8 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: Shaping Your Sound with Reverb and Delay — Mixing Elective
About 16–18 after basic mixing; experienced younger learners may take it with guidance.
Priority skills: Depth, timing, sends and returns; controlled ambience decisions.
Prior skills: Can use a send and return and compare a dry and processed passage.
Equipment: ArtistPro studio, supplied session, reverb and delay tools, headphones.
Expected time: Plan 8–12 hours for eight lessons and labs.
Teacher guidance: Teacher edition required for school use; check level, routing, and musical purpose.
MU:Re8.1.T.Ia · National Core Arts Standards — Music Technology Explain expressive intent
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.
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.
reverb-delay-2 · reverb-delay-2
2. Route the effect correctly
1.5.c · ISTE Standards for Students Break down a system
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.
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.
reverb-delay-3 · reverb-delay-3
3. Set delay time and feedback
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
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.
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.
reverb-delay-4 · reverb-delay-4
4. Use short delays and modulation
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
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.
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
Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
reverb-delay-5 · reverb-delay-5
5. Shape the beginning and end of reverb
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
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.
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.
reverb-delay-6 · reverb-delay-6
6. Make space without mud
1.5.c · ISTE Standards for Students Break down a system
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.
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.
reverb-delay-7 · reverb-delay-7
7. Create movement with automation
1.1.d · ISTE Standards for Students Operate and explain technology
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.
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.
reverb-delay-8 · reverb-delay-8
8. Build a convincing sense of depth
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
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.
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.
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 direct sound and reflections.” 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 “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.
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.