Listen wider.
Make something true.

Part 1: Launch Q4 with paired media clips and predict how soundtrack choices guide emotion, attention, and meaning. Part 2: Watch one scene silently and with sound, then distinguish visual evidence from musical evidence.

Part 1: Select a school-appropriate film, game, advertisement, or public message and record creator and source information. Part 2: Practice claim-evidence-reasoning with time-stamped musical choices and connected visual or narrative moments.

Part 1: Analyze the first half of the media text for instrumentation, tempo, dynamics, texture, and audience effect. Part 2: Complete time-stamped analysis and identify a shift where the soundtrack changes the audience’s interpretation.

Part 1: Compare how different audiences might read the same soundtrack based on experience, culture, or context. Part 2: Verify source ownership, creator information, and fair classroom use; add complete credits.

Part 1: Write, record, or present a clear answer to how the soundtrack shapes one perspective, using three pieces of evidence. Part 2: Share one strong claim in a seminar, revise from a counter-perspective, and submit the analysis.

Part 1: Annotate action, pacing, turning points, and possible perspectives before adding any sound. Part 2: Choose the first audience perspective and plan how musical elements will support—not merely label—it.

Part 1: Compare temp-track purposes, copyright limits, original / licensed / classroom-safe options, and proper credit. Part 2: Map cue points, duration, texture, and energy; begin original creation or select approved sounds.

Part 1: Synchronize a complete first soundtrack with the scene and export a playable draft. Part 2: Choose a second perspective and change at least three musical variables rather than only swapping the song.

Part 1: Build and synchronize the contrasting soundtrack while preserving readable dialogue or visual pacing. Part 2: Show both versions without explanation and collect inferred mood, perspective, and time-stamped evidence.

Part 1: Compare the audience evidence with both intentions and explain which version best supports the chosen perspective. Part 2: Submit both drafts, cue sheets, feedback, source credits, and the final intention statement.

Part 1: Analyze short public-interest and community messages for audience, tone, agency, and the role of music. Part 2: Select a topic about community, belonging, or action that is appropriate, specific, and connected to student experience.

Part 1: Define who the message is for, what the audience should understand or feel, and what respectful action is invited. Part 2: Verify key facts, avoid speaking for a community, and plan credits, permissions, captions, and original media.

Part 1: Plan 60–90 seconds of image, spoken text, silence, and music with a clear beginning, turn, and call to action. Part 2: Develop a short motif, groove, or sound palette connected to the intended audience experience.

Part 1: Assign tracks or performance roles, cue points, recording order, and the highest-risk technical task. Part 2: Create a complete rough cut that combines the message and music, prioritizing structure over polish.

Part 1: Run a teacher / peer conference on clarity, respect, sound balance, and whether the music supports the action. Part 2: Apply the highest-priority revision and capture missing audio, performance, or media assets.

Part 1: Refine timing, transitions, dynamics, and narrative pacing across the complete message. Part 2: Add captions or a transcript, readable contrast, complete source credits, and appropriate listening volume.

Part 1: Complete quality control on a Chromebook, repair links, normalize sound, and export the final version. Part 2: Share the piece with a defined audience, collect one impact response, and submit all final evidence.

Part 1: Locate one strong and one developing artifact from each quarter and repair file names or missing access. Part 2: Choose artifacts that show change over time rather than simply the highest scores.

Part 1: Draft a one-sentence answer to how you changed as a listener, investigator, creator, performer, or evaluator. Part 2: Use one research example and one development example to explain stronger choices in later work.

Part 1: Use one final work and one reflection to explain technique, intention, feedback, and next steps. Part 2: Organize the statement around a clear growth arc with artifact references, musical vocabulary, and honest reflection.

Part 1: Write a complete text or script with an opening claim, evidence across at least two units, and a future goal. Part 2: Test whether every claim points to a specific artifact or musical decision and whether the evidence shows change.

Part 1: Replace generic praise with accurate vocabulary, clarify challenges, and strengthen the future music-learning goal. Part 2: Format the written statement or record the audio / video version with clear pacing and artifact callouts.

Part 1: Pair the statement with selected works, test links and audio, and rehearse a 30-second introduction. Part 2: Present half the portfolios while audience partners leave one evidence-based appreciation and one question.

Part 1: Switch roles, make final statement revisions from audience questions, and complete the final upload. Part 2: Return to the August baseline, name one lasting listening habit, and set a music-exploration goal for next year.