills Roles and Your First Portfolio", "course_url": "/learn/classroom/music-production/overview.html", "audience": "student", "lesson_count": 16, "mapped_checkpoint_count": 16, "rows": [ { "id": "c1", "lesson_number": 1, "title": "1 How a Recording Gets Made", "assignment": "E01: A six-stage production map; two recorded or notated rhythmic ideas; one sentence explaining the selected idea and its audience.", "practice_steps": [ "1. Read the Open Door brief above and identify its listener. 2. Create two different four-beat patterns using safe classroom objects, a voice, body percussion or an instrument. 3. Record each twice, or perform it for the teacher while a partner writes a rhythm grid. 4. Choose a pattern and explain the choice. 5. Save the patterns as C01_ideaA and C01_ideaB." ], "evidence_requirement": "Keep the editable digital sketches as well as listening copies. Identify a rhythmic, melodic or harmonic difference between the alternatives.", "standards": [ "ideas" ], "assessment_criteria": [ "Retain distinct rhythmic, melodic or harmonic ideas and explain how the digital tools helped produce them." ], "assessed_focus": "Retain distinct rhythmic, melodic or harmonic ideas and explain how the digital tools helped produce them.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "c2", "lesson_number": 2, "title": "2 Who Does What in Music Production", "assignment": "E02: Two role records for each learner, a shared pair of takes and accurate contribution credits.", "practice_steps": [ "1. Form groups of up to four. Assign producer, performer, engineer and organizer. 2. Record a ten-second idea. 3. Each person writes one action taken. 4. Rotate roles and record a second pass. 5. Compare the result without voting for a favorite person. 6. Complete the role record in W02." ], "evidence_requirement": "Keep an individual role record alongside the shared project. Describe one contribution, one handoff and how the group checked the result.", "standards": [ "team" ], "assessment_criteria": [ "Record each person’s responsibility and contribution and show how the group completed the shared task." ], "assessed_focus": "Record each person’s responsibility and contribution and show how the group completed the shared task.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "c3", "lesson_number": 3, "title": "3 Where Production Skills Can Take You", "assignment": "E03: Two setting cards, a pair of balances or performance directions, and a sourced context note.", "practice_steps": [ "1. Choose two settings from the opening paragraph. 2. List audience, deliverable and two constraints for each. 3. Make two short balances of the supplied stems, or direct live performers to change their balance. 4. Identify one specific difference. 5. With teacher-selected source material, compare how a musical example's original setting affects its meaning." ], "evidence_requirement": "Identify the intended setting and audience. Explain how those circumstances affect a specific musical or production decision, using a sourced example.", "standards": [ "context" ], "assessment_criteria": [ "Explain a specific relationship between the music, its use and the people or setting involved." ], "assessed_focus": "Explain a specific relationship between the music, its use and the people or setting involved.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "c4", "lesson_number": 4, "title": "4 Find Your Interests and Set a Goal", "assignment": "E04: Project brief, three musical ideas, selected combination, rejected option and personal learning goal.", "practice_steps": [ "1. Complete W04 with audience, mood, available tools and scope. 2. Make a rhythm, pitched phrase and harmonic idea. 3. Record or notate the alternatives. 4. Select ideas that fit together and name one rejected option. 5. Ask a partner to restate your goal. Revise it if the partner cannot tell what you will make." ], "evidence_requirement": "Keep the editable digital sketches as well as listening copies. Identify a rhythmic, melodic or harmonic difference between the alternatives.", "standards": [ "ideas" ], "assessment_criteria": [ "Retain distinct rhythmic, melodic or harmonic ideas and explain how the digital tools helped produce them." ], "assessed_focus": "Retain distinct rhythmic, melodic or harmonic ideas and explain how the digital tools helped produce them.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "c5", "lesson_number": 5, "title": "5 Listen Like a Producer", "assignment": "E05: Two listening comparisons with located evidence, criteria, interpretation and a proposed test.", "practice_steps": [ "1. Listen to compare_masked.wav and compare_clear.wav. 2. Mark a time or bar where the difference matters. 3. Describe rhythm, texture or balance using evidence. 4. State which version fits Open Door and why. 5. Compare two drafts of your own idea and complete W05, including one uncertainty." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "c6", "lesson_number": 6, "title": "6 Plan a Session and Work with People", "assignment": "E06: Session plan, two logged takes, feedback response and individual contribution record.", "practice_steps": [ "1. Complete W06 with a fifteen-minute plan. 2. Assign each action and agree on a stop signal. 3. Test a short capture and playback. 4. Run the session. 5. Record one piece of feedback and the response. 6. Compare the plan with what actually happened and identify one improvement." ], "evidence_requirement": "Keep the plan in a digital document. Include the intended result, resources, timing and a response to one likely change.", "standards": [ "plan" ], "assessment_criteria": [ "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback." ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "c7", "lesson_number": 7, "title": "7 Set Up and Record Safely", "assignment": "E07: Signal diagram, two capture tests, teacher setup observation and verified playback note.", "practice_steps": [ "1. Draw your signal path on W07. 2. Complete the teacher-observed setup check. 3. Record ten seconds of a safe sound. 4. Check the file for the intended source and a complete beginning and ending. 5. Compare two microphone distances at similar playback loudness. 6. Save and reopen the selected capture." ], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "Select and connect the equipment, record the planned material, and replay it to verify the capture." ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "c8", "lesson_number": 8, "title": "8 Capture a Performance", "assignment": "E08: Prepared and improvised performances, rehearsal note, selected take and a comparison across two contrasting purposes.", "practice_steps": [ "1. Select a short original phrase from E04. 2. Rehearse and record a prepared version. 3. Improvise a variation using the same material. 4. Compare both with the brief. 5. Apply one rehearsal strategy and record again. 6. Repeat with a contrasting classroom piece or brief supplied by the teacher and describe the change in context." ], "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.", "standards": [ "capture" ], "assessment_criteria": [ "Select and connect the equipment, record the planned material, and replay it to verify the capture." ], "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "c9", "lesson_number": 9, "title": "9 Build and Edit an Arrangement", "assignment": "E09: Section map, original arranged draft, baseline and revised excerpt, and an edit decision record.", "practice_steps": [ "1. Draw an AB or ABA map. 2. Arrange your original rhythm, melodic and harmonic ideas. 3. Save a baseline. 4. Make one purposeful edit or entrance change. 5. Compare the same passage before and after. 6. Describe one improvement and one tradeoff. 7. Reopen the unedited source to verify it is preserved." ], "evidence_requirement": "Retain the editable arrangement and its starting ideas. Explain how their placement or combination establishes the larger musical form.", "standards": [ "arrange" ], "assessment_criteria": [ "Show which musical ideas were selected and how their order, combination or development creates a larger work." ], "assessed_focus": "Show which musical ideas were selected and how their order, combination or development creates a larger work.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "c10", "lesson_number": 10, "title": "10 Mix for the Listener", "assignment": "E10: Baseline and revised mix, controlled comparison record and two playback observations.", "practice_steps": [ "1. Make a balance-only mix. 2. Name a problem using a time or bar. 3. Test one level, EQ, dynamics or space change. 4. Compare with bypass or a saved baseline at similar apparent loudness. 5. Check on a second available system or a teacher-provided alternate playback. 6. Save the choice and describe a remaining limitation." ], "evidence_requirement": "Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.", "standards": [ "compare" ], "assessment_criteria": [ "Name the musical purpose, compare the same passage fairly, and support the decision with audible details." ], "assessed_focus": "Name the musical purpose, compare the same passage fairly, and support the decision with audible details.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "c11", "lesson_number": 11, "title": "11 Review Revise and Deliver", "assignment": "E11: Feedback/revision pair, playable export, delivery manifest and successful archive-recovery record.", "practice_steps": [ "1. Exchange one located feedback note. 2. Test and document your response. 3. Export the revised mix. 4. Complete W11 with exact filename, version, format and contributors. 5. Play the entire export outside the session. 6. Open the copied archive and verify its media. 7. Record any repair and repeat the failed check." ], "evidence_requirement": "List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.", "standards": [ "archive" ], "assessment_criteria": [ "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works." ], "assessed_focus": "Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "c12", "lesson_number": 12, "title": "12 Credits Permission and Responsibility", "assignment": "E12: Complete source/credits record, sharing decision and repair of any unresolved material before presentation.", "practice_steps": [ "1. List every sound and musical source in your project using W12. 2. Mark original contributions and outside material separately. 3. Record the intended audience and evidence for permission. 4. Identify one unresolved item and propose replacement or teacher review. 5. Write accurate credits. 6. Check the exported file and portfolio for unnecessary personal details." ], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources." ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "c13", "lesson_number": 13, "title": "13 Time Money and Working Agreements", "assignment": "E13: Itemized practice budget, checked total, scope-change response and realistic project schedule.", "practice_steps": [ "1. Recalculate the example on W13. 2. Plan a version within $180 that includes recording, editing and a stated reserve. 3. Respond to a request for an extra recording hour. 4. State exactly what must change. 5. Prepare your final-project schedule with owners and a recovery plan for one missed session." ], "evidence_requirement": "Keep the plan in a digital document. Include the intended result, resources, timing and a response to one likely change.", "standards": [ "plan" ], "assessment_criteria": [ "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback." ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "c14", "lesson_number": 14, "title": "14 Explore Careers and Further Learning", "assignment": "E14: Two-role comparison, source records, interview questions and a specific next-step plan with an access alternative.", "practice_steps": [ "1. Complete W14 for two roles. 2. Use two named sources, or the teacher's supplied source extracts and an approved guest transcript. 3. Identify duties, skills, preparation and one unresolved question. 4. Write three respectful interview questions. 5. Choose a next step available through school or a guardian-approved setting. 6. Explain how your own classroom evidence informed the choice." ], "evidence_requirement": "Record the digital source’s author or organization, location and date. Explain why it answers this question and what it leaves unresolved.", "standards": [ "research" ], "assessment_criteria": [ "Identify the source, check its authority and relevance, and distinguish a verified fact from an unanswered question." ], "assessed_focus": "Identify the source, check its authority and relevance, and distinguish a verified fact from an unanswered question.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "c15", "lesson_number": 15, "title": "15 Build Your First Production Portfolio", "assignment": "E15: Four-entry portfolio index, annotations, working files and individual contribution evidence.", "practice_steps": [ "1. Select the four required entries on W15. 2. Check every link or filename from the saved portfolio location. 3. Write 40–60 words (middle school) or 80–120 words (high school) or an equivalent recorded explanation for each. 4. Identify one unsuccessful test and what it taught you. 5. Ask a partner to locate the evidence without help. 6. Repair the portfolio before final presentation." ], "evidence_requirement": "Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.", "standards": [ "portfolio" ], "assessment_criteria": [ "Select relevant work, identify individual contributions, and explain the process, result and next learning step." ], "assessed_focus": "Select relevant work, identify individual contributions, and explain the process, result and next learning step.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "c16", "lesson_number": 16, "title": "16 Complete Your Production and Present Your Work", "assignment": "E16: Complete final production package, evaluation, presentation and verified completion record.", "practice_steps": [ "1. Run the final checklist in W16. 2. Submit the final WAV, recoverable session or agreed reconstruction package, portfolio, source record and evaluation. 3. Take the cumulative written exam. 4. Present a three-minute evidence-led explanation. 5. Answer one teacher question. 6. Repair any missing completion requirement and record your next step." ], "evidence_requirement": "Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.", "standards": [ "portfolio" ], "assessment_criteria": [ "Select relevant work, identify individual contributions, and explain the process, result and next learning step." ], "assessed_focus": "Select relevant work, identify individual contributions, and explain the process, result and next learning step.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "teacher_practice": [ { "standard": "teach", "task": "Prepare and teach “1 How a Recording Gets Made.” Demonstrate the task, then have learners complete it independently.", "evidence": "A teaching plan, demonstration or teach-back, and learner work showing the result.", "criterion": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective." }, { "standard": "adapt", "task": "Adapt one practical assignment for a learner with limited equipment, a different way of accessing instructions, or a different way of presenting the result.", "evidence": "The original task, the adapted route and the shared assessment criteria.", "criterion": "Name a specific access or learning need and provide a usable alternative that preserves the intended skill." }, { "standard": "assess", "task": "Use “16 Complete Your Production and Present Your Work” to assess the learner’s decisions and finished work. Plan feedback and a second attempt for one unmet criterion.", "evidence": "An annotated rubric, specific feedback, revised work and a brief comparison.", "criterion": "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity." } ], "readiness": { "pathway": "build", "fit": "About 14–18; early creative work can suit a prepared younger group.", "prioritySkills": "Song and session planning; collaboration; recording, arranging and mixing; accurate credits.", "priorSkills": "Can keep a project file and give a reason for a musical choice.", "equipment": "Computer with a DAW or recorder, headphones, a sound source, and a shared project folder.", "expectedTime": "48 class meetings; length follows the local class period.", "teacherGuidance": "Teacher guides roles, collaboration, recording access, feedback, and the final portfolio.", "teacherEditionUrl": "/learn/access.php?resource=classroom/music-production/instructor.html" } } ] }