35 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: The Roger Nichols Drum Replacement Method — Advanced Drum Production Elective
Usually 16–18 with mixing experience; younger learners need a practical entry review.
Priority skills: Trigger timing; sample choice; phase and blend; defending a replacement by ear.
Prior skills: 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.
Expected time: Plan 28–40 hours for 35 lessons and projects.
Teacher guidance: Teacher edition required for school use, especially for timing and source-provenance review.
MU:Re8.1.T.Ia · National Core Arts Standards — Music Technology Explain expressive intent
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.
Evidence to keep
Identify the intended expression and point to two audible details that support your interpretation.
Assessment criteria
Distinguish a choice of drum sound from a change in when a hit occurs.
Standard-specific check: Identify the intended expression and explain how specific musical elements and production choices convey it.
lesson-section-2 · lesson-section-2
2 What had to be built
1.5.c · ISTE Standards for Students Break down a system
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.
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
The calculation should give 1,000,000 bytes before file overhead. Explain why silence before a sample’s attack makes the audible hit late.
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
lesson-section-3 · lesson-section-3
3 Understand the Street Life example
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
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.
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
The original snare remains in Drums throughout this comparison. Describe what the added layer changes.
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
lesson-section-4 · lesson-section-4
4 Set up the snare lesson
1.1.d · ISTE Standards for Students Operate and explain technology
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.
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
Both the selected track and insert window should identify Clap / Snare. Check that just one replacement processor is active.
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
lesson-section-5 · lesson-section-5
5 Choose a Wendel Jr snare
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
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.
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
Match listening levels and explain how the choice fits the kit and song.
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
lesson-section-6 · lesson-section-6
6 Make each intended hit trigger once
1.4.a · ISTE Standards for Students Test a proposed solution
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.
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
Keep separate counts of missed and extra triggers. Confirm that closely spaced intended strokes survive.
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
lesson-section-7 · lesson-section-7
Wendel-izer front-panel walkthrough
1.1.d · ISTE Standards for Students Operate and explain technology
Assignment
Find Pre, Expand, both Release controls, Attack, Ratio, and Band Levels. Set the lesson baseline, select a snare, and play the passage.
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
Identify which controls affect detection and which affect the expression of detected hits.
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
lesson-section-8 · lesson-section-8
Wendel-izer front-panel listening exercise
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
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.
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
Describe what happens to accents and ghost notes. The Band Levels faders set amplitude regions.
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
lesson-section-9 · lesson-section-9
7 Use Wendel-izer for sound variation
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Assignment
Use Single mode to compare two assigned snares. Make one restrained reinforcement and one deliberate change of snare character.
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
Keep source timing and detection settings consistent. Explain the tonal difference at similar loudness.
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
lesson-section-10 · lesson-section-10
8 Control Wendel-izer detection and balance
1.4.a · ISTE Standards for Students Test a proposed solution
Assignment
Compare three Sensitivity settings on the same passage. Adjust Holdoff if ringing causes retriggers, then test a fill.
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
Choose the setting that catches quiet intended strokes without adding bleed-triggered hits.
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
lesson-section-11 · lesson-section-11
9 Blend the new snare with the mixed kit
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Assignment
Bring the replacement layer up gradually alongside Drums. Compare the kit alone, kit with the unprocessed layer, and kit with replacement.
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
Listen for flams, hollow tone, excessive decay, and loss of vocal clarity. Save the chosen layer level.
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
lesson-section-12 · lesson-section-12
10 The anatomy of a convincing drum sound
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Assignment
Audition three kick or snare samples with the full arrangement. Describe attack, body, pitch, room sound, and decay for each.
Evidence to keep
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.
Assessment criteria
Choose the sample that solves a named problem. For kick, explain its relationship with bass.
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
lesson-section-13 · lesson-section-13
11 Timing phase and the science of layering
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Assignment
Compare original and replacement separately, then together. Try another sample or small tuning change if their blend loses weight. Preserve the original timing.
Evidence to keep
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.
Assessment criteria
Explain how polarity inversion differs from a time shift. Check the blend on several hits and in mono.
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
lesson-section-14 · lesson-section-14
12 Tune the sound without losing the drum
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
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.
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
Describe the change in attack and decay as well as pitch. Check kick tuning with bass.
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
lesson-section-15 · lesson-section-15
13 Wendel Jr complete control guide
1.1.d · ISTE Standards for Students Operate and explain technology
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.
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
Use Sensitivity, Ignore, and Cartridge select for their distinct purposes. Save the restored version.
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
lesson-section-16 · lesson-section-16
14 Wendel-izer dynamics and level regions
1.1.d · ISTE Standards for Students Operate and explain technology
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.
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
Explain how the dynamics change while confirming that intended notes still trigger.
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
lesson-section-17 · lesson-section-17
15 Wendel-izer Mix Blend and Output
1.1.d · ISTE Standards for Students Operate and explain technology
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.
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
Identify which control changes both contributions and which changes only replacement level.
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
lesson-section-18 · lesson-section-18
16 Wendel-izer samples variation and audition
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
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.
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
Check both sample assignments and explain whether the variation sounds natural or distracting.
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
lesson-section-19 · lesson-section-19
17 Wendel-izer analysis and timing workflow
1.4.a · ISTE Standards for Students Test a proposed solution
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.
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
All three passages should stay aligned. Reanalyze after changing detector settings or the source.
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
lesson-section-20 · lesson-section-20
18 Separate drums when only a mix is available
1.4.a · ISTE Standards for Students Test a proposed solution
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.
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
The parts should align with the selected region. Identify spill, missing hits, or damaged attacks.
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
lesson-section-21 · lesson-section-21
19 Project B complete the stereo drum separation
9.2 · Tennessee A/V Production I — C11H01 Edit audio in software
Assignment
Separate the complete Drums clip. Mute Clap / Snare, then compare the original stereo kit with the four unprocessed parts at their imported levels.
Evidence to keep
Keep the original and edited versions. Identify the changed passage and audition its entrance, join and ending.
Assessment criteria
Switch between the original and reconstructed kit. Keep start positions and relative levels unchanged.
Standard-specific check: Retain the source, make the intended edit, and audition the boundaries and the finished passage.
lesson-section-22 · lesson-section-22
20 Project B replace and blend the kick
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Assignment
Insert Wendel Jr on Drums — kick. Compare 1960LUDWIGKICK, 20inKICK, and 22inKICK, then test replacement mixes of 0, 0.35, and 1.
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
Check quiet and fast kicks, attack timing, and the bass relationship. Record both tuning settings.
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
lesson-section-23 · lesson-section-23
21 Project B replace and blend the snare
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
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.
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
Retain ghost notes and check cymbal and room tails with the complete kit.
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
lesson-section-24 · lesson-section-24
22 Three ways to combine original and new drums
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Assignment
Make three versions: reinforcement over the intact kit, partial replacement inside the reconstructed kit, and fully wet kick and snare inside that kit.
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
Draw or describe the audible tracks in each version. Check that the original stereo kit is muted in the two reconstruction versions.
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
lesson-section-25 · lesson-section-25
23 Evaluate a separated snare before replacing it
1.4.a · ISTE Standards for Students Test a proposed solution
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.
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
Decide whether the separated part works as audible sound, a trigger, or neither. Explain the decision with listening examples.
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
lesson-section-26 · lesson-section-26
24 Troubleshooting and final assignment
11.2 · Tennessee A/V Production I — C11H01 Document skills in a portfolio
Assignment
Complete Projects A and B. Save original, replacement-only, and blended comparisons, settings, and a short explanation of the final musical choices.
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
Use the course’s 100-point rubric: triggers 30, timing 20, sound and blend 20, dynamics 15, and comparison and explanation 15.
Standard-specific check: Select relevant work, identify individual contributions, and explain the process, result and next learning step.
lesson-section-27 · lesson-section-27
Read Wendel-izer meters while it plays
1.1.d · ISTE Standards for Students Operate and explain technology
Assignment
Watch Wendel-izer’s Input, Mix, Blend, region, and output meters during a backbeat and fill. Compare each path by listening.
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
Identify replacement and original-path activity. Check actual output headroom on the DAW’s level meters.
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
lesson-section-28 · lesson-section-28
Read Wendel Jr while it plays
1.1.d · ISTE Standards for Students Operate and explain technology
Assignment
Play the kick example with Cartridge select fixed at 1. Compare Replacement mix 0, 0.35, and 1 with matched listening levels.
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
Relate Trigger, Ignore, and A/B indications to the notes heard. Check for missing strokes and unexpected cartridge changes.
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
lesson-section-29 · lesson-section-29
Wendel Jr controls and musical decisions
1.1.d · ISTE Standards for Students Operate and explain technology
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.
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
Keep a record of intended, missed, and extra hits. Choose settings that preserve the fill and groove.
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
lesson-section-30 · lesson-section-30
Wendel-izer input and timing decisions
1.1.d · ISTE Standards for Students Operate and explain technology
Assignment
Set Pre first, refine Sensitivity, then test Holdoff on fast strokes. Compare Attack and the two Release controls one at a time.
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
Explain which adjustment changes trigger reliability and which changes the response to soft and loud strokes.
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
lesson-section-31 · lesson-section-31
Wendel-izer dynamics and level-region decisions
1.1.d · ISTE Standards for Students Operate and explain technology
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.
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
Keep thresholds ordered and listen for the relationship between accents and ghost notes.
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
lesson-section-32 · lesson-section-32
Wendel-izer sample and tuning decisions
1.1.d · ISTE Standards for Students Operate and explain technology
Assignment
Assign two related sounds to enabled slots and audition them. Compare selection modes, then tune both A and B together.
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
Check sample eligibility, attack, room sound, and decay. Save the sample assignments and chosen mode.
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
lesson-section-33 · lesson-section-33
Wendel-izer blend and analysis decisions
1.1.d · ISTE Standards for Students Operate and explain technology
Assignment
Compare original-only, replacement-only, and blended states. Save source analysis with the correct start offset, reopen the session, and check alignment.
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
Explain the roles of Mix, Blend, Output, and source analysis. Listen again after reopening.
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
lesson-section-34 · lesson-section-34
Separation controls and musical decisions
1.4.a · ISTE Standards for Students Test a proposed solution
Assignment
Separate a short drum passage and compare its four-part reconstruction with the original. Then use one separated part to trigger a replacement.
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
Distinguish an artifact from separation from a problem introduced by replacement.
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
lesson-section-35 · lesson-section-35
Listening lab
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
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.
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
Explain the final choice in terms of attack, body, tail, and groove. Include the original comparison and saved settings.
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
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 Why Roger invented Wendel.” 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 “Listening lab” 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.