{
  "id": "music-production-classroom",
  "title": "Music Production: Skills Roles and Your First Portfolio",
  "course_url": "/learn/classroom/music-production/overview.html",
  "audience": "student",
  "lesson_count": 16,
  "mapped_checkpoint_count": 16,
  "rows": [
    {
      "id": "c1",
      "lesson_number": 1,
      "title": "1 How a Recording Gets Made",
      "assignment": "E01: A six-stage production map; two recorded or notated rhythmic ideas; one sentence explaining the selected idea and its audience.",
      "practice_steps": [
        "1. Read the Open Door brief above and identify its listener. 2. Create two different four-beat patterns using safe classroom objects, a voice, body percussion or an instrument. 3. Record each twice, or perform it for the teacher while a partner writes a rhythm grid. 4. Choose a pattern and explain the choice. 5. Save the patterns as C01_ideaA and C01_ideaB."
      ],
      "evidence_requirement": "Keep the editable digital sketches as well as listening copies. Identify a rhythmic, melodic or harmonic difference between the alternatives.",
      "standards": [
        "ideas"
      ],
      "assessment_criteria": [
        "Retain distinct rhythmic, melodic or harmonic ideas and explain how the digital tools helped produce them."
      ],
      "assessed_focus": "Retain distinct rhythmic, melodic or harmonic ideas and explain how the digital tools helped produce them.",
      "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope."
    },
    {
      "id": "c2",
      "lesson_number": 2,
      "title": "2 Who Does What in Music Production",
      "assignment": "E02: Two role records for each learner, a shared pair of takes and accurate contribution credits.",
      "practice_steps": [
        "1. Form groups of up to four. Assign producer, performer, engineer and organizer. 2. Record a ten-second idea. 3. Each person writes one action taken. 4. Rotate roles and record a second pass. 5. Compare the result without voting for a favorite person. 6. Complete the role record in W02."
      ],
      "evidence_requirement": "Keep an individual role record alongside the shared project. Describe one contribution, one handoff and how the group checked the result.",
      "standards": [
        "team"
      ],
      "assessment_criteria": [
        "Record each person’s responsibility and contribution and show how the group completed the shared task."
      ],
      "assessed_focus": "Record each person’s responsibility and contribution and show how the group completed the shared task.",
      "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope."
    },
    {
      "id": "c3",
      "lesson_number": 3,
      "title": "3 Where Production Skills Can Take You",
      "assignment": "E03: Two setting cards, a pair of balances or performance directions, and a sourced context note.",
      "practice_steps": [
        "1. Choose two settings from the opening paragraph. 2. List audience, deliverable and two constraints for each. 3. Make two short balances of the supplied stems, or direct live performers to change their balance. 4. Identify one specific difference. 5. With teacher-selected source material, compare how a musical example's original setting affects its meaning."
      ],
      "evidence_requirement": "Identify the intended setting and audience. Explain how those circumstances affect a specific musical or production decision, using a sourced example.",
      "standards": [
        "context"
      ],
      "assessment_criteria": [
        "Explain a specific relationship between the music, its use and the people or setting involved."
      ],
      "assessed_focus": "Explain a specific relationship between the music, its use and the people or setting involved.",
      "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope."
    },
    {
      "id": "c4",
      "lesson_number": 4,
      "title": "4 Find Your Interests and Set a Goal",
      "assignment": "E04: Project brief, three musical ideas, selected combination, rejected option and personal learning goal.",
      "practice_steps": [
        "1. Complete W04 with audience, mood, available tools and scope. 2. Make a rhythm, pitched phrase and harmonic idea. 3. Record or notate the alternatives. 4. Select ideas that fit together and name one rejected option. 5. Ask a partner to restate your goal. Revise it if the partner cannot tell what you will make."
      ],
      "evidence_requirement": "Keep the editable digital sketches as well as listening copies. Identify a rhythmic, melodic or harmonic difference between the alternatives.",
      "standards": [
        "ideas"
      ],
      "assessment_criteria": [
        "Retain distinct rhythmic, melodic or harmonic ideas and explain how the digital tools helped produce them."
      ],
      "assessed_focus": "Retain distinct rhythmic, melodic or harmonic ideas and explain how the digital tools helped produce them.",
      "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope."
    },
    {
      "id": "c5",
      "lesson_number": 5,
      "title": "5 Listen Like a Producer",
      "assignment": "E05: Two listening comparisons with located evidence, criteria, interpretation and a proposed test.",
      "practice_steps": [
        "1. Listen to compare_masked.wav and compare_clear.wav. 2. Mark a time or bar where the difference matters. 3. Describe rhythm, texture or balance using evidence. 4. State which version fits Open Door and why. 5. Compare two drafts of your own idea and complete W05, including one uncertainty."
      ],
      "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": "c6",
      "lesson_number": 6,
      "title": "6 Plan a Session and Work with People",
      "assignment": "E06: Session plan, two logged takes, feedback response and individual contribution record.",
      "practice_steps": [
        "1. Complete W06 with a fifteen-minute plan. 2. Assign each action and agree on a stop signal. 3. Test a short capture and playback. 4. Run the session. 5. Record one piece of feedback and the response. 6. Compare the plan with what actually happened and identify one improvement."
      ],
      "evidence_requirement": "Keep the plan in a digital document. Include the intended result, resources, timing and a response to one likely change.",
      "standards": [
        "plan"
      ],
      "assessment_criteria": [
        "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback."
      ],
      "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.",
      "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope."
    },
    {
      "id": "c7",
      "lesson_number": 7,
      "title": "7 Set Up and Record Safely",
      "assignment": "E07: Signal diagram, two capture tests, teacher setup observation and verified playback note.",
      "practice_steps": [
        "1. Draw your signal path on W07. 2. Complete the teacher-observed setup check. 3. Record ten seconds of a safe sound. 4. Check the file for the intended source and a complete beginning and ending. 5. Compare two microphone distances at similar playback loudness. 6. Save and reopen the selected capture."
      ],
      "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.",
      "standards": [
        "capture"
      ],
      "assessment_criteria": [
        "Select and connect the equipment, record the planned material, and replay it to verify the capture."
      ],
      "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.",
      "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope."
    },
    {
      "id": "c8",
      "lesson_number": 8,
      "title": "8 Capture a Performance",
      "assignment": "E08: Prepared and improvised performances, rehearsal note, selected take and a comparison across two contrasting purposes.",
      "practice_steps": [
        "1. Select a short original phrase from E04. 2. Rehearse and record a prepared version. 3. Improvise a variation using the same material. 4. Compare both with the brief. 5. Apply one rehearsal strategy and record again. 6. Repeat with a contrasting classroom piece or brief supplied by the teacher and describe the change in context."
      ],
      "evidence_requirement": "Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.",
      "standards": [
        "capture"
      ],
      "assessment_criteria": [
        "Select and connect the equipment, record the planned material, and replay it to verify the capture."
      ],
      "assessed_focus": "Select and connect the equipment, record the planned material, and replay it to verify the capture.",
      "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope."
    },
    {
      "id": "c9",
      "lesson_number": 9,
      "title": "9 Build and Edit an Arrangement",
      "assignment": "E09: Section map, original arranged draft, baseline and revised excerpt, and an edit decision record.",
      "practice_steps": [
        "1. Draw an AB or ABA map. 2. Arrange your original rhythm, melodic and harmonic ideas. 3. Save a baseline. 4. Make one purposeful edit or entrance change. 5. Compare the same passage before and after. 6. Describe one improvement and one tradeoff. 7. Reopen the unedited source to verify it is preserved."
      ],
      "evidence_requirement": "Retain the editable arrangement and its starting ideas. Explain how their placement or combination establishes the larger musical form.",
      "standards": [
        "arrange"
      ],
      "assessment_criteria": [
        "Show which musical ideas were selected and how their order, combination or development creates a larger work."
      ],
      "assessed_focus": "Show which musical ideas were selected and how their order, combination or development creates a larger work.",
      "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope."
    },
    {
      "id": "c10",
      "lesson_number": 10,
      "title": "10 Mix for the Listener",
      "assignment": "E10: Baseline and revised mix, controlled comparison record and two playback observations.",
      "practice_steps": [
        "1. Make a balance-only mix. 2. Name a problem using a time or bar. 3. Test one level, EQ, dynamics or space change. 4. Compare with bypass or a saved baseline at similar apparent loudness. 5. Check on a second available system or a teacher-provided alternate playback. 6. Save the choice and describe a remaining limitation."
      ],
      "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": "c11",
      "lesson_number": 11,
      "title": "11 Review Revise and Deliver",
      "assignment": "E11: Feedback/revision pair, playable export, delivery manifest and successful archive-recovery record.",
      "practice_steps": [
        "1. Exchange one located feedback note. 2. Test and document your response. 3. Export the revised mix. 4. Complete W11 with exact filename, version, format and contributors. 5. Play the entire export outside the session. 6. Open the copied archive and verify its media. 7. Record any repair and repeat the failed check."
      ],
      "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."
    },
    {
      "id": "c12",
      "lesson_number": 12,
      "title": "12 Credits Permission and Responsibility",
      "assignment": "E12: Complete source/credits record, sharing decision and repair of any unresolved material before presentation.",
      "practice_steps": [
        "1. List every sound and musical source in your project using W12. 2. Mark original contributions and outside material separately. 3. Record the intended audience and evidence for permission. 4. Identify one unresolved item and propose replacement or teacher review. 5. Write accurate credits. 6. Check the exported file and portfolio for unnecessary personal details."
      ],
      "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.",
      "standards": [
        "rights"
      ],
      "assessment_criteria": [
        "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources."
      ],
      "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.",
      "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope."
    },
    {
      "id": "c13",
      "lesson_number": 13,
      "title": "13 Time Money and Working Agreements",
      "assignment": "E13: Itemized practice budget, checked total, scope-change response and realistic project schedule.",
      "practice_steps": [
        "1. Recalculate the example on W13. 2. Plan a version within $180 that includes recording, editing and a stated reserve. 3. Respond to a request for an extra recording hour. 4. State exactly what must change. 5. Prepare your final-project schedule with owners and a recovery plan for one missed session."
      ],
      "evidence_requirement": "Keep the plan in a digital document. Include the intended result, resources, timing and a response to one likely change.",
      "standards": [
        "plan"
      ],
      "assessment_criteria": [
        "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback."
      ],
      "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.",
      "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope."
    },
    {
      "id": "c14",
      "lesson_number": 14,
      "title": "14 Explore Careers and Further Learning",
      "assignment": "E14: Two-role comparison, source records, interview questions and a specific next-step plan with an access alternative.",
      "practice_steps": [
        "1. Complete W14 for two roles. 2. Use two named sources, or the teacher's supplied source extracts and an approved guest transcript. 3. Identify duties, skills, preparation and one unresolved question. 4. Write three respectful interview questions. 5. Choose a next step available through school or a guardian-approved setting. 6. Explain how your own classroom evidence informed the choice."
      ],
      "evidence_requirement": "Record the digital source’s author or organization, location and date. Explain why it answers this question and what it leaves unresolved.",
      "standards": [
        "research"
      ],
      "assessment_criteria": [
        "Identify the source, check its authority and relevance, and distinguish a verified fact from an unanswered question."
      ],
      "assessed_focus": "Identify the source, check its authority and relevance, and distinguish a verified fact from an unanswered question.",
      "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope."
    },
    {
      "id": "c15",
      "lesson_number": 15,
      "title": "15 Build Your First Production Portfolio",
      "assignment": "E15: Four-entry portfolio index, annotations, working files and individual contribution evidence.",
      "practice_steps": [
        "1. Select the four required entries on W15. 2. Check every link or filename from the saved portfolio location. 3. Write 40–60 words (middle school) or 80–120 words (high school) or an equivalent recorded explanation for each. 4. Identify one unsuccessful test and what it taught you. 5. Ask a partner to locate the evidence without help. 6. Repair the portfolio before final presentation."
      ],
      "evidence_requirement": "Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.",
      "standards": [
        "portfolio"
      ],
      "assessment_criteria": [
        "Select relevant work, identify individual contributions, and explain the process, result and next learning step."
      ],
      "assessed_focus": "Select relevant work, identify individual contributions, and explain the process, result and next learning step.",
      "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope."
    },
    {
      "id": "c16",
      "lesson_number": 16,
      "title": "16 Complete Your Production and Present Your Work",
      "assignment": "E16: Complete final production package, evaluation, presentation and verified completion record.",
      "practice_steps": [
        "1. Run the final checklist in W16. 2. Submit the final WAV, recoverable session or agreed reconstruction package, portfolio, source record and evaluation. 3. Take the cumulative written exam. 4. Present a three-minute evidence-led explanation. 5. Answer one teacher question. 6. Repair any missing completion requirement and record your next step."
      ],
      "evidence_requirement": "Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.",
      "standards": [
        "portfolio"
      ],
      "assessment_criteria": [
        "Select relevant work, identify individual contributions, and explain the process, result and next learning step."
      ],
      "assessed_focus": "Select relevant work, identify individual contributions, and explain the process, result and next learning step.",
      "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 How a Recording Gets Made.” 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 “16 Complete Your Production and Present Your Work” 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 14–18; early creative work can suit a prepared younger group.",
    "prioritySkills": "Song and session planning; collaboration; recording, arranging and mixing; accurate credits.",
    "priorSkills": "Can keep a project file and give a reason for a musical choice.",
    "equipment": "Computer with a DAW or recorder, headphones, a sound source, and a shared project folder.",
    "expectedTime": "48 class meetings; length follows the local class period.",
    "teacherGuidance": "Teacher guides roles, collaboration, recording access, feedback, and the final portfolio.",
    "teacherEditionUrl": "/learn/access.php?resource=classroom/music-production/instructor.html"
  }
}