{
  "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"
  }
}