{
  "id": "teaching-modern-band-stage-ready",
  "title": "Teaching Modern Band: Stage Ready",
  "course_url": "/learn/courses/teaching-modern-band-stage-ready.html",
  "audience": "teacher",
  "lesson_count": 9,
  "mapped_checkpoint_count": 9,
  "rows": [
    {
      "id": "SR-PD01",
      "lesson_number": 1,
      "title": "Teach readiness through evidence",
      "assignment": "A tested preflight inventory, the witnessed replacement test, and a correction to the packing-list grading case.",
      "practice_steps": [
        "Lay out a rig with one missing small component. Say “Show me evidence, not reassurance.” Model inspection, safe low-level function test and separate TESTED/PACKED marks. Ask a colleague to audit three items.",
        "Complete a primary-role and unfamiliar-role inventory using the supplied long checklists.",
        "Run a witnessed five-item preflight; remove one card-labeled failed item and retest the replacement.",
        "Teach a three-minute version to a colleague: prediction, demonstration, learner action, check.",
        "Adapt the task to a 45-minute class and one shared powered station.",
        "A teacher gives full practical marks for a beautifully illustrated packing list. No equipment is tested.",
        "Complete accurate inventories and a safe observed preflight; teach-back includes learner action and evidence rather than lecture alone."
      ],
      "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.",
      "standards": [
        "teach",
        "adapt",
        "assess",
        "implement"
      ],
      "assessment_criteria": [
        "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.",
        "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.",
        "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.",
        "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change."
      ],
      "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.",
      "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope."
    },
    {
      "id": "SR-PD02",
      "lesson_number": 2,
      "title": "Small PA and DI confidence",
      "assignment": "Labeled instrument and vocal routes, a witnessed DI connection, and feedback on the TRS and speaker-output claims.",
      "practice_steps": [
        "With outputs muted, point source → suitable DI → mixer input → main → powered speaker. Branch THRU to amp and aux to powered wedge if available. Test quietly and narrate each control’s specific job.",
        "Read and record the actual mixer aux/mute behavior and DI power method.",
        "Build one instrument and one vocal path under the school permission model.",
        "Demonstrate powered versus passive with unpowered cards and reject a speaker-output-to-mixer route.",
        "Teach a three-minute explanation of INPUT/THRU/XLR and assess a partner’s connection choice.",
        "A teacher tells students every TRS jack is stereo and any DI will fix a speaker-output mismatch.",
        "Correctly trace source, main and aux; verify quiet sound; reject unsafe level mismatches and explain DI limits."
      ],
      "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.",
      "standards": [
        "teach",
        "adapt",
        "assess",
        "implement"
      ],
      "assessment_criteria": [
        "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.",
        "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.",
        "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.",
        "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change."
      ],
      "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.",
      "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope."
    },
    {
      "id": "SR-PD03",
      "lesson_number": 3,
      "title": "Placement, volume and monitor communication",
      "assignment": "Stage plot, three-role monitor rehearsal and a response to the shared-aux request.",
      "practice_steps": [
        "Revise the bad plot, then model “More lead vocal in monitor 2.” Repeat the request, change one permitted send and ask for confirmation. Point to the microphone’s documented rejection direction.",
        "Create a plot/input list with electronic station and accessible routes.",
        "Run the quiet too-little/appropriate/too-much comparison and describe evidence.",
        "Rotate performer/operator/observer for three monitor exchanges.",
        "Write and execute a three-source line check with silence between calls.",
        "Three wedges share one aux. A student asks to remove guitar only from the drummer’s wedge.",
        "Plot and input list agree; feedback is not induced; requests and line-check calls are concise and acknowledged."
      ],
      "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.",
      "standards": [
        "teach",
        "adapt",
        "assess",
        "implement"
      ],
      "assessment_criteria": [
        "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.",
        "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.",
        "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.",
        "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change."
      ],
      "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.",
      "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope."
    },
    {
      "id": "SR-PD04",
      "lesson_number": 4,
      "title": "Electronic performers and playback",
      "assignment": "A full electronic-set check, verified cue/main routes and a played recovery when a layer becomes unavailable.",
      "practice_steps": [
        "Use the supplied practice-set cue sheet with three scenes. Show a control indicator without audio, restore the correct route, then demonstrate emergency stop. Restart normally with outputs muted and prove return to the intended sound.",
        "Complete the full electronic checklist on available hardware; label unavailable operations pending.",
        "Verify all three practice scenes and every control mapping.",
        "Test master and private cue separately; if hardware lacks separation, document and use a no-click plan.",
        "Rehearse 60 seconds of music with a planned unavailable electronic layer; measure interruption and recovery.",
        "A teacher signs off because the pads illuminate and the first scene plays. A later song has a missing sample and click is routed to main.",
        "Complete actual route/start/stop/restart evidence and a band fallback; distinguish any simulated evidence from operation."
      ],
      "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.",
      "standards": [
        "teach",
        "adapt",
        "assess",
        "implement"
      ],
      "assessment_criteria": [
        "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.",
        "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.",
        "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.",
        "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change."
      ],
      "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.",
      "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope."
    },
    {
      "id": "SR-PD05",
      "lesson_number": 5,
      "title": "Lighting, build and strike",
      "assignment": "Fixture/address table, useful-light cue, adult-only task list and a safe strike sequence correcting the blackout case.",
      "practice_steps": [
        "Compare face visibility in two low-intensity looks. Trace DMX OUT→IN→OUT separately from power, then recall four scenes and restore working light after an optional approved blackout.",
        "Read actual fixture/stand restrictions and mark adult-only tasks.",
        "Create a mode/address table for two fixtures and verify nonoverlap.",
        "Program or call four looks; demonstrate return to useful light.",
        "Walk an unpowered clear-first strike with shared versus personal equipment labels.",
        "An operator blacks out the room while students begin moving equipment, then raises a loaded stand alone to save time.",
        "Correct control/power explanation, useful scenes, safe return to working light and clear permissions for support/power tasks."
      ],
      "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.",
      "standards": [
        "teach",
        "adapt",
        "assess",
        "implement"
      ],
      "assessment_criteria": [
        "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.",
        "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.",
        "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.",
        "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change."
      ],
      "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.",
      "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope."
    },
    {
      "id": "SR-PD06",
      "lesson_number": 6,
      "title": "Diagnosis and musical recovery",
      "assignment": "Two diagnosed fault cards, a 60-second continuity rehearsal and feedback that keeps the rhythm section playing.",
      "practice_steps": [
        "Use F08 as a paper case, then a teacher-prepared tuner-mute state on a quiet station. Model hypothesis/check/result and a separate card-based bypass. Never pull a live cable to surprise students.",
        "Write three checkpoint maps for whole PA, one source and one speaker.",
        "Administer two safe fault cards and record the learner’s evidence.",
        "Run a 60-second continuity exercise with one helper and agreed cues.",
        "Score the calibration cases before reading keys; revise scores with located evidence.",
        "A helper fixes the guitar while drummer and bassist also stop to watch. The cable is solved quickly but the song collapses.",
        "Administers safe faults, records meaningful checkpoints and times, and coaches continuity without crowding the failed rig."
      ],
      "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.",
      "standards": [
        "teach",
        "adapt",
        "assess",
        "implement"
      ],
      "assessment_criteria": [
        "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.",
        "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.",
        "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.",
        "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change."
      ],
      "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.",
      "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope."
    },
    {
      "id": "SR-PD07",
      "lesson_number": 7,
      "title": "Rotation, access and reliable assessment",
      "assignment": "Eight-round role plan, individual observation record, access adaptation and a retest that measures the permitted skill.",
      "practice_steps": [
        "Assign a 16-student class to two pods, walk the first rotation and show how the ledger distinguishes observed, directed and pending. Score a student who correctly calls a safety stop.",
        "Complete an eight-round schedule for your actual class size.",
        "Plan a single-powered-station lesson and an access adaptation.",
        "Score four calibration examples using 0–3 anchors; compare with facilitator.",
        "Fill an individual observation record and write one precise retest prompt.",
        "A student with limited reach cannot lift a speaker onto a stand. The teacher marks stagecraft unachieved despite accurate planning and permitted operating skills.",
        "Every learner receives all role-literacy opportunities, evidence modes are accurate and retests address a specific missing observation."
      ],
      "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.",
      "standards": [
        "teach",
        "adapt",
        "assess",
        "implement"
      ],
      "assessment_criteria": [
        "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.",
        "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.",
        "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.",
        "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change."
      ],
      "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.",
      "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope."
    },
    {
      "id": "SR-PD08",
      "lesson_number": 8,
      "title": "Facilitate the festival",
      "assignment": "Micro-festival run sheet, recorded handoffs and timing, individual role evidence and a retest schedule for unobserved students.",
      "practice_steps": [
        "Facilitator runs the readiness gate, calls a miniature changeover and administers one fault. Demonstrate how a safety stop pauses the event and generates a new safe attempt rather than pressure to continue.",
        "Customize the full capstone brief and eight-channel input example to your room.",
        "Run a micro-festival with at least two acts or simulated crews and actual handoffs.",
        "Score with the capstone rubric and compare two assessors’ evidence where available.",
        "Submit a teaching plan with unresolved equipment/access issues, retest schedule and feedback questions.",
        "The class performs well but the show runs late, no clear times are recorded and two students have never operated an approved production role.",
        "Complete advance, safe run, timing/fault records, defensible scores and a feasible teaching and reassessment plan."
      ],
      "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.",
      "standards": [
        "teach",
        "adapt",
        "assess",
        "implement"
      ],
      "assessment_criteria": [
        "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.",
        "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.",
        "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.",
        "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change."
      ],
      "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.",
      "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope."
    },
    {
      "id": "SR-PD-FINAL",
      "lesson_number": 9,
      "title": "Teaching portfolio and final teach-back",
      "assignment": "Located portfolio evidence, individual practical observation record, justified revisions and final reflection.",
      "practice_steps": [],
      "evidence_requirement": "Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.",
      "standards": [
        "teach",
        "adapt",
        "assess",
        "implement"
      ],
      "assessment_criteria": [
        "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.",
        "Name a specific access or learning need and provide a usable alternative that preserves the intended skill.",
        "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.",
        "Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change."
      ],
      "assessed_focus": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.",
      "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."
  },
  "readiness": {
    "pathway": "educator",
    "fit": "For educators, not a student course.",
    "prioritySkills": "Demonstrating and assessing rig preparation; signal paths; safe stage work; crew handoffs and recovery.",
    "priorSkills": "Read or complete the companion student course; bring a sample assignment to assess.",
    "equipment": "Unpowered practice cables and rigs, room plans, role cards, and supervised stage equipment.",
    "expectedTime": "12 designed hours",
    "teacherGuidance": "No instructor is required; this edition is for educators preparing to demonstrate, assess, and adapt the student course."
  }
}