73 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
About 14–18; a motivated younger learner can start with guidance.
8.1 · Tennessee A/V Production I — C11H01 Capture a planned performance
Work to do
Create a project and give it a name you will recognize later.
Choose a recording input, make a three-second test, then listen. Ask for help if it is silent.
Record ten seconds of your own sound, or import melody.wav if recording access is unavailable.
Keep an untouched original; save the project. Mark whether you recorded or imported.
Assignment
Original take or imported reference, project name, and a one-sentence description of what you captured.
Evidence to keep
Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.
Assessment criteria
Recognizable ten-second source
Original retained
Project named and saved
Capture versus import reported accurately
Standard-specific check: Select and connect the equipment, record the planned material, and replay it to verify the capture.
AER1-U01-L02 · AER1-U01-L02
Keep the part you want
9.2 · Tennessee A/V Production I — C11H01 Edit audio in software
Work to do
Import the practice file or duplicate your first take.
Identify the intended start and ending by listening.
Trim unwanted silence without cutting the first attack or final decay. Use a short fade only if needed.
Replay across both edges; compare with the original. Save the edited version separately.
Assignment
Original and edited audio plus the approximate start/end times you changed.
Evidence to keep
Keep the original and edited versions. Identify the changed passage and audition its entrance, join and ending.
Assessment criteria
First intended sound preserved
Final intended decay preserved
Original recoverable
Edit justified by listening
Standard-specific check: Retain the source, make the intended edit, and audition the boundaries and the finished passage.
AER1-U01-L03 · AER1-U01-L03
Build a sound identity
MU:Cr1.1.T.Ia · National Core Arts Standards — Music Technology Generate musical ideas
Work to do
Write the identity and intended feeling in one sentence.
Use your own take or supplied sounds to create a 15–30-second sequence. Repeat, leave space or change an entrance.
Use track level to keep the intended foreground audible.
Listen from beginning to end without editing; revise one confusing moment.
Assignment
Audio draft and two sentences explaining the identity and one arrangement choice.
Evidence to keep
Keep the editable digital sketches as well as listening copies. Identify a rhythmic, melodic or harmonic difference between the alternatives.
Assessment criteria
15–30-second complete shape
Intended foreground audible
One purposeful arrangement choice
Explanation identifies an audible event
Standard-specific check: Retain distinct rhythmic, melodic or harmonic ideas and explain how the digital tools helped produce them.
AER1-U01-L04 · AER1-U01-L04
Deliver something that plays
9.1 · Tennessee A/V Production I — C11H01 Organize and preserve session files
Work to do
Export the sound identity with a clear title and version number.
Open the exported file in a separate player. Check the first sound, final decay and total duration.
Reopen the project or document the reconstruction files if native project export is unavailable.
Write one change you made and submit through the teacher’s chosen assignment route.
Assignment
Final audio, project link/file or reconstruction notes, and a three-item playback/reopen checklist.
Evidence to keep
List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.
Assessment criteria
Export independently plays
Filename identifies the version
Working source can be reopened or reconstructed
Checklist reports actual checks
Standard-specific check: Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.
AER1-U02-L01 · AER1-U02-L01
Pitch is not loudness
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Work to do
Describe the reference using “pitch” and “level” in separate sentences.
Compare the second tone with the reference and name the main changed property.
Compare the third tone and repeat the decision.
On a copy of melody.wav, change only track level. Explain what stayed the same.
Assignment
Three comparison statements and a note describing your one-control test.
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
Pitch/level terms distinguished
Both source comparisons correctly identified
One variable changed in own test
Listening setting kept fixed
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
AER1-U02-L02 · AER1-U02-L02
A waveform is a record
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Work to do
Import the file and find the first event by listening.
Record its approximate time, then compare it with the waveform.
Duplicate the audio and lower its clip or track level; note whether your DAW changes the displayed waveform.
Explain why screen appearance alone cannot establish the better version.
Assignment
A time observation and annotated screenshot or written timeline description.
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
Event located in time
Observation checked by listening
Display behavior described honestly
Appearance separated from quality
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
AER1-U02-L03 · AER1-U02-L03
Samples and file choices
1.1.d · ISTE Standards for Students Operate and explain technology
Work to do
Find the file information in the supplied manifest or your software.
Write sample rate, bit depth and channel count with their units.
Export a copy using a supported setting. If your tool hides bit depth, report “not exposed.”
Compare the source and export length; do not change playback speed to simulate another format.
Assignment
Source/export metadata table and one sentence about what conversion cannot restore.
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
Sample rate described correctly
Bit depth distinguished from loudness
Actual or unavailable settings reported
No invented improvement claim
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
AER1-U02-L04 · AER1-U02-L04
Prove your export
9.1 · Tennessee A/V Production I — C11H01 Organize and preserve session files
Work to do
Choose one five-second passage from your sound identity.
Compare project playback and export; note missing parts, wrong speed or cut endings if present.
Inspect duration and filename. Repair a real problem or record that none was found.
Write a two-sentence handoff note containing one verified fact and one limit of your check.
Assignment
Export plus source/export comparison record.
Evidence to keep
List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.
Assessment criteria
Same passage compared
Duration/endings checked
Claim tied to evidence
One limitation acknowledged
Standard-specific check: Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.
AER1-U03-L01 · AER1-U03-L01
Follow the sound
1.5.c · ISTE Standards for Students Break down a system
Work to do
Draw the actual classroom path, including combined devices where appropriate.
Label the source, input control, recording track and listening output.
Point to the place where stored audio is created.
Explain where a headphone-volume change occurs in your diagram.
Assignment
Labeled diagram or equivalent ordered text, with one input/output explanation.
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
Actual path represented
Input and output separated
Recording stage located
Combined device stages acknowledged
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
AER1-U03-L02 · AER1-U03-L02
Find the broken link
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
For each case, identify the last known working stage.
Choose one next check: selected input, record-arm/record state, or output route/listening device.
Explain what a successful result would tell you.
With the teacher, inspect one real route without deliberately creating an unsafe fault.
Assignment
Three case responses: evidence, next check, expected result.
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
Evidence used in each case
One change/check at a time
Expected result stated
No random or unsafe intervention
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
AER1-U03-L03 · AER1-U03-L03
Leave room for peaks
8.1 · Tennessee A/V Production I — C11H01 Capture a planned performance
Work to do
Describe the sound difference at one moment.
Lower the distorted file’s playback level and check whether its rough quality disappears.
Perform a normal loud passage while the teacher helps check the input meter.
Set a conservative input level and record a short clean test; report if the device uses automatic gain.
Assignment
Comparison response and clean test or documented supervised level-setting observation.
Evidence to keep
Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.
Assessment criteria
Distortion distinguished from loudness
Headroom purpose explained
Input checked before take
Automatic or hidden controls honestly reported
Standard-specific check: Select and connect the equipment, record the planned material, and replay it to verify the capture.
AER1-U03-L04 · AER1-U03-L04
Capture a clean take
8.1 · Tennessee A/V Production I — C11H01 Capture a planned performance
Work to do
Choose a ten-second source and record a test.
Identify one controllable issue in the source, position or input path.
Change one thing and record again, retaining the first take.
Choose a keeper and document input setting if available, location, listening result and remaining limitation.
Assignment
Two takes, keeper choice and route/level notes. If no capture device is available, submit analysis and mark capture pending.
Evidence to keep
Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.
Assessment criteria
Baseline retained
One controlled change
Choice supported by listening
Recording versus analysis completion accurate
Standard-specific check: Select and connect the equipment, record the planned material, and replay it to verify the capture.
AER1-U04-L01 · AER1-U04-L01
Choose a microphone for the job
6.7 · Tennessee A/V Production I — C11H01 Choose and position microphones
Work to do
Read the classroom microphone card: model, type, pattern, connection and teacher-approved power state.
Name the recording purpose.
Explain one reason this available microphone can serve the purpose and one limitation.
Propose a placement to test; do not rank microphone types by price.
Assignment
Microphone choice card and placement prediction.
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
Type and pattern distinguished
Actual equipment facts used
Choice related to source
Power/connection handled through teacher procedure
Standard-specific check: Compare microphone behavior, justify placement and connections, and check the result against the recording purpose.
AER1-U04-L02 · AER1-U04-L02
Find the front
6.7 · Tennessee A/V Production I — C11H01 Choose and position microphones
Work to do
Identify the pickup side from the equipment card or model diagram.
Mark a 20 cm source distance or another teacher-approved repeatable distance.
Record two short tests while changing orientation only; label both.
Compare at similar playback loudness and describe a difference or an inconclusive result.
Assignment
Orientation diagram and paired tests or documented observation of the teacher’s pair.
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
Intended pickup side identified
Distance controlled
Orientation documented
Result avoids unsupported generalization
Standard-specific check: Compare microphone behavior, justify placement and connections, and check the result against the recording purpose.
AER1-U04-L03 · AER1-U04-L03
Move it and listen
6.7 · Tennessee A/V Production I — C11H01 Choose and position microphones
Work to do
Use a teacher-approved microphone and repeatable ten-second source at 4, 12 and 36 inches (about 10, 30 and 91 cm). Establish gain at the closest position with adequate peak margin, then leave input gain fixed.
Keep axis, room, source effort and processing unchanged. Disable automatic gain only if the approved device allows it; otherwise label the experiment as confounded by automatic gain.
Record all three takes. First compare unaltered playback to observe recorded level; then use separate playback trims to compare tone and room contribution at similar loudness. Never overwrite the originals.
Log input gain, peak reading if available, distance, room contribution, noise and bass change. Do not attribute bass change to proximity effect unless the microphone/setup supports that interpretation.
Assignment
Three original takes, playback-matched comparison copies or documented trims, and a distance/input-gain/observation table.
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
All three distances documented
Input gain fixed and other variables controlled
Raw level and playback-matched tone comparisons separated
Noise, room contribution and proximity limits explained
Standard-specific check: Compare microphone behavior, justify placement and connections, and check the result against the recording purpose.
AER1-U04-L04 · AER1-U04-L04
Recommend a placement
6.7 · Tennessee A/V Production I — C11H01 Choose and position microphones
Work to do
State the purpose: for example, clear speech or a balanced instrument sound.
Choose a placement and cite one audible moment supporting it.
Name a disadvantage and a useful next test.
Submit the pair and a simple setup diagram. Complete a supervised capture check if you previously used analysis only.
Assignment
Recommendation, all three original files, comparison trims and reproducible setup notes.
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
Purpose explicit
Choice supported by actual audio
Tradeoff identified
Setup can be repeated
Standard-specific check: Compare microphone behavior, justify placement and connections, and check the result against the recording purpose.
AER1-U05-L01 · AER1-U05-L01
Inspect the input
1.1.d · ISTE Standards for Students Operate and explain technology
Work to do
Read the supplied model card and identify input type, connector and approved power state.
Draw the path from the chosen source to the recording track.
Label stages combined inside one device.
Ask the teacher to verify the route before a connection is changed.
Assignment
Input identification card and labeled path.
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
Actual input identified
Source requirements checked
Combined stages represented
Teacher verification recorded
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
AER1-U05-L02 · AER1-U05-L02
Test the preamp setting
1.1.d · ISTE Standards for Students Operate and explain technology
Work to do
Perform the loudest normal passage with monitoring comfortable.
Observe input peaks; adjust only the approved input gain, aiming for conservative headroom.
Record ten seconds and replay it.
Document the gain setting or automatic behavior, peak range and audible result.
Assignment
Test take and gain/peak observation.
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
Representative source used
Input rather than output adjusted
Headroom retained
Playback verified
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
AER1-U05-L03 · AER1-U05-L03
Read the meter
1.5.b · ISTE Standards for Students Analyze evidence with digital tools
Work to do
Identify the meter’s label and position in the signal path.
Observe a quiet and a stronger passage.
Change one playback control and note which meter changes.
State one conclusion the meter supports and one it cannot establish.
Assignment
Meter-location sketch and four observations.
Evidence to keep
Keep the figures or observations in a spreadsheet or other digital table. Show each calculation or comparison and explain the decision it supports.
Assessment criteria
Meter stage identified
Actual readings or unavailable units reported
One control tested
Inference limit stated
Standard-specific check: Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records.
AER1-U05-L04 · AER1-U05-L04
Record with margin
8.1 · Tennessee A/V Production I — C11H01 Capture a planned performance
Work to do
Set a repeatable source and state the intended sound.
Capture a fifteen-second take using your approved gain method.
Save, reopen and listen for distortion or missing material.
Record one useful improvement for a later take without deleting this one.
Assignment
Take, source/input notes and one reason for the chosen margin.
Evidence to keep
Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.
Assessment criteria
Usable take captured
Gain decision documented
Reopen succeeds
Quality judged by evidence
Standard-specific check: Select and connect the equipment, record the planned material, and replay it to verify the capture.
AER1-U06-L01 · AER1-U06-L01
Hear the room
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Work to do
Predict which position will sound more reflective.
Record or observe the same short source at each position.
Describe the onset and decay separately, using approximate times if useful.
Identify a room or performance difference that limits the comparison.
Assignment
Two observations and a direct/reflected-sound explanation.
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
Onset and decay distinguished
Same source attempted
Room contribution described
Confound acknowledged
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
AER1-U06-L02 · AER1-U06-L02
Move source and listener
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Work to do
Choose a source and microphone position as baseline.
Move either the source or microphone to one marked new position.
Record the same ten-second passage, documenting what stayed fixed.
Keep or reject the move using one located observation.
Assignment
Position diagram and A/B capture or supervised observation.
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
One position variable changed
Positions reproducible
Comparison level considered
Decision tied to sound
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
AER1-U06-L03 · AER1-U06-L03
Choose a reference level
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Choose an approved listening device and comfortable setting.
Record the device, approximate setting and position.
Listen to one reference passage before evaluating your own recording.
Return to that setup after a short pause and note any uncertainty.
Assignment
Monitoring reference card.
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
Device and position recorded
Comfortable setting used
Reference passage fixed
Calibration limits understood
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER1-U06-L04 · AER1-U06-L04
Document the listening position
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Work to do
Record the baseline system and one musical observation.
Change only the listening position, or label a deliberate system change.
Compare the same time window.
Write a recommendation that separates file evidence from playback uncertainty.
Assignment
Two-condition listening log and a cautious conclusion.
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
Same file/window used
Playback change identified
Observation located
File and room causes separated
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
AER1-U07-L01 · AER1-U07-L01
Plan the capture
1.4.b · ISTE Standards for Students Plan within project limits
Work to do
Write a one-sentence listener goal.
List source, microphone/device, input, track name and destination.
Assign performer, engineer and file-check roles; one person may hold more than one.
Reserve filenames for test, take 1 and take 2.
Assignment
Completed session sheet.
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
Purpose explicit
Route complete
Roles assigned
Takes and files planned
Standard-specific check: Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.
AER1-U07-L02 · AER1-U07-L02
Build the cue
1.1.d · ISTE Standards for Students Operate and explain technology
Work to do
Trace the chosen monitoring route.
Set a comfortable cue with the needed guide part.
Perform a short test and ask one focused question about timing or clarity.
Change one cue balance if needed, then confirm the input recording level remains appropriate.
Assignment
Cue diagram and performer feedback note.
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
Monitoring path understood
Comfortable useful cue
Performer feedback collected
Capture gain kept distinct
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
AER1-U07-L03 · AER1-U07-L03
Record two takes
8.1 · Tennessee A/V Production I — C11H01 Capture a planned performance
Work to do
Confirm the session plan, input and file location.
Record a fifteen- to thirty-second take with a natural ending.
Record a second take without overwriting the first.
Save and verify both files or regions can be replayed independently.
Assignment
Two retained takes and a short take log.
Evidence to keep
Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.
Assessment criteria
Two complete takes
First source retained
Changes logged
Both replays verified
Standard-specific check: Select and connect the equipment, record the planned material, and replay it to verify the capture.
AER1-U07-L04 · AER1-U07-L04
Select with evidence
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Review the original listener goal.
Locate one strength and one limitation in each take.
Choose a keeper or justify a focused retake.
Save the choice and retain the rejected take with its label.
Assignment
Keeper decision with two timestamps and retained alternatives.
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
Goal used as criterion
Evidence from both takes
Choice justified
Alternatives retained
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER1-U08-L01 · AER1-U08-L01
Choose an edit boundary
9.2 · Tennessee A/V Production I — C11H01 Edit audio in software
Work to do
Duplicate a take and mark the intended phrase.
Choose a boundary by listening, using the waveform as a locator.
Trim the unwanted region and audition across the join.
Use the shortest suitable fade if a click remains, then compare again.
Assignment
Edited version and boundary notes.
Evidence to keep
Keep the original and edited versions. Identify the changed passage and audition its entrance, join and ending.
Assessment criteria
Phrase identified
Wanted sound preserved
Boundary auditioned
Original recoverable
Standard-specific check: Retain the source, make the intended edit, and audition the boundaries and the finished passage.
AER1-U08-L02 · AER1-U08-L02
Keep an intact take
9.1 · Tennessee A/V Production I — C11H01 Organize and preserve session files
Work to do
Save the edited state with a new version name.
Locate the intact source or baseline version.
Replay the previously trimmed material.
Reopen the chosen edited version and verify it remains available too.
Assignment
Original/edited file names and a recovery result.
Evidence to keep
List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.
Assessment criteria
Baseline identified
Removed material recovered
Edited version retained
Actual reopen reported
Standard-specific check: Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.
AER1-U08-L03 · AER1-U08-L03
Add an overdub
8.1 · Tennessee A/V Production I — C11H01 Capture a planned performance
Work to do
Choose a short section and mark the intended entrance.
Prepare a cue and record a brief test for timing.
Record the overdub on a separate track or retained take.
Play both parts together and document any timing or monitoring limitation.
Assignment
Foundation plus overdub and an entrance note.
Evidence to keep
Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.
Assessment criteria
Entrance planned
Cue tested
Independent new take
Combined playback checked
Standard-specific check: Select and connect the equipment, record the planned material, and replay it to verify the capture.
AER1-U08-L04 · AER1-U08-L04
Check continuity
9.2 · Tennessee A/V Production I — C11H01 Edit audio in software
Work to do
Mark the edit or overdub boundary.
Listen across it in the full passage.
Test one correction if you hear a problem.
Export the passage and confirm that the correction survives outside the session.
Assignment
Before/after passage and continuity checklist.
Evidence to keep
Keep the original and edited versions. Identify the changed passage and audition its entrance, join and ending.
Assessment criteria
Context listened to
Problem or clean result identified
Correction controlled
Export verified
Standard-specific check: Retain the source, make the intended edit, and audition the boundaries and the finished passage.
AER1-U09-L01 · AER1-U09-L01
Trace the setup
1.5.c · ISTE Standards for Students Break down a system
Work to do
State the recording purpose and chosen source.
Draw source through input, track and monitoring output.
Identify the approved gain control and one possible failure point.
Name source, edited and final versions before recording.
Assignment
Independent route and version plan.
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
Actual route correct
Gain stage identified
Failure check sensible
Versions planned
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
AER1-U09-L02 · AER1-U09-L02
Record and edit
8.1 · Tennessee A/V Production I — C11H01 Capture a planned performance
Work to do
Make a test and then capture the planned performance.
Save the original before editing.
Make one justified trim, gap or boundary correction on a duplicate.
Replay the whole passage and note the audible result.
Assignment
Original and edited takes with one edit rationale.
Evidence to keep
Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.
Assessment criteria
Original usable capture
Source preserved
Edit controlled and justified
Whole passage checked
Standard-specific check: Select and connect the equipment, record the planned material, and replay it to verify the capture.
AER1-U09-L03 · AER1-U09-L03
Recover the source
9.1 · Tennessee A/V Production I — C11H01 Organize and preserve session files
Work to do
Save the session and export the edited audio.
Close or switch projects without deleting work.
Reopen from the saved location or reconstruct using the retained files.
Check the original, edited version and final audio independently.
Assignment
Recovery log with filenames, result and any unresolved dependency.
Evidence to keep
List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.
Assessment criteria
Saved source found
Original plays
Edited/final state confirmed
Dependencies reported
Standard-specific check: Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.
AER1-U09-L04 · AER1-U09-L04
Explain a rejected change
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Name the exact time window and intended improvement.
Describe the one changed variable.
Identify a cost or missing improvement.
State the final choice and one next check if more time were available.
Assignment
Four-sentence decision record and paired evidence.
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
Purpose clear
Variable identified
Cost heard or measured
Final choice defended
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER1-U10-L01 · AER1-U10-L01
Hear one source
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Work to do
Import each file to a separate track at the same start.
Solo the source and identify two audible features.
Solo the inverted copy at the same fader level.
State whether you can identify a reliable difference when each plays alone.
Assignment
A baseline description and separate-playback observation.
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
Baseline recorded
Separate playback used
Level controlled
Observation not overclaimed
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
AER1-U10-L02 · AER1-U10-L02
Combine two copies
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Set both track faders to−12 dB and confirm equal starts.
Play two copies of the source and compare with one at the same fader setting.
Replace one copy with the inverted source; retain start and level.
Record meter and listening observations without raising the monitor to chase a null.
Assignment
Three-state comparison: one, aligned pair and inverted pair.
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
Safe summing level
Starts aligned
Three states compared
Null limitations understood
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
AER1-U10-L03 · AER1-U10-L03
Invert or delay separately
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Keep the baseline source at the same start and gain.
Compare its sum with the inverted copy, then restore the baseline.
Compare its sum with phase-delay.wav, which retains a 2 ms offset.
Describe the tonal change and identify which test changed time.
Assignment
Two labeled comparisons and an explanation of the changed variable.
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
Variables separated
Delay identified
Tonal interaction described
Polarity not called alignment
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
AER1-U10-L04 · AER1-U10-L04
Check mono and explain
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Play the stereo example and note its apparent width.
Play the actual summed mono example at a comfortable level.
Locate a tonal or level difference and relate it to the delayed channel.
State whether your own mix was summed, heard one-sided or not tested.
Assignment
A mono-check record with method, result and one possible revision.
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
Actual sum used
Method recorded
Difference described
Revision linked to evidence
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER1-U11-L01 · AER1-U11-L01
Name the frequency region
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Work to do
Play each short tone once and record its broad region.
Listen to melody.wav and locate a tonal concern or state that none is apparent.
Use a broad region description before naming an exact frequency.
Record uncertainty instead of inventing precision.
Assignment
Three region labels and one located musical observation.
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
References identified
Musical context considered
Concern located
Uncertainty stated
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
AER1-U11-L02 · AER1-U11-L02
Read the filter shape
1.1.d · ISTE Standards for Students Operate and explain technology
Work to do
Draw a bell, shelf and high-pass response with axes labeled frequency and change.
Predict which can reduce rumble while retaining most higher material.
Test a conservative filter on a duplicate phrase or analyze the provided pair.
Explain one wanted feature that excessive filtering could remove.
Assignment
Three labeled sketches and a filter-choice explanation.
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
Shapes distinguished
Axes understood
Filter purpose matched
Cost identified
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
AER1-U11-L03 · AER1-U11-L03
Make one change
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Write the time window and desired improvement.
Save a baseline and make one broad EQ adjustment on a copy.
Compare in solo for diagnosis and in context for the decision.
Record the actual frequency, gain and bandwidth/shape where shown.
Assignment
Baseline/revision, settings and a reason tied to the phrase.
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
Goal audible and located
One change isolated
Settings retained
Context comparison made
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
AER1-U11-L04 · AER1-U11-L04
Compare and reject excess
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Make a deliberately stronger version on a duplicate, never the only source.
Reduce playback bias with output trim or consistent teacher-controlled comparison.
Name a specific cost of the excessive version.
Choose baseline or correction and retain the rejected test as evidence.
Assignment
Three-state decision note with the chosen version and a located cost.
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
Comparison window fixed
Loudness bias addressed
Excess cost identified
Choice defended
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER1-U12-L01 · AER1-U12-L01
Hear the peaks
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Work to do
Listen to both examples at a comfortable monitor setting.
Locate one brief peak and one sustained section.
Predict which might trigger a compressor intermittently versus continuously.
Write a musical reason to preserve or reduce the peak.
Assignment
Located peak/body observations and a processing goal.
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
Peak located
Body described
Behavior prediction sensible
Goal musical
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
AER1-U12-L02 · AER1-U12-L02
Set threshold and ratio
1.1.d · ISTE Standards for Students Operate and explain technology
Work to do
Calculate the simple 8 dB over/4:1 result.
On a duplicate, choose a moderate ratio and lower threshold until some peaks trigger reduction, or analyze the supplied pair.
Observe when reduction occurs and when it recovers.
Record settings and whether you operated a compressor or analyzed renders.
Assignment
Calculation, settings/status and a description of reduction timing.
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
Model calculation correct
Threshold purpose understood
Reduction observed
Practical status stated
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
AER1-U12-L03 · AER1-U12-L03
Compare attack and release
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Save the baseline compressor state.
Change only attack and compare the same passage.
Restore attack, then change only release on a new version where available.
Choose settings based on a located benefit and cost, not labels such as professional.
Assignment
Two separate timing comparisons or clearly labeled render analysis.
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
Attack test isolated
Release test isolated
Event context heard
Tradeoff described
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
AER1-U12-L04 · AER1-U12-L04
Match output and judge
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Choose a short repeated comparison window.
Bring output playback levels reasonably close without changing the original recording gain.
Identify one envelope difference that remains.
Select dry or processed and export the chosen version with the full ending.
Assignment
Fair-comparison note and chosen audio with a reason.
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
Window fixed
Level bias addressed
Envelope difference located
Choice exported and checked
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER1-U13-L01 · AER1-U13-L01
Hear the direct sound
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Work to do
Describe the dry phrase and one important pause.
Compare distinct repeats with the dense reflection model.
Choose an intended role for the effect.
State a feature that must remain audible after processing.
Assignment
A dry-sound description and a space-design goal.
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
Dry baseline described
Repeats/tail distinguished
Role stated
Protected feature identified
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
AER1-U13-L02 · AER1-U13-L02
Trace a send and return
1.5.c · ISTE Standards for Students Break down a system
Work to do
Draw source → main mix and source → send → effect → return → main mix.
Build that route where supported or annotate the drawing beside supplied audio.
Mute the return and confirm the dry signal remains.
Identify whether the send is pre- or post-fader if the application exposes it.
Assignment
Route drawing and a mute-test result or labeled analysis.
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
Two paths clear
Return role understood
Mute test documented
Actual capability stated
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
AER1-U13-L03 · AER1-U13-L03
Set a delay or reverb
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Choose a delay or reverb for your stated goal.
Save a baseline and change only repeat time or decay.
Keep blend/output fixed while comparing.
Record the setting, audible result and one tradeoff in clarity.
Assignment
Baseline/revision or render-analysis note with one time-variable explanation.
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
Control correctly named
One variable isolated
Gaps listened through
Tradeoff stated
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
AER1-U13-L04 · AER1-U13-L04
Preserve the phrase and tail
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Mark the final performed event and the intended tail end.
Export with enough time for the chosen decay.
Play the file in a separate player, checking beginning and ending.
Retain dry and wet versions with clear labels.
Assignment
Dry/final files and an export-boundary check.
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
Tail evaluated
Range deliberate
External playback checked
Dry source retained
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER1-U14-L01 · AER1-U14-L01
Set the static balance
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Import stems at a common start.
Set an intended foreground and bring up its level comfortably.
Add support gradually and reduce competition where needed.
Save a no-processing balance and describe the hierarchy.
Assignment
Static mix and one sentence naming each part’s role.
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
Common start preserved
Foreground intentional
Support balanced
Baseline saved
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER1-U14-L02 · AER1-U14-L02
Place the sources
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Save the centered balance.
Move one supporting source and leave the foreground stable.
Compare stereo with a teacher-provided mono sum where available.
Keep or reduce the move based on clarity and delivery needs.
Assignment
Placement note and two mix versions.
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
Baseline retained
One move isolated
Reason connected to role
Mono status reported
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER1-U14-L03 · AER1-U14-L03
Process for one reason
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Write the symptom and the intended improvement.
Choose one processing domain and justify it.
Make a conservative test with the baseline recoverable.
Compare and retain the version with the stronger evidence.
Assignment
One processing decision with baseline/revision and a located reason.
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
Problem located
Tool choice reasoned
Test controlled
Decision evidence clear
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
AER1-U14-L04 · AER1-U14-L04
Check on another playback system
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Name both systems and use the identical export.
Write one observation on each before editing.
Choose one recurring issue or justify leaving the mix alone.
Test a revision and record both results; label a missing second-system test honestly.
Assignment
Translation log and a prioritized decision.
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
Same file used
Systems documented
Priority justified
Retest/status clear
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER1-U15-L01 · AER1-U15-L01
Name and collect the files
9.1 · Tennessee A/V Production I — C11H01 Organize and preserve session files
Work to do
List original, edited, project and final file roles.
Copy needed media into an approved handoff location using supported collection tools.
Use clear file names and a version number so you can tell the files apart.
Open two files by their names to check that labels match.
Assignment
File-role inventory and organized handoff copy.
Evidence to keep
List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.
Assessment criteria
Roles distinguished
Dependencies collected
Versions clear
Labels verified
Standard-specific check: Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.
AER1-U15-L02 · AER1-U15-L02
Record sources and roles
1.7.c · ISTE Standards for Students Contribute to a project team
Work to do
List every source used in the mix.
Name creator/contributor roles and any editing.
Record permitted use or mark unresolved permission for teacher review.
Document missing or non-transferable instrument/sample dependencies.
Assignment
Source and contribution record linked to filenames.
Evidence to keep
Keep an individual role record alongside the shared project. Describe one contribution, one handoff and how the group checked the result.
Assessment criteria
All sources listed
Roles credited
Permission status specific
Dependencies stated
Standard-specific check: Record each person’s responsibility and contribution and show how the group completed the shared task.
AER1-U15-L03 · AER1-U15-L03
Export the requested format
1.1.d · ISTE Standards for Students Operate and explain technology
Work to do
Copy the brief into a checklist.
Set the supported export parameters and full range.
Export a named file and inspect its actual properties.
Record any approved alternative and verify playback.
Assignment
Final audio with actual format properties and checklist.
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
Brief read
Actual format checked
Range correct
Limits disclosed
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
AER1-U15-L04 · AER1-U15-L04
Test recovery
9.1 · Tennessee A/V Production I — C11H01 Organize and preserve session files
Work to do
Open from the copied location after closing the working session.
Confirm source media and edit positions.
Play the exported reference separately.
Document pass, failure, correction and retest without hiding missing dependencies.
Assignment
Recovery record with actual observed results.
Evidence to keep
List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.
Assessment criteria
Copied package opened
Sources verified
Reference compared
Retest documented
Standard-specific check: Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.
AER1-U16-L01 · AER1-U16-L01
Pitch the idea
1.6.d · ISTE Standards for Students Present to a chosen audience
Work to do
Write a 30–60-second brief with listener and purpose.
Choose foreground and support roles.
List the available source, input and recording time.
Define three observable success criteria including recovery.
Assignment
Project brief, role plan and three success criteria.
Evidence to keep
Prepare the presentation digitally and identify its intended recipient. Explain why you chose these examples and this format.
Assessment criteria
Purpose specific
Roles feasible
Constraints explicit
Success observable
Standard-specific check: Identify the intended recipient and adapt the selection, format and explanation to that recipient’s needs.
AER1-U16-L02 · AER1-U16-L02
Prepare the session
1.4.b · ISTE Standards for Students Plan within project limits
Work to do
Draw the actual capture and monitoring route.
Prepare named tracks and an original-takes location.
Record and replay a short test with representative peaks.
Correct one preparation issue and retest before the full take.
Assignment
Session setup record and replayed test.
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
Route actual
Versions prepared
Test captured and replayed
Correction verified
Standard-specific check: Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.
AER1-U16-L03 · AER1-U16-L03
Capture the foundation
8.1 · Tennessee A/V Production I — C11H01 Capture a planned performance
Work to do
Record two complete options under documented conditions.
Label performance or engineering variables changed between them.
Save untouched originals.
Choose a foundation using two located observations.
Assignment
Two sources, condition log and selected foundation.
Evidence to keep
Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.
Assessment criteria
Options complete
Variables documented
Originals retained
Choice evidence located
Standard-specific check: Select and connect the equipment, record the planned material, and replay it to verify the capture.
AER1-U16-L04 · AER1-U16-L04
Review the evidence
8.1 · Tennessee A/V Production I — C11H01 Capture a planned performance
Work to do
Mark three observations with times.
Classify each as acceptable, editable or recapture needed.
Retake the highest-priority capture problem if feasible.
Save the revised foundation and next editing action.
Assignment
Capture review and retake decision with evidence.
Evidence to keep
Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.
Assessment criteria
Whole take reviewed
Issues prioritized
Repair domain sensible
Next action documented
Standard-specific check: Select and connect the equipment, record the planned material, and replay it to verify the capture.
AER1-U17-L01 · AER1-U17-L01
Finish the arrangement
MU:Cr2.1.T.Ia · National Core Arts Standards — Music Technology Develop an arrangement
Work to do
Select the foundation and optional supporting material.
Build the agreed short form on copies.
Check boundaries, attacks and decays.
Save the arrangement and demonstrate access to an original take.
Assignment
Edited arrangement and boundary/recovery check.
Evidence to keep
Retain the editable arrangement and its starting ideas. Explain how their placement or combination establishes the larger musical form.
Assessment criteria
Form clear
Joins checked
Phrasing preserved
Original recovered
Standard-specific check: Show which musical ideas were selected and how their order, combination or development creates a larger work.
AER1-U17-L02 · AER1-U17-L02
Make a first mix
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Build a static balance from the edited arrangement.
Make at most two justified processing tests.
Check for overload and cutoff endings.
Export v 01 and record three decisions with locations.
Assignment
First mix and decision notes.
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
Hierarchy intentional
Processing reasoned
Whole mix checked
Review version fixed
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER1-U17-L03 · AER1-U17-L03
Turn feedback into a test
1.1.c · ISTE Standards for Students Use feedback to improve work
Work to do
Collect one located observation from a peer or teacher.
Write a testable hypothesis and single change.
Create the revision without overwriting v 01.
Compare both and note whether the predicted improvement occurred.
Assignment
Feedback, hypothesis and baseline/revision evidence.
Evidence to keep
Keep the feedback, the starting version, and the revised version. Explain which suggestion you accepted and why.
Assessment criteria
Feedback located
Hypothesis testable
Variable isolated
Result assessed
Standard-specific check: Request focused feedback through a digital tool, retain the response, and explain the change made or declined.
AER1-U17-L04 · AER1-U17-L04
Choose the revision
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Apply the three original success criteria to both versions.
Name one improvement and one remaining limitation.
Choose the delivery version and label it clearly.
Retain the rejected version and its reason.
Assignment
Approval record and chosen mix.
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
Same criteria used
Improvement evidenced
Limitation stated
Version selection clear
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER1-U18-L01 · AER1-U18-L01
Package the sources
9.1 · Tennessee A/V Production I — C11H01 Organize and preserve session files
Work to do
Collect the agreed final and source files.
List file roles, versions, tempo where relevant and dependencies.
Add source credits and decision notes.
Copy the package to the approved delivery location.
Assignment
Complete final package and readable manifest.
Evidence to keep
List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.
Assessment criteria
Final unambiguous
Sources included
Dependencies/credits present
Package copied
Standard-specific check: Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.
AER1-U18-L02 · AER1-U18-L02
Play outside the session
9.1 · Tennessee A/V Production I — C11H01 Organize and preserve session files
Work to do
Inspect actual file properties against the brief.
Play beginning, middle and full ending independently.
Test an available second playback system.
Correct and re-export any failure, then repeat the affected checks.
Assignment
Final verification record with retest results.
Evidence to keep
List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.
Assessment criteria
Properties verified
Independent playback
Second-system status clear
Fix retested
Standard-specific check: Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.
AER1-U18-L03 · AER1-U18-L03
Show the change
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Select one source/edit or mix comparison.
Name the changed variable and relevant time window.
Explain what improved or why the test was rejected.
Provide accessible text notes or a transcript alongside audio.
Assignment
A concise demonstration with paired evidence.
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
Claim located
Comparison usable
Reasoning connects result
Explanation accessible
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER1-U18-L04 · AER1-U18-L04
Curate the portfolio
11.2 · Tennessee A/V Production I — C11H01 Document skills in a portfolio
Work to do
Choose early, final and recovery evidence.
Explain one technical and one listening improvement.
Identify a skill that remains unassessed or uncertain.
Set a next exercise with an observable success condition.
Assignment
Curated portfolio and next-skill plan.
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
Growth evidenced
Artifacts curated
Limits honest
Next target observable
Standard-specific check: Select relevant work, identify individual contributions, and explain the process, result and next learning step.
AER1-FINAL · AER1-FINAL
Final portfolio and practical review
11.2 · Tennessee A/V Production I — C11H01 Document skills in a portfolio
Work to do
Locate evidence from the course tasks or modules for each final criterion. Include the original, a justified revision, and the verification result.
Preserve the listening copy, editable recovery materials and applicable source permissions. Use your teacher-selected DAW.
Name skills operated independently, skills completed with assistance and skills only analyzed. Arrange required practical opportunities before asking for final acceptance.
Present your decisions in accessible text or a school-approved recording with a transcript. The reviewer must be able to inspect the evidence.
Assignment
Portfolio evidence references, final handoff/recovery result, practical-skill record and next learning step.
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
Brief and intent
Documented capture or analysis scope
Source preservation
Editing continuity
Processing and listening judgment
Controlled revision after feedback
Delivery and recovery
Accessible explanation and source credits
Standard-specific check: 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 “Deliver something that plays.” 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 “Final portfolio and practical review” 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.