Complete work and standards map
24 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.
Education catalog title: MIDI Production to MIDI 2.0 — Advanced Elective
About 15–18 after a first MIDI project; younger experienced producers may qualify.
Priority skills: Expressive MIDI editing; instrument sound design; MIDI 2.0 capabilities; portable production.
Prior skills: Can edit and export MIDI, reopen a DAW project, and compare two renders.
Equipment: DAW or ArtistPro studio, virtual instruments, headphones; MIDI 2.0 hardware is optional.
Expected time: 16–24 hours including independent production.
Teacher guidance: Instructor guide recommended for school use; teacher verifies portfolio and hardware claims.
9.1 · Tennessee A/V Production I — C11H01
Organize and preserve session files
A three-sentence explanation of MIDI, audio, and project files, plus your organized working folder.
List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.
1.1.d · ISTE Standards for Students
Operate and explain technology
A screenshot showing the ready instrument and a note naming the browser used.
Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.
9.1 · Tennessee A/V Production I — C11H01
Organize and preserve session files
One .mid, one .apstudio, one audio render, and a reopen checklist with actual results.
List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.
1.5.c · ISTE Standards for Students
Break down a system
A labeled route diagram and a clear explanation of one potential loop.
Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.
1.1.d · ISTE Standards for Students
Operate and explain technology
The edited MIDI file and a note describing the two independently changed properties.
Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.
1.1.d · ISTE Standards for Students
Operate and explain technology
An expressive MIDI version and a short explanation of velocity versus pressure.
Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.
9.2 · Tennessee A/V Production I — C11H01
Edit audio in software
Original and edited MIDI files plus one measured onset change.
Keep the original and edited versions. Identify the changed passage and audition its entrance, join and ending.
1.4.a · ISTE Standards for Students
Test a proposed solution
Two controlled comparisons, with timing and velocity changes kept separate.
Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.
MU:Cr1.1.T.Ia · National Core Arts Standards — Music Technology
Generate musical ideas
A two-bar pattern, a variation, and a drum-map note.
Keep the editable digital sketches as well as listening copies. Identify a rhythmic, melodic or harmonic difference between the alternatives.
4.2 · Tennessee A/V Production I — C11H01
Research permissions and attribution
A sampler comparison and a complete sample-source entry.
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.
1.4.a · ISTE Standards for Students
Test a proposed solution
One custom voice, one performance and a before/after description of a single controlled change.
Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.
MU:Cr2.1.T.Ia · National Core Arts Standards — Music Technology
Develop an arrangement
A two-layer project and a written mono-compatibility observation.
Retain the editable arrangement and its starting ideas. Explain how their placement or combination establishes the larger musical form.
1.1.d · ISTE Standards for Students
Operate and explain technology
A feature-specific compatibility checklist and a clear resolution explanation.
Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.
1.1.d · ISTE Standards for Students
Operate and explain technology
A short listening comparison and a feature-specific expression routing note.
Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.
1.3.b · ISTE Standards for Students
Evaluate digital information
A completed capability worksheet that separates claims from actual tests.
Record the digital source’s author or organization, location and date. Explain why it answers this question and what it leaves unresolved.
1.5.c · ISTE Standards for Students
Break down a system
A layered route diagram with one test at each layer.
Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.
1.1.d · ISTE Standards for Students
Operate and explain technology
A saved instrument-state file and a configuration-change worksheet.
Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.
9.1 · Tennessee A/V Production I — C11H01
Organize and preserve session files
A complete project folder with a list of its files. Reopen the project and check that nothing is missing.
List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.
1.1.d · ISTE Standards for Students
Operate and explain technology
A hybrid or two-source project, plus a monitoring and alignment note.
Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology
Judge a musical result
Two alternatives and a domain-specific explanation of the chosen fix.
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.
1.5.c · ISTE Standards for Students
Break down a system
A synchronization diagram and a saved automation example or observation.
Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.
1.4.a · ISTE Standards for Students
Test a proposed solution
A diagnostic report with observations, not just a proposed cause.
Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.
4.2 · Tennessee A/V Production I — C11H01
Research permissions and attribution
An accessible comparison description, source manifest and rubric review.
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.
11.2 · Tennessee A/V Production I — C11H01
Document skills in a portfolio
The complete capstone package, reopen proof and a self-review or instructor review.
Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.
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.
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.
Open the accompanying teacher edition for lesson delivery and educator materials.
2.5.b · ISTE Standards for Educators
Design a practical technology lesson
Prepare and teach “A performance is not a recording.” 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 “Capstone: a complete musical handoff” 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.