9 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: Live Sound Reinforcement — Advanced Stage Elective
About 16–18 after supervised live-sound basics; younger crew members need direct supervision.
Priority skills: System planning; safe connection; soundcheck; troubleshooting and show operation.
Prior skills: Can trace microphone-to-loudspeaker signal flow and follow a stop procedure.
Equipment: Mixer, microphones, loudspeakers, cables, venue plan, and adult-managed power.
Expected time: Plan 10–16 hours for nine lessons and practical checks.
Teacher guidance: Qualified adult supervision required for setup, power, rigging, and live operation.
1.3 · Tennessee A/V Production I — C11H01 Inspect a working environment
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.
Evidence to keep
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.
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.
Standard-specific check: Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.
lesson-2 · lesson-2
Connect the sound system
1.5.c · ISTE Standards for Students Break down a system
Assignment
Trace one vocal microphone to the main loudspeakers and to one monitor. Name every input, output and cable type along both routes.
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
Trace main and monitor signal paths.
Distinguish microphone, line and speaker-level connections.
Explain how transducers and crossover networks work.
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
lesson-3 · lesson-3
Check and tune the PA
1.4.a · ISTE Standards for Students Test a proposed solution
Assignment
Create a three-column system check: expected destination, observed result and corrective action. Include the left main, right main and each monitor mix.
Evidence to keep
Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.
Assessment criteria
Separate routing faults from tonal problems.
Use listening and measurements to assess coverage.
Recognize the limits of equalization.
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
lesson-4 · lesson-4
Microphones and instruments
6.7 · Tennessee A/V Production I — C11H01 Choose and position microphones
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.
Evidence to keep
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.
Assessment criteria
Use microphone pattern and placement together.
Recognize proximity effect and multiple-microphone interaction.
Choose between a microphone and a DI connection.
Standard-specific check: Compare microphone behavior, justify placement and connections, and check the result against the recording purpose.
lesson-5 · lesson-5
Run the soundcheck
1.4.b · ISTE Standards for Students Plan within project limits
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.
Evidence to keep
Keep the plan in a digital document. Include the intended result, resources, timing and a response to one likely change.
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.
Standard-specific check: Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.
lesson-6 · lesson-6
Connections and noise
1.4.a · ISTE Standards for Students Test a proposed solution
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.
Evidence to keep
Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.
Assessment criteria
Explain balanced and unbalanced signal connections.
Separate audio isolation from protective grounding.
Troubleshoot one part of a signal path at a time.
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
lesson-7 · lesson-7
Mix the performance
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
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.
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
Prioritize intelligibility and musical balance.
Use processing and effects in context.
Adapt the mix as the performance changes.
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
lesson-8 · lesson-8
Apply the workflow at an event
1.4.b · ISTE Standards for Students Plan within project limits
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.
Evidence to keep
Keep the plan in a digital document. Include the intended result, resources, timing and a response to one likely change.
Assessment criteria
Translate a stage plan into an input and output list.
Coordinate setup and verification.
Handle an event change systematically.
Standard-specific check: Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.
lesson-9 · lesson-9
Wrap and prepare for the next show
1.1.d · ISTE Standards for Students Operate and explain technology
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.
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
Disconnect and pack in a planned order.
Coil suitable cables without forcing twists.
Leave an accurate record of faults and missing items.
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
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 “Load in and plan the room.” 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 “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.
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.