16 assessed work items are mapped below. Use the lesson title or activity ID to find the work, the evidence to keep, and the criteria used to assess it.
Suggested learner fit
Education catalog title: Beginning Mixing — Studio Elective
About 15–18 after a first multitrack project.
Priority skills: Listening goals; balance; EQ and dynamics decisions; revisions and translation.
Prior skills: 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.
Expected time: Plan 16–24 hours for 16 lessons and revisions.
Teacher guidance: Teacher recommended for feedback and level-matched comparisons.
MU:Re8.1.T.Ia · National Core Arts Standards — Music Technology Explain expressive intent
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.
Evidence to keep
Identify the intended expression and point to two audible details that support your interpretation.
Assessment criteria
Identify the intended expression and explain how specific musical elements and production choices convey it.
mixing-02 · mixing-02
2. Build a reliable listening routine
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
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.
Evidence to keep
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.
Assessment criteria
Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
mixing-03 · mixing-03
3. Prepare a session you can reopen
9.1 · Tennessee A/V Production I — C11H01 Organize and preserve session files
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.
Evidence to keep
List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.
Assessment criteria
Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.
mixing-04 · mixing-04
4. Set levels and preserve headroom
1.1.d · ISTE Standards for Students Operate and explain technology
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.
Evidence to keep
Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.
Assessment criteria
Demonstrate the relevant controls or file operations and explain what changes at the input and output.
mixing-05 · mixing-05
5. Make a static mix with faders
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
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.
Evidence to keep
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.
Assessment criteria
Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
mixing-06 · mixing-06
6. Place sounds without losing the center
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
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.
Evidence to keep
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.
Assessment criteria
Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
mixing-07 · mixing-07
7. Use EQ for a specific audible change
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
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.
Evidence to keep
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.
Assessment criteria
Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
mixing-08 · mixing-08
8. Resolve masking without emptying the mix
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
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.
Evidence to keep
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.
Assessment criteria
Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
mixing-09 · mixing-09
9. Control level with compression
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
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.
Evidence to keep
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.
Assessment criteria
Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
mixing-10 · mixing-10
10. Hear attack and release
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
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.
Evidence to keep
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.
Assessment criteria
Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
mixing-11 · mixing-11
11. Use expansion and gates carefully
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
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.
Evidence to keep
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.
Assessment criteria
Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
mixing-12 · mixing-12
12. Create depth with a shared reverb
1.5.c · ISTE Standards for Students Break down a system
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.
Evidence to keep
Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.
Assessment criteria
Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
mixing-13 · mixing-13
13. Choose delay and other effects with intent
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
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.
Evidence to keep
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.
Assessment criteria
Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
mixing-14 · mixing-14
14. Use automation to guide attention
1.1.d · ISTE Standards for Students Operate and explain technology
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.
Evidence to keep
Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.
Assessment criteria
Demonstrate the relevant controls or file operations and explain what changes at the input and output.
mixing-15 · mixing-15
15. Compare revisions and finish the mix
9.1 · Tennessee A/V Production I — C11H01 Organize and preserve session files
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.
Evidence to keep
List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.
Assessment criteria
Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.
mixing-16 · mixing-16
16. Complete your independent mixing project
11.2 · Tennessee A/V Production I — C11H01 Document skills in a portfolio
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.
Evidence to keep
Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.
Assessment criteria
Select relevant work, identify individual contributions, and explain the process, result and next learning step.
Teacher assessment guide
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.
Score
Evidence
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.
Record each criterion and the next action. Practical equipment work needs an observed demonstration. Use the course grading plan for the final result.
Self-guided completion
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.
2.5.b · ISTE Standards for Educators Design a practical technology lesson
Prepare and teach “1. Hear the song before you touch a control.” Demonstrate the task, then have learners complete it independently.
Submit: A teaching plan, demonstration or teach-back, and learner work showing the result.
Assess: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
2.5.a · ISTE Standards for Educators Adapt a lesson for learner needs
Adapt one practical assignment for a learner with limited equipment, a different way of accessing instructions, or a different way of presenting the result.
Submit: The original task, the adapted route and the shared assessment criteria.
Assess: Name a specific access or learning need and provide a usable alternative that preserves the intended skill.
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
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.
Submit: An annotated rubric, specific feedback, revised work and a brief comparison.
Assess: Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.