33 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 13–18; a suitable first digital-music course.
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Import first-steps.mid, or enter the first four events from the table. Set 96 BPM.
Choose a pitched instrument and play the phrase. Keep the note events unchanged.
Choose a contrasting instrument and replay. Describe attack or release rather than only good/bad.
Save the original MIDI and record both instrument names in your project notes.
Assignment
Three sentences explaining MIDI, audio and project roles; one unchanged musical feature and one changed sound feature.
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
MIDI role accurate
Audio role accurate
Unchanged feature identified
Changed sound described
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
MVI-U01-L02 · MVI-U01-L02
Build one playable route
1.1.d · ISTE Standards for Students Operate and explain technology
Work to do
Create one instrument track and select a built-in pitched sound.
Enter or play notes 60, 64 and 67 separately at moderate velocity.
Label the note input, instrument, track audio and output in a simple route drawing.
Save a project named MVI-U01-route-v 01 and reopen it before continuing.
Assignment
A route drawing and a saved project with three notes; state whether input was drawn, on-screen or physical.
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
Playable three-note track
MIDI and audio distinguished
Output identified
Saved state reopened
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
MVI-U01-L03 · MVI-U01-L03
Record a phrase worth keeping
MU:Cr1.1.T.Ia · National Core Arts Standards — Music Technology Generate musical ideas
Work to do
Make an original 8–16-note phrase, using First Steps only as practice if needed.
Listen once without editing; name one intended focal note.
Save the editable project and export MIDI if available. Export audio including the final tail.
Name the files consistently and record tempo, instrument and preset.
Assignment
Editable performance or native project, audio render and a short instrument/tempo record.
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
Original phrase retained
Editable version saved
Full ending exported
Instrument and tempo recorded
Standard-specific check: Retain distinct rhythmic, melodic or harmonic ideas and explain how the digital tools helped produce them.
MVI-U01-L04 · MVI-U01-L04
Prove the handoff opens
9.1 · Tennessee A/V Production I — C11H01 Organize and preserve session files
Work to do
Fill in the handoff template with real filenames and instrument dependencies.
Save a copy, close the working project and reopen the saved copy.
Play the exported audio in a separate player and check its beginning and ending.
Reimport MIDI where supported; record each test as passed, failed or not available.
Assignment
A completed handoff record with actual results and a correction for any failed check.
Evidence to keep
List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.
Assessment criteria
Project reopen tested
Audio independently played
MIDI exchange status honest
Dependencies documented
Standard-specific check: Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.
MVI-U02-L01 · MVI-U02-L01
Ports are not channels
1.5.c · ISTE Standards for Students Break down a system
Work to do
Draw controller or editor → input/track → instrument → audio output. Label MIDI versus audio.
Solve Route A in the route cards: sender channel 2, receiver channel 3 only.
Solve Route B: two enabled routes from the same controller to the same receiver.
Mark one unnecessary route to disable in the fictional setup and predict a successful retest.
Assignment
Two fault explanations and a labeled one-route diagram.
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
Port/channel distinction
Route labels correct
Mismatch diagnosed
Retest prediction specific
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
MVI-U02-L02 · MVI-U02-L02
Change one property at a time
1.1.d · ISTE Standards for Students Operate and explain technology
Work to do
Copy the phrase and choose one note. Write its number, start beat, duration and velocity.
Transpose only that note by twelve semitones; listen, then restore it.
Double only its duration. Listen with a sustained sound and a percussive sound if available.
Keep a named edited version and explain which changes the receiver made audible.
Assignment
Before/after values, editable revision and a two-sound 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
Four properties identified
Pitch test isolated
Duration test isolated
Receiver behavior explained
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
MVI-U02-L03 · MVI-U02-L03
Give the phrase an accent
MU:Re8.1.T.Ia · National Core Arts Standards — Music Technology Explain expressive intent
Work to do
Duplicate your phrase as flat and shaped versions.
Set a consistent moderate velocity in the flat version.
In the shaped version, emphasize one focal note and soften the ending; keep pitch and time fixed.
Render both and explain whether the accent affected level, tone or both in your actual instrument.
Assignment
Baseline/revision, named focal note and evidence of how the instrument responded.
Evidence to keep
Identify the intended expression and point to two audible details that support your interpretation.
Assessment criteria
Pitch/time controlled
Accent intentional
Ending shaped
Response described accurately
Standard-specific check: Identify the intended expression and explain how specific musical elements and production choices convey it.
MVI-U02-L04 · MVI-U02-L04
Release, bend and pressure
1.1.d · ISTE Standards for Students Operate and explain technology
Work to do
Annotate the provided event sequence: note starts, note releases and pedal release.
Where supported, draw a sustain-off point before the next harmony and test the transition. Otherwise predict it on the event card.
Explain how a pitch-bend range mismatch could change the intended gesture.
Record which controls you actually tested and which you studied from the card.
Assignment
Annotated event card and a tested-versus-modeled expression record.
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
Number/value distinguished
Release sequence understood
Expression types distinguished
Test status accurate
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
MVI-U03-L01 · MVI-U03-L01
Move halfway, not everywhere
9.2 · Tennessee A/V Production I — C11H01 Edit audio in software
Work to do
Inspect the timing table and locate an event whose original offset is +20 ms.
Predict the offset after a 50% correction and compare the table.
Apply a suitable grid to a copy of your phrase; if strength is unavailable, move one event halfway manually.
Compare baseline and edit at the same tempo and keep the version that serves your stated feel.
Assignment
Before/after onset, unchanged baseline and one located musical reason for the chosen version.
Evidence to keep
Keep the original and edited versions. Identify the changed passage and audition its entrance, join and ending.
Assessment criteria
Appropriate grid chosen
Halfway calculation correct
Baseline retained
Musical choice supported
Standard-specific check: Retain the source, make the intended edit, and audition the boundaries and the finished passage.
MVI-U03-L02 · MVI-U03-L02
Swing with a stable anchor
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Create or import an eight-note pattern with two events per beat.
Duplicate it; keep events on whole beats fixed.
Move only the second event of each pair later, using the table if no swing control exists.
Render both and identify an anchor that stayed fixed and an offbeat that moved.
Assignment
Two versions and a timing explanation naming the unchanged anchors.
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
Anchors preserved
Offbeats selected correctly
Two versions retained
Timing relationship explained
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
MVI-U03-L03 · MVI-U03-L03
Variation with a reason
MU:Cr1.1.T.Ia · National Core Arts Standards — Music Technology Generate musical ideas
Work to do
Copy a short pattern into baseline, velocity-test and timing-test versions.
In velocity-test, create a repeated accent/soft-note relationship without moving starts.
In timing-test, restore velocity and move one recurring part consistently relative to the pulse.
Choose one test to keep and describe its musical job and one possible cost.
Assignment
Three labeled versions and a short decision record naming the isolated variable.
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
Baseline kept
Velocity test isolated
Timing test isolated
Choice and cost explained
Standard-specific check: Retain distinct rhythmic, melodic or harmonic ideas and explain how the digital tools helped produce them.
MVI-U03-L04 · MVI-U03-L04
Build a drum performance
MU:Cr1.1.T.Ia · National Core Arts Standards — Music Technology Generate musical ideas
Work to do
Audition your drum instrument and write the actual kick, snare and hat note numbers.
Import or enter a two-bar pattern and correct any mapping mismatch.
Keep the first bar and create a final-half-bar variation in the second.
Play with your bass or a steady click; reduce hits if the return to the downbeat becomes unclear.
Assignment
Editable two-bar pattern, audio, actual drum map and a sentence about the variation’s purpose.
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
Actual map verified
Pulse established
Ending variation intentional
Context playback checked
Standard-specific check: Retain distinct rhythmic, melodic or harmonic ideas and explain how the digital tools helped produce them.
MVI-U04-L01 · MVI-U04-L01
A sample becomes an instrument
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Import sample-root.wav into a sampler if supported; otherwise compare the supplied pair and annotate expected mapping.
Assign the original pitch to note 60 and test 60 then 72, or inspect the supplied speed-linked example.
Record whether pitch and duration both change in your actual instrument.
Save the project/sample together and add a source entry crediting the course-generated asset.
Assignment
A sample-state record and either a playable mapping or a clearly labeled analysis of the supplied 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
Source retained
Root/test pitches documented
Pitch/duration behavior described
Practical or analysis status clear
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
MVI-U04-L02 · MVI-U04-L02
Shape attack, body and release
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Work to do
Choose a preset and save its baseline state in a project copy.
Name the intended role: short pulse, foreground phrase or connected background.
Change only one available envelope parameter and replay the unchanged notes.
Save the revision, render the phrase and describe one benefit and one possible overlap cost.
Assignment
Baseline/revision, the changed control and an explanation tied to the part’s role.
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
Role stated
One envelope variable changed
Notes held constant
Benefit and cost located
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
MVI-U04-L03 · MVI-U04-L03
Hear what an FM modulator does
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Predict which example has more audible brightness or complexity, then listen and locate the difference.
On an available FM instrument, save a copy and identify a modulator from its diagram. Otherwise use the supplied settings as your analysis route.
Change one modulation control modestly; keep note events fixed and reduce playback level if needed.
Save the custom state where possible and describe tone separately from loudness.
Assignment
Controlled comparison and either a saved FM state or a clearly labeled interpretation of the supplied model.
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
Carrier/modulator roles distinguished
One control compared
Loudness bias considered
State or analysis retained
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
MVI-U04-L04 · MVI-U04-L04
Give every layer a job
MU:Cr2.1.T.Ia · National Core Arts Standards — Music Technology Develop an arrangement
Work to do
Create two separate instrument parts and name each role in one sentence.
Compare matching-register and octave-separated versions while keeping rhythm fixed.
Set a useful balance and mute each layer briefly to test its contribution.
Listen in stereo and an actual mono sum if available; record the method and any change.
Assignment
Layered project/audio, role statements and a mono-check result or explicitly untested mono status.
Evidence to keep
Retain the editable arrangement and its starting ideas. Explain how their placement or combination establishes the larger musical form.
Assessment criteria
Distinct layer roles
Register comparison controlled
Mute test informs balance
Mono method/status accurate
Standard-specific check: Show which musical ideas were selected and how their order, combination or development creates a larger work.
MVI-U05-L01 · MVI-U05-L01
More steps, useful movement
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Compare the four-level and sixteen-level values on the card for the same requested movement.
Identify two requested values that collapse to one value in the coarse model.
Listen and describe the modeled steps; name smoothing as another possible influence.
Write one gesture, the required route components and an observable test of whether finer control helps.
Assignment
Annotated numeric comparison and a musical test proposal with its limits.
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
Resolution distinction correct
Collapsed values identified
Musical purpose specific
Simulation limitation stated
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
MVI-U05-L02 · MVI-U05-L02
Move one voice inside a chord
MU:Re8.1.T.Ia · National Core Arts Standards — Music Technology Explain expressive intent
Work to do
Read the starting notes 60,64,67 and predict the result when all rise two semitones.
Predict the result when only 67 rises two semitones.
Listen to both examples and describe the different harmonic result.
If your instrument supports independent expression, test and save it; otherwise annotate the event card and label the work as analysis.
Assignment
Two pitch predictions, an audible comparison and practical-test or analysis status.
Evidence to keep
Identify the intended expression and point to two audible details that support your interpretation.
Assessment criteria
Whole-chord prediction correct
Top-note prediction correct
Mechanisms distinguished
Evidence status honest
Standard-specific check: Identify the intended expression and explain how specific musical elements and production choices convey it.
MVI-U05-L03 · MVI-U05-L03
Agree on what a control means
1.5.c · ISTE Standards for Students Break down a system
Work to do
Read the fictional controller and instrument cards.
Choose the shared Profile P behavior and locate evidence in the four columns.
Mark high-resolution note data as unverified where the host information is missing.
Write the next observation needed before claiming a complete working path.
Assignment
A capability table with evidence in each column and one unanswered compatibility question.
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
Four evidence states separated
Shared capability identified
Missing evidence retained
Next test specific
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
MVI-U05-L04 · MVI-U05-L04
Design an expression test
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Choose either independent-note bend or a smooth control sweep as the claim.
List controller, host, connection, instrument and mode requirements.
Write a short input gesture, expected result and failure signs.
Add an export/reopen check; execute only if the teacher has a compatible setup, and record actual results separately from predictions.
Assignment
A one-page feature test with requirements, expected behavior, failure evidence and tested/planned status.
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
Claim bounded
Required path identified
Pass/failure observable
Reopen test included
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
MVI-U06-L01 · MVI-U06-L01
Name the layer
1.5.c · ISTE Standards for Students Break down a system
Explain how UMP carrying MIDI 1.0 messages differs from assuming MIDI 2.0 Channel Voice.
Mark device enumeration as a connection observation, not an audible-success claim.
Draw your current classroom route and leave unknown message-format details explicitly unknown.
Assignment
A layered route diagram and two unsupported claims corrected.
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
Protocol distinguished
UMP distinguished
Transport distinguished
Unknowns retained
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
MVI-U06-L02 · MVI-U06-L02
Keep the instrument state
9.1 · Tennessee A/V Production I — C11H01 Organize and preserve session files
Work to do
List the files/settings your sound needs: instrument/version, preset and any sample.
Save a baseline project or supported preset before editing.
Change one reversible parameter in a copy; if unavailable, complete the fictional name-change card.
Restore the baseline and document what actually recovered and what remained only a simulation.
Assignment
Instrument-state inventory, baseline/revision names and a restoration result.
Evidence to keep
List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.
Assessment criteria
Dependencies identified
Baseline preserved
Change bounded
Restoration checked
Standard-specific check: Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.
MVI-U06-L03 · MVI-U06-L03
Find what conversion loses
1.3.b · ISTE Standards for Students Evaluate digital information
Work to do
Map the card’s values using its explicit four-level rounding rule.
Find two distinct inputs with the same output and describe the information lost.
Export and reimport a copy of your editable phrase where supported; compare notes, timing and any expressive data.
Record one preserved property and one loss or untested feature. Keep the reference audio.
Assignment
Completed conversion example and an actual export comparison or a labeled paper analysis.
Evidence to keep
Record the digital source’s author or organization, location and date. Explain why it answers this question and what it leaves unresolved.
Assessment criteria
Conversion rule applied
Merged values identified
Preservation checked by property
Untested features stated
Standard-specific check: Identify the source, check its authority and relevance, and distinguish a verified fact from an unanswered question.
MVI-U06-L04 · MVI-U06-L04
Package for another musician
9.1 · Tennessee A/V Production I — C11H01 Organize and preserve session files
Work to do
Collect your project, permitted sources, MIDI exports and an audio reference in one named folder.
Complete every applicable field in the handoff template; use not applicable rather than invented values.
Copy the folder to a new approved location and reopen the project from there.
Check reference playback and MIDI import where supported; record missing dependencies and fix or clearly disclose them.
Assignment
A tested handoff folder and completed file-role/dependency record.
Evidence to keep
List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.
Assessment criteria
File roles clear
Sources/dependencies included or stated
Start/tempo recorded
Copied package tested
Standard-specific check: Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.
MVI-U07-L01 · MVI-U07-L01
Put audio beside MIDI
1.5.c · ISTE Standards for Students Break down a system
Work to do
Import guide.wav and response-late.wav at the same zero start, or add an approved original audio part to your MIDI phrase.
Identify three corresponding intended attacks and estimate their offsets.
If the difference is consistent, move a copy once; if it varies, document why one shift is insufficient.
Compare before/after in context and preserve the original placement.
Assignment
Baseline/revision and a timing note distinguishing observed alignment from unmeasured monitoring latency.
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
Audio role stated
Multiple attacks inspected
Correction matches evidence
Latency claim bounded
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
MVI-U07-L02 · MVI-U07-L02
Fix the right thing
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Build or identify an overlap between foreground and support. Save a baseline.
Create alternative A by changing only register, entrance or duration.
Restore the baseline and make alternative B using only support-track level.
Compare at sensible playback levels and choose a version using one located musical reason.
Assignment
Baseline and two alternatives with a performance/instrument/arrangement/mix classification.
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
Conflict located
Domains correctly identified
Alternatives isolated
Choice supports foreground
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
MVI-U07-L03 · MVI-U07-L03
Save the movement
1.1.d · ISTE Standards for Students Operate and explain technology
Work to do
Choose one control and identify whether the DAW stores it as host automation or MIDI data.
Draw or record a short movement around a specific entrance.
Save and reopen the project; start playback before the move and observe its behavior.
Export audio and listen outside the DAW. Record whether the editable movement also survives MIDI export if tested.
Assignment
Project with one intentional move, audio render and a movement-storage/reopen 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
Movement purpose clear
Storage location identified
Reopen behavior verified
Render independently checked
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
MVI-U07-L04 · MVI-U07-L04
Choose a timing authority
1.5.c · ISTE Standards for Students Break down a system
Work to do
Match the four fictional requirements to pulse, position, transport or sample timing.
Draw one tempo authority and its follower for the drum-machine card.
Add a separate position requirement for the recorder card; do not assume start/stop carries it.
Write two observable tests: repeat a start and locate to a named middle position.
Assignment
A completed synchronization card and a diagram with two verification tests.
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
Four jobs distinguished
Authority identified
Start test observable
Locate test observable
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
MVI-U08-L01 · MVI-U08-L01
Find the first failing stage
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Choose Fault A or B and list what is already proven by its observations.
Identify the earliest unproven stage and propose one discriminating test.
Apply the test to a teacher-prepared copy if available; otherwise use the card’s returned observation.
Write expected result, actual observation, conclusion and the next test or repair verification.
Assignment
A short diagnostic report including evidence that could disprove the first hypothesis.
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
Proven stages identified
Hypothesis bounded
Test discriminates causes
Retest reported
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
MVI-U08-L02 · MVI-U08-L02
Make your work understandable
1.6.d · ISTE Standards for Students Present to a chosen audience
Work to do
Write a caption naming the unchanged material, changed variable and comparison location.
Add text values and note numbers to an explanation instead of relying only on color.
List the creator/source and permitted use for every imported asset; identify your own work too.
Have a peer or teacher follow the description and record one ambiguity you corrected.
Assignment
Accessible comparison description, source record and a corrected ambiguity.
Evidence to keep
Prepare the presentation digitally and identify its intended recipient. Explain why you chose these examples and this format.
Assessment criteria
Comparison described in text
Values/locations usable
Sources and permissions recorded
Feedback improves clarity
Standard-specific check: Identify the intended recipient and adapt the selection, format and explanation to that recipient’s needs.
MVI-U08-L03 · MVI-U08-L03
Build a piece with evidence
MU:Cr1.1.T.Ia · National Core Arts Standards — Music Technology Generate musical ideas
Work to do
Plan the three roles and three sections on the capstone checklist.
Assemble your earlier original phrases into 45–90 seconds; add material only when it serves a role.
Retain before/after evidence for one timing edit and one expression edit.
Save one sound decision and one arrangement-space decision. Ask a peer or teacher for one specific musical improvement; apply or test it, and retain the feedback plus a before/after explanation.
Assignment
A working project and draft audio with four located decisions and retained edit evidence.
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
Three roles and a form
Timing/expression evidence retained
Sound decision documented
Arrangement choice explained
Standard-specific check: Retain distinct rhythmic, melodic or harmonic ideas and explain how the digital tools helped produce them.
MVI-U08-L04 · MVI-U08-L04
Deliver, reopen and defend
11.2 · Tennessee A/V Production I — C11H01 Document skills in a portfolio
Work to do
Complete the handoff record and package the final reference, project, permitted sources and evidence.
Open a copied package independently or with a school-approved reviewer; record actual results and fixes.
Present a two-minute explanation or equivalent text showing a kept decision, rejected test and next skill.
Write a MIDI 2.0 readiness note naming a feature, required path and tested or planned status.
Assignment
Final package, reopen evidence, accessible reflection and bounded MIDI 2.0 readiness note.
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
Final audio verified
Editable recovery status clear
Decisions supported by evidence
Readiness claim bounded
Standard-specific check: Select relevant work, identify individual contributions, and explain the process, result and next learning step.
MVI-FINAL · MVI-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
Musical form: beginning, development and ending
Roles and contrasting instrument choices
Located and justified timing evidence
Accurately described expression evidence
Sound choice and space-making arrangement
Accessible explanation and source permissions
Working reference and tested editable recovery
Kept/rejected judgment and bounded MIDI 2.0 readiness
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 “Prove the handoff opens.” 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.