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 13–18; useful to any performing or production role.
Priority skills: Rig preparation; signal paths; safe stage work; crew handoffs and recovery.
Prior skills: A willingness to rehearse and share crew duties; no prior live-sound training.
Equipment: Unpowered practice cables and rigs, room plans, role cards, and supervised stage equipment.
Expected time: 18 weeks; about 30 planned active hours.
Teacher guidance: Teacher or qualified adult required for equipment, safety checks, and witnessed practice.
1.4.b · ISTE Standards for Students Plan within project limits
Assignment
Arrange eight lifecycle cards; place the missing-supply problem at every affected stage. In pairs, name who could have caught it.
Evidence to keep
Eight-stage map with one action and owner at each stage.
Assessment criteria
Can you explain how a packing error becomes lost performance time?
Standard-specific check: Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.
SR-W01 · SR-W01-A2
Advance the show
25 minutes
1.4.b · ISTE Standards for Students Plan within project limits
Assignment
Use the advance form. List arrival, set time, set length, access route, supplied backline and unresolved questions. Include electronic audio outputs and power.
Evidence to keep
Completed advance for a fictional school showcase.
Assessment criteria
Mark facts as confirmed or still to verify; do not invent answers.
Standard-specific check: Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.
SR-W01 · SR-W01-A3
Whole-stage walk
25 minutes
1.7.c · ISTE Standards for Students Contribute to a project team
Assignment
Walk the room without carrying equipment. Identify build, waiting and packing areas. Assign performer, PA, monitor assistant, lighting, stage lead, crew and electronic/playback responsibilities.
Evidence to keep
Annotated floor plan and first role assignment.
Assessment criteria
Can every student reach the role’s work area and see the cue leader?
Standard-specific check: Record each person’s responsibility and contribution and show how the group completed the shared task.
SR-W01 · SR-W01-A4
Ready or assumed?
30 minutes
1.4.a · ISTE Standards for Students Test a proposed solution
Assignment
Prepare a two-minute silent setup using one unplugged rig. A partner checks items against your list. Swap roles and identify one unverified assumption.
Evidence to keep
Observed setup and one corrected assumption.
Assessment criteria
Point to the evidence that changed your answer.
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
SR-W02 · SR-W02-A1
Explode your rig
25 minutes
1.5.c · ISTE Standards for Students Break down a system
Assignment
Lay out or label your rig. Sort items into source, control, audio, support, power and spare. Explain each item to a partner.
Evidence to keep
Inventory with owner and purpose for every component.
Assessment criteria
Could another person pack from your list?
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
SR-W02 · SR-W02-A2
Backline detective
25 minutes
1.1.d · ISTE Standards for Students Operate and explain technology
Assignment
Compare “kit provided” with the complete drummer checklist. Write five precise questions. Do the same for a shared electronic rig or keyboard.
Evidence to keep
Backline questions and personal bring-list.
Assessment criteria
Have you separated provided, personal and unconfirmed items?
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
SR-W02 · SR-W02-A3
Two different paths
25 minutes
1.5.c · ISTE Standards for Students Break down a system
Assignment
Trace one electronic rig in three colors or line styles: control, audio and power. Locate a standalone device that can generate audio without a computer.
Evidence to keep
Three-path diagram with labeled ports.
Assessment criteria
Would a working USB connection prove that the audience hears audio?
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
SR-W02 · SR-W02-A4
Teach another role
25 minutes
1.7.c · ISTE Standards for Students Contribute to a project team
Assignment
Trade inventories with a different role. Reconstruct the route from source to listener and identify one item whose absence stops it.
Evidence to keep
One-minute teach-back and corrected inventory.
Assessment criteria
Name a critical dependency for both roles.
Standard-specific check: Record each person’s responsibility and contribution and show how the group completed the shared task.
SR-W03 · SR-W03-A1
Recognize and qualify
25 minutes
1.1.d · ISTE Standards for Students Operate and explain technology
Assignment
Sort six cable types. State connector, likely purpose and one fact you still must check in the manual. Include USB data capability.
Evidence to keep
Six-entry identification sheet.
Assessment criteria
Did you avoid claiming that TRS always means stereo?
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
SR-W03 · SR-W03-A2
Match the levels
25 minutes
1.5.c · ISTE Standards for Students Break down a system
Assignment
Match microphone, passive bass, interface line output and power amplifier to suitable destinations. Explain why a fitting adapter cannot fix every mismatch.
Evidence to keep
Four routes and one rejected unsafe route.
Assessment criteria
Which route carries speaker power?
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
SR-W03 · SR-W03-A3
Coil and inspect
25 minutes
1.3 · Tennessee A/V Production I — C11H01 Inspect a working environment
Assignment
Inspect an audio cable; stop for exposed conductors or damaged strain relief. Make alternating loops without forcing twist. Fasten loosely and unroll once.
Evidence to keep
Observed coil/uncoil and condition tag.
Assessment criteria
Does it lie freely without knots?
Standard-specific check: Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.
SR-W03 · SR-W03-A4
Trace three systems
25 minutes
1.5.c · ISTE Standards for Students Break down a system
Assignment
On an unplugged mock stage, label each cable by function. Include USB, DMX and the powered wedge’s AC lead.
Evidence to keep
Labeled route map.
Assessment criteria
Which powered devices need both power and signal?
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
SR-W04 · SR-W04-A1
Inspect before connecting
20 minutes
1.3 · Tennessee A/V Production I — C11H01 Inspect a working environment
Assignment
Inspect a rig while unpowered. Record connector condition, strain relief, stand stability and correct supply identity.
Evidence to keep
Condition log with unresolved items.
Assessment criteria
Did unsafe items leave the usable pile?
Standard-specific check: Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.
SR-W04 · SR-W04-A2
Prove the chain
30 minutes
1.4.a · ISTE Standards for Students Test a proposed solution
Assignment
With teacher permission, test each audio lead and supply in the intended rig, one change at a time. Tune, check battery-powered functions, then test the full chain.
Evidence to keep
Witnessed preflight record with results.
Assessment criteria
Could a checked item still be the wrong item for this rig?
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
SR-W04 · SR-W04-A3
Electronic preflight
25 minutes
1.1.d · ISTE Standards for Students Operate and explain technology
Assignment
Use the electronic checklist to verify recognition, files, mappings, outputs and emergency stop. With a mock rig, identify what real tests remain.
Evidence to keep
Electronic verification sheet with actual or simulated status.
Assessment criteria
Did every required scene and output get checked?
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
SR-W04 · SR-W04-A4
Pack after proof
25 minutes
9.1 · Tennessee A/V Production I — C11H01 Organize and preserve session files
Assignment
Pack from the tested pile, tick PACKED separately from TESTED and hand the case inventory to a partner. Reopen for a random three-item audit.
Evidence to keep
Signed packing audit and repair/replacement plan.
Assessment criteria
Can the partner locate the three selected items?
Standard-specific check: Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.
SR-W05 · SR-W05-A1
Rank the risks
25 minutes
1.3 · Tennessee A/V Production I — C11H01 Inspect a working environment
Assignment
List five likely failures for your role. Mark critical/noncritical for one named song and explain the musical consequence.
Evidence to keep
Five-risk table with priorities.
Assessment criteria
Could another song change your ranking?
Standard-specific check: Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.
SR-W05 · SR-W05-A2
Build a sensible kit
25 minutes
1.4.b · ISTE Standards for Students Plan within project limits
Assignment
Choose six shared kit items and role-specific additions. Identify owner, test date and where each will be reachable.
Evidence to keep
Kit list with reasons and storage locations.
Assessment criteria
Is any vital spare inaccessible during a song?
Standard-specific check: Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.
SR-W05 · SR-W05-A3
Rehearse the bypass
30 minutes
1.4.a · ISTE Standards for Students Test a proposed solution
Assignment
Agree a safe mute/reconnect procedure. Test one simpler route at low level. Electronic performers test a local backup or arrangement fallback.
Evidence to keep
Observed fallback and recovery time.
Assessment criteria
Does the fallback work without the failed component?
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
SR-W05 · SR-W05-A4
Write the handoff
20 minutes
1.7.c · ISTE Standards for Students Contribute to a project team
Assignment
Write one sentence per player explaining the response to a computer loss. Rehearse the signal without disconnecting anything.
Evidence to keep
Band contingency card.
Assessment criteria
Can the drummer and leader describe the same plan?
Standard-specific check: Record each person’s responsibility and contribution and show how the group completed the shared task.
SR-W06 · SR-W06-A1
Trace one voice
25 minutes
1.5.c · ISTE Standards for Students Break down a system
Assignment
On the unpowered system, trace every connection and power dependency. Identify which device amplifies the speaker signal.
Evidence to keep
Labeled single-input diagram.
Assessment criteria
Where is the power amplifier in this setup?
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
SR-W06 · SR-W06-A2
Meet the channel
25 minutes
1.1.d · ISTE Standards for Students Operate and explain technology
Assignment
Using a marked channel, predict then observe mute, pan and level changes. Return to documented baseline after each.
Evidence to keep
Control/function matching and one observation.
Assessment criteria
Why is random gain adjustment a poor monitor request?
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
SR-W06 · SR-W06-A3
Add a monitor
25 minutes
1.5.c · ISTE Standards for Students Break down a system
Assignment
Trace aux out to powered wedge. Under supervision, add the channel to that aux and compare with main. Record pre/post-fader behavior.
Evidence to keep
Two-route map and observation.
Assessment criteria
Does your mixer’s channel fader change this aux?
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
SR-W06 · SR-W06-A4
Operate and strike
25 minutes
1.3 · Tennessee A/V Production I — C11H01 Inspect a working environment
Assignment
Read out the checklist while an authorized operator powers up, tests and powers down. Coil audio cables only after release to strike.
Evidence to keep
Observed routine and corrected powered/passive comparison.
Assessment criteria
Which output must never feed an ordinary mixer input?
Standard-specific check: Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.
SR-W07 · SR-W07-A1
Read the little box
20 minutes
1.1.d · ISTE Standards for Students Operate and explain technology
Assignment
Find each actual connector and explain its destination. Identify how this DI is powered.
Evidence to keep
Annotated DI card.
Assessment criteria
Does THRU replace the balanced mixer output?
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
SR-W07 · SR-W07-A2
Connect three sources
30 minutes
1.5.c · ISTE Standards for Students Break down a system
Assignment
Build one route; explain the other two using cards. Verify source output, DI suitability, cable and mixer input before teacher unmute.
Evidence to keep
Observed route and two planned routes.
Assessment criteria
Where is the long balanced run?
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
SR-W07 · SR-W07-A3
Split bass safely
25 minutes
1.5.c · ISTE Standards for Students Break down a system
Assignment
Identify both destinations. Set usable low levels; silence only the amp branch and describe what the PA still receives.
Evidence to keep
Branch diagram and result.
Assessment criteria
Would turning the amp down necessarily turn the DI down?
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
SR-W07 · SR-W07-A4
Solve hum on paper
25 minutes
1.4.a · ISTE Standards for Students Test a proposed solution
Assignment
Propose signal checks and a teacher-supervised audio ground-lift test. Reject removal of mains earth. Explain a pad’s different job.
Evidence to keep
Three-step diagnosis and prohibited-action explanation.
Assessment criteria
Can you distinguish noise, overload and no sound?
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
SR-W08 · SR-W08-A1
Build your role
30 minutes
1.5.c · ISTE Standards for Students Break down a system
Assignment
Apply all six verbs to your primary rig. Label output and input types; play a short phrase only after the operator’s cue.
Evidence to keep
Observed rig and labeled route.
Assessment criteria
Can you identify the first point where audio exists?
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
SR-W08 · SR-W08-A2
Visit another rig
25 minutes
1.7.c · ISTE Standards for Students Contribute to a project team
Assignment
Trade roles. Trace another rig and choose a sensible fallback. Include acoustic drums versus e-drums in the explanation.
Evidence to keep
Second route card and fallback.
Assessment criteria
Does every drum need a microphone in this room?
Standard-specific check: Record each person’s responsibility and contribution and show how the group completed the shared task.
SR-W08 · SR-W08-A3
Electronic performer lab
25 minutes
1.1.d · ISTE Standards for Students Operate and explain technology
Assignment
Trace controller/USB/MIDI, software sound generation, interface output and mixer. Trigger the intended sound, stop it and check DJ cue/master separately where available.
Evidence to keep
Three-path diagram and witnessed start/stop.
Assessment criteria
Can a pad light up while the PA remains silent?
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
SR-W08 · SR-W08-A4
Recover the music
20 minutes
1.4.a · ISTE Standards for Students Test a proposed solution
Assignment
With teacher-approved muted changes, test dry guitar, keyboard mono or standalone electronic output. Explain any lost musical feature.
Evidence to keep
Fallback test and limitation statement.
Assessment criteria
Have you proved the substitute rather than assumed it?
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
SR-W09 · SR-W09-A1
Critique the bad stage
20 minutes
1.3 · Tennessee A/V Production I — C11H01 Inspect a working environment
Assignment
Identify five problems. For each, name who is affected and one practical correction.
Evidence to keep
Five-item critique.
Assessment criteria
Did you include a musical issue and an access issue?
Standard-specific check: Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.
SR-W09 · SR-W09-A2
Plot your band
30 minutes
1.6.c · ISTE Standards for Students Explain a complex idea visually
Assignment
Draw your band with audience orientation, dimensions, players, amps, DIs, monitors, electronic station and clear lanes.
Evidence to keep
Versioned stage plot.
Assessment criteria
Can everyone see the cue leader?
Standard-specific check: Create a legible digital diagram with accurate labels and a clear relationship between its parts.
SR-W09 · SR-W09-A3
Match the input list
25 minutes
1.5.c · ISTE Standards for Students Break down a system
Assignment
Give every PA source a channel/connector, DI or mic, stand and monitor requirement. Mark click private if used.
Evidence to keep
Matching input list.
Assessment criteria
Are stereo pairs and private click clearly labeled?
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
SR-W09 · SR-W09-A4
Walk the changeover
25 minutes
1.7.c · ISTE Standards for Students Contribute to a project team
Assignment
Lay out role cards or unplugged stands. Walk the route with no lifting. Revise blocked access and screen sightlines.
Evidence to keep
Revised plot with one justified change.
Assessment criteria
Could the next act enter while yours clears?
Standard-specific check: Record each person’s responsibility and contribution and show how the group completed the shared task.
SR-W10 · SR-W10-A1
Hear the relationship
20 minutes
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Assignment
Label too little, appropriate and too much for the named foreground. Describe what became hard to hear.
Evidence to keep
Three observations tied to musical evidence.
Assessment criteria
Did you judge the relationship rather than a knob number?
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
SR-W10 · SR-W10-A2
Aim before adding
25 minutes
1.4.a · ISTE Standards for Students Test a proposed solution
Assignment
With teacher handling heavy gear, compare from player and audience positions. Keep level fixed.
Evidence to keep
Placement sketch and listening comparison.
Assessment criteria
Did the improvement require turning up?
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
SR-W10 · SR-W10-A3
Balance the band
30 minutes
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Assignment
Play it twice. First identify masking; then change one source’s dynamics, placement or arrangement. Include electronic layers.
Evidence to keep
Before/after description and chosen change.
Assessment criteria
Can the singer and drummer hear their essential cues?
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
SR-W10 · SR-W10-A4
Agree the limit
25 minutes
1.4.b · ISTE Standards for Students Plan within project limits
Assignment
Write a band agreement: who requests changes, who touches controls, when to stop and when to ask the teacher. Run a 30-second reset.
Evidence to keep
Stage-volume agreement.
Assessment criteria
What happens when one person says the sound is uncomfortable?
Standard-specific check: Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.
SR-W11 · SR-W11-A1
Trace your monitor
25 minutes
1.5.c · ISTE Standards for Students Break down a system
Assignment
Trace channel send, aux master if fitted, cable and wedge input. Label the actual mix number.
Evidence to keep
Monitor route card.
Assessment criteria
Do these two wedges share a mix?
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
SR-W11 · SR-W11-A2
Place without feedback
25 minutes
1.3 · Tennessee A/V Production I — C11H01 Inspect a working environment
Assignment
Position unpowered mic and wedge from the model’s guidance. Explain why a different mic may need a different position.
Evidence to keep
Placement sketch and explanation.
Assessment criteria
Have you checked the actual polar pattern?
Standard-specific check: Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.
SR-W11 · SR-W11-A3
Make the request
25 minutes
1.7.c · ISTE Standards for Students Contribute to a project team
Assignment
In trios, rotate performer/operator/observer. Ask for one change, make it within allowed controls and confirm. Include an electronic performer’s booth need.
Evidence to keep
Three witnessed request exchanges.
Assessment criteria
Did the operator know exactly what to change?
Standard-specific check: Record each person’s responsibility and contribution and show how the group completed the shared task.
SR-W11 · SR-W11-A4
Keep click private
25 minutes
1.3 · Tennessee A/V Production I — C11H01 Inspect a working environment
Assignment
With quiet teacher-controlled output, verify program in audience feed and click only in drummer’s listening device. If hardware cannot isolate it, plan a no-click arrangement.
Evidence to keep
Routing proof or clearly labeled limitation.
Assessment criteria
Did someone listen at the audience destination for leakage?
Standard-specific check: Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.
SR-W12 · SR-W12-A1
Write the call order
20 minutes
1.4.b · ISTE Standards for Students Plan within project limits
Assignment
Write calls for your actual inputs, including electronic L/R if used and a private-click test. Assign the caller and recorder.
Evidence to keep
Line-check script.
Assessment criteria
Does each call identify one source?
Standard-specific check: Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.
SR-W12 · SR-W12-A2
Check in silence
30 minutes
1.3 · Tennessee A/V Production I — C11H01 Inspect a working environment
Assignment
Rotate caller, performer and observer. Test each source, note pass/fail and stop on cue. Keep noncalled sources silent.
Evidence to keep
Channel results with one observation per student.
Assessment criteria
Did any unrelated sound hide the test?
Standard-specific check: Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.
SR-W12 · SR-W12-A3
Check the band
25 minutes
1.7.c · ISTE Standards for Students Contribute to a project team
Assignment
Play it at expected intensity with supervised level. Make one concise monitor request and one ensemble correction. Replay once.
Evidence to keep
Before/after notes.
Assessment criteria
Was the request specific and confirmed?
Standard-specific check: Record each person’s responsibility and contribution and show how the group completed the shared task.
SR-W12 · SR-W12-A4
Ready call
25 minutes
1.7.c · ISTE Standards for Students Contribute to a project team
Assignment
Confirm tuning, patches, mute states, opening cue, set duration and safe stage. Rehearse the first ten seconds and stop together.
Evidence to keep
Signed ready-to-play card.
Assessment criteria
Can the electronic performer stop an accidental trigger?
Standard-specific check: Record each person’s responsibility and contribution and show how the group completed the shared task.
SR-W13 · SR-W13-A1
Light the faces
25 minutes
1.3 · Tennessee A/V Production I — C11H01 Inspect a working environment
Assignment
Mark front, back and wash positions on a plot. Explain how each supports the performers, including the electronic station.
Evidence to keep
Lighting plot and three purposes.
Assessment criteria
Are faces and controls visible without glare?
Standard-specific check: Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.
SR-W13 · SR-W13-A2
Trace control and power
25 minutes
1.5.c · ISTE Standards for Students Break down a system
Assignment
On unpowered fixtures, identify ports and draw both paths. Work out two nonoverlapping seven-channel address blocks.
Evidence to keep
Two-path diagram and addresses 1/8.
Assessment criteria
Would a powered fixture necessarily obey the controller?
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
SR-W13 · SR-W13-A3
Build four looks
30 minutes
1.4.a · ISTE Standards for Students Test a proposed solution
Assignment
Using permitted controls or paper settings, create four scenes. Test recall, a safe blackout cue and immediate return to visible stage.
Evidence to keep
Cue sheet with scene names and triggers.
Assessment criteria
Can the operator restore useful light promptly?
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
SR-W13 · SR-W13-A4
Inspect and strike
20 minutes
1.3 · Tennessee A/V Production I — C11H01 Inspect a working environment
Assignment
Use the lighting checklist; identify who may mount and power equipment. Rehearse cue calls, shutdown and clear-first strike.
Evidence to keep
Inspection record and cue rehearsal.
Assessment criteria
Are all mounting tasks within school permissions?
Standard-specific check: Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.
SR-W14 · SR-W14-A1
Work backward
20 minutes
1.4.b · ISTE Standards for Students Plan within project limits
Assignment
Given a 2:30 start, assign deadlines and offstage tasks. Name fixed and moving equipment.
Evidence to keep
Clock-time plan.
Assessment criteria
Are tuning and file loading already complete before 2:20?
Standard-specific check: Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.
SR-W14 · SR-W14-A2
Assign jobs
20 minutes
1.7.c · ISTE Standards for Students Contribute to a project team
Assignment
Give each student one primary task and a safe secondary task. Resolve two people wanting the same cable or space.
Evidence to keep
Job cards and handoff words.
Assessment criteria
Who has authority to call a fallback?
Standard-specific check: Record each person’s responsibility and contribution and show how the group completed the shared task.
SR-W14 · SR-W14-A3
Dry changeover
30 minutes
1.7.c · ISTE Standards for Students Contribute to a project team
Assignment
With unpowered/lightweight equipment, run the sequence. Observe congestion and missing handoffs. Revise and repeat.
Evidence to keep
Timed phase log and revision.
Assessment criteria
Did clear-first actually happen?
Standard-specific check: Record each person’s responsibility and contribution and show how the group completed the shared task.
SR-W14 · SR-W14-A4
Change and play
30 minutes
1.7.c · ISTE Standards for Students Contribute to a project team
Assignment
Run an approved powered changeover with a safe fault card. Start the agreed passage at the hard start.
Evidence to keep
Observed changeover and fallback choice.
Assessment criteria
Did you preserve safety, essential sound and start time?
Standard-specific check: Record each person’s responsibility and contribution and show how the group completed the shared task.
SR-W15 · SR-W15-A1
Read the symptom
20 minutes
1.4.a · ISTE Standards for Students Test a proposed solution
Assignment
For each case, mark the first three checkpoints and justify why you would not change unrelated channels.
Evidence to keep
Three diagnostic maps.
Assessment criteria
Which observation rules out a whole-system failure?
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
SR-W15 · SR-W15-A2
Follow one path
30 minutes
1.5.c · ISTE Standards for Students Break down a system
Assignment
In pairs, diagnose one teacher-prepared state fault. Say the hypothesis, make one allowed check and record result before moving on.
Evidence to keep
Checkpoint log.
Assessment criteria
Can you name the last working and first unproved point?
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
SR-W15 · SR-W15-A3
Bypass and verify
25 minutes
1.4.a · ISTE Standards for Students Test a proposed solution
Assignment
Ask operator to mute, make an approved audio bypass, retest quietly and request return to mix. Electronic roles try a known local output/fallback.
Evidence to keep
Recovery demonstration and elapsed time.
Assessment criteria
Was the route independently tested after the change?
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
SR-W15 · SR-W15-A4
Explain the repair later
25 minutes
11.2 · Tennessee A/V Production I — C11H01 Document skills in a portfolio
Assignment
Write symptom, evidence, recovery, remaining uncertainty and post-show repair action. Mark guesses as hypotheses.
Evidence to keep
Five-part incident note.
Assessment criteria
Did you claim a cause the evidence did not prove?
Standard-specific check: Select relevant work, identify individual contributions, and explain the process, result and next learning step.
SR-W16 · SR-W16-A1
Decide what matters
20 minutes
1.4.b · ISTE Standards for Students Plan within project limits
Assignment
Rank four faults for your song. Write continue, bypass, substitute, simplify or stop for each, with a reason.
Evidence to keep
Song-specific recovery decisions.
Assessment criteria
Which stop is musical and which is a safety stop?
Standard-specific check: Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.
SR-W16 · SR-W16-A2
Agree signals
20 minutes
1.7.c · ISTE Standards for Students Contribute to a project team
Assignment
Choose visible cues for continue, simplify, end and need help. Confirm everyone can perceive them. Assign one helper.
Evidence to keep
Cue card and acknowledgment test.
Assessment criteria
Does headphone use block the electronic performer’s cue awareness?
Standard-specific check: Record each person’s responsibility and contribution and show how the group completed the shared task.
SR-W16 · SR-W16-A3
Perform through loss
35 minutes
1.7.c · ISTE Standards for Students Contribute to a project team
Assignment
Teacher announces a safe simulated computer loss; electronic performer stops the agreed noncritical layer via normal controls. Continue to the agreed ending and reboot only in the planned break if required.
Evidence to keep
Observed continuity and individual actions.
Assessment criteria
Did the drummer and substitute part keep the form?
Standard-specific check: Record each person’s responsibility and contribution and show how the group completed the shared task.
SR-W16 · SR-W16-A4
Help without a pileup
25 minutes
1.7.c · ISTE Standards for Students Contribute to a project team
Assignment
Rehearse another fault with a designated helper; other players keep their assigned parts. Debrief who did what and when usable music returned.
Evidence to keep
Recovery log and one revision.
Assessment criteria
Did one failure become several missing parts?
Standard-specific check: Record each person’s responsibility and contribution and show how the group completed the shared task.
SR-W17 · SR-W17-A1
Prove the whole set
30 minutes
1.1.d · ISTE Standards for Students Operate and explain technology
Assignment
Use the detailed electronic preflight. Test every required scene, sound, mapping, tempo change, automation and stop. DJ rigs test every planned track and cue/master.
Evidence to keep
Per-song/scene verification log.
Assessment criteria
Are any missing-file or wrong-trigger warnings unresolved?
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
SR-W17 · SR-W17-A2
Restart and recover
25 minutes
1.4.a · ISTE Standards for Students Test a proposed solution
Assignment
Save, close and restart normally with outputs muted. Restore the set and verify audio. Demonstrate the backup or no-computer arrangement, documenting shared dependencies.
Evidence to keep
Restart time and fallback proof.
Assessment criteria
Can the band fill the actual recovery interval?
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
SR-W17 · SR-W17-A3
Run the production
35 minutes
1.7.c · ISTE Standards for Students Contribute to a project team
Assignment
Run a compact rehearsal using the capstone roles. Include a safe announced fault and one electronic performer cue. Log start, finish and clear times.
Evidence to keep
Production log and observed roles.
Assessment criteria
Did lighting, monitors and electronic routes work together?
Standard-specific check: Record each person’s responsibility and contribution and show how the group completed the shared task.
SR-W17 · SR-W17-A4
Repair the plan
10 minutes
1.1.c · ISTE Standards for Students Use feedback to improve work
Assignment
Identify the highest-consequence failure, assign an owner and schedule a specific retest before Week 18.
Evidence to keep
Readiness correction and retest record.
Assessment criteria
Is the correction proved or merely promised?
Standard-specific check: Request focused feedback through a digital tool, retain the response, and explain the change made or declined.
SR-W18 · SR-W18-A1
Submit the advance
25 minutes
1.4.b · ISTE Standards for Students Plan within project limits
Assignment
Submit final plot, input list, provided/bring list, role roster, set timing and electronic/recovery plan. Peer-check agreement between documents.
Evidence to keep
Complete advance packet.
Assessment criteria
Can the crew set inputs without guessing?
Standard-specific check: Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.
SR-W18 · SR-W18-A2
Pass readiness
20 minutes
1.3 · Tennessee A/V Production I — C11H01 Inspect a working environment
Assignment
Show tested/packed essentials, safe supports, allowed power and reachable controls. Demonstrate critical electronic start/stop and fallback.
Evidence to keep
Signed readiness sheet or correction/retest.
Assessment criteria
Is every essential unverified item resolved?
Standard-specific check: Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.
SR-W18 · SR-W18-A3
Run the festival
40 minutes
1.7.c · ISTE Standards for Students Contribute to a project team
Assignment
Perform your assigned act and crew slot using the capstone timing. Respond to one approved fault. Record start, finish, recovery and clear times.
Evidence to keep
Live practical evidence and individual observation.
Assessment criteria
Did you preserve safety, continuity and the hard finish?
Standard-specific check: Record each person’s responsibility and contribution and show how the group completed the shared task.
SR-W18 · SR-W18-A4
Review and retest
15 minutes
11.2 · Tennessee A/V Production I — C11H01 Document skills in a portfolio
Assignment
Name one successful action and one needed change. Complete the designated retest if a criterion is below ready. Return shared gear and reconcile inventory.
Evidence to keep
Reflection, gear return and retest evidence.
Assessment criteria
Does the final record distinguish demonstrated from pending skills?
Standard-specific check: Select relevant work, identify individual contributions, and explain the process, result and next learning step.
SR-FINAL · SR-FINAL
Stage Ready capstone performance
11.2 · Tennessee A/V Production I — C11H01 Document skills in a portfolio
Assignment
Located portfolio evidence, individual practical observation record, justified revisions and final reflection.
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
Safety
Preparedness
Connections and routing
Communication
Recovery
Ensemble continuity
Time
Clean strike
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 “The Gig Starts at Home.” 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 “Stage Ready capstone performance” 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.