All assignments are "turned in" both in class and when they are posted to the T369 Oncourse web site. For many, you will also be required to turn in the source media files used to produce your work. Each assignment will have a due date listed on the class schedule. Grade records will be maintained using Oncourse. Understand that Oncourse is used for reporting scores on individual assignments; NOT official final grades.
In T369 you will be expected to complete five assignments over a variety of sound design-related topics. While each is different in nature, the format, point structure, and deliverables will be much the same. For each assignment you will deliver:
All work is due to the instructor in class, the day the assignment is due, at the beginning of the critique exercise. Assignments received during the critique earn a grade of D+ and will receive no comments from the instructor. Work received after the due date will not be accepted, and the assignment will earn 0 points.
The five assignments you will complete this semester are:
Four of the five assignments are weighted at 20 points each, for a sub-total of 100 possible assignment points. For each, the points break down as follows:
abstract: 5 points
classmate critique/discussion: 3 points
This includes working critiques as well as final critiques on assignment due dates.
correct final media format: 2 points
You are required to deliver the correct type of file(s) for every project. This includes written sound maps for some projects and/or project proposals for others.
assignment: 10 points
These 10 points are sub-divided into four areas that each sound design project must consider: concept (the idea(s) at the root of your work), fidelity (the mix, DSP, and spatialization), craft (source recording, levels, and editing), and your overall success with the project.
Assignment #2 has two "gradable" milestones worth 10 points each. It is the only assignment with a point total of 40.
An additional 30 points will be added for participation, brining the semester point total to 150. Your score for participation is cumulative and will be based on your overall involvement and engagement in the course throughout the entire semester. All students will earn a midterm participation score to help them gauge their efforts. This score does not in any way guarantee a student's final participation grade and should be viewed by the student as a metric to either improve or maintain. As always, students are more than welcome to see the instructor in office hours to discuss any questions or concerns over their performance or a course grade.
To earn graduate credit for this course you must choose and complete one research-based project and one practice-based project. The specific focus and topic of these projects is loosely defined and can be negotiated with your instructor to suit your particular needs or interests.
Research (choose one)
Written research can be turned in on paper with visual examples provided in the body of the text and audio examples on CD or DVD. Alternately, you may present everything in an integrated format on the web.
Practice (choose one)
This project must begin with a written proposal that includes the scope of the work to be completed, a project timeline, and plans to present or show the finished piece during the semester you are enrolled in this course.
At any point during the semester you can calculate your grade by dividing the number of points you've earned by the number of possible points. Then, multiply that number by 100 to get your grade percentage. For instance if we've done one 5 point quiz and one 20 point critique the possible points are 25. If you scored 4 and 19 respectively, your total points are 23. Now, do the math: 23/25 = .92 * 100 = 92% You have earned an A-.
Constructive classroom involvement will be used to nudge a grade either up or down. For example, C+ to B- or A- to B+. Constructive classroom involvement includes attendance, constructive discussion, helping other students, and volunteering for demonstrations. Non-constructive involvement is anything which adversely disrupts the labs and/or non-attendance. This specifically includes working on class computers during times when the instructor is lecturing or students are making presentations. Students who insist on being disrespectful in this manner will have their grades lowered. The nudge is completely subjective and will only be used in borderline situations unless involvement is perceived to be non-constructive in which case the grade will automatically move downward. The bottom line: be respectful and do good work.
The following grade descriptions have been adapted from the grade definitions defined by student and faculty members of the Committee on Improvement of Instruction.
| Grade | Percentage | Description |
|---|---|---|
| A+ | 100 | Amazing performance; rarely ever happens. |
| A | 96-100 | Superior performance; student work goes far above and beyond requirements of the course; demonstrates a command of course material through an innovative and creative application of concepts; far exceeds course expectations. |
| A- | 91-95 | Excellent performance; student work goes far above and beyond requirements of the course; demonstrates a command of course material through an innovative and creative application of concepts. |
| B+ | 88-90 | Very good performance; student work meets requirements and demonstrates creative or thoughtful application of course material; exceeds course expectations. |
| B | 84-87 | Solid work; student performance meets requirements and demonstrates a good understanding of course material. |
| B- | 81-83 | Above average; work that meets requirements and demonstrates better than average understanding of course material. |
| C+ | 78-80 | Work that meets requirements and shows promise. |
| C | 74-77 | Work that meets all basic requirements. |
| C- | 71-73 | Work that meets requirements but is not especially polished or thoughtful. |
| D+ | 68-70 | Below average work. |
| D | 64-67 | Below average work. |
| D- | 60-63 | Below average work. |
| F | < 60 | Failing. |