# PWR-149 — Polyphonic listening: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 27 min reading and worksheet pass Difficulty: Intermediate Equipment: Common household or practice equipment — a short two- or three-part musical excerpt with isolated stems.; Two isolated stems, the mixed recording and a timeline with ten checkpoints.; A comfortable speaker or headphones with a safe level and optional visual score or colour trace. Space: Room-scale practice space Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G1; Focused research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context This lesson teaches listening to more than one musical line without pretending to hear everything at once. You will learn each isolated part, follow one target through the mixture, mark losses, re-enter from an anchor and switch lines on a cue. Target outcome: The learner correctly identifies the active target line at eight of ten checkpoints and completes two planned line switches in a short two-part excerpt. ### Authority and setup conditions - Prepare a 20–40 second two-part musical excerpt with legal isolated stems and a written timeline - Before the first polyphonic listening attempt, write the exact result you will score: Source-identification accuracy and separation error across declared mixtures, levels and cue-on/off conditions. - Set playback so both parts are audible at a comfortable level and choose non-sensitive material you may use. - Pick one simple identifying feature for each line, such as instrument, contour or rhythm. ### Required or supplied materials - a short two- or three-part musical excerpt with isolated stems. - Two isolated stems, the mixed recording and a timeline with ten checkpoints. - A comfortable speaker or headphones with a safe level and optional visual score or colour trace. ## 1. Name the two lines Listen to stem A and stem B separately. Give each a neutral label and mark its first entrance on the timeline. Why: Distinct labels create recoverable auditory objects before the mixture. Success check: The learner identifies each stem correctly in random order. Accessible alternative: A visible, captioned or haptic version of “Listen to stem A and stem B separately. Give each a neutral label and mark its first entrance on the timeline.” can rehearse the response sequence, but it removes the declared auditory stimulus and is therefore a related activity, not an equivalent attempt at Polyphonic listening. To preserve the target, keep the authored sound and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “The learner identifies each stem correctly in random order.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Choose an anchor For target A, select one recurring rhythm, contour or timbre cue that can be heard through the mixture. Why: A specific anchor is easier to regain than the vague instruction “listen harder.” Success check: The anchor occurs at least twice and can be pointed out in the isolated stem. Accessible alternative: A visible, captioned or haptic version of “For target A, select one recurring rhythm, contour or timbre cue that can be heard through the mixture.” can rehearse the response sequence, but it removes the declared auditory stimulus and is therefore a related activity, not an equivalent attempt at Polyphonic listening. To preserve the target, keep the authored sound and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “The anchor occurs at least twice and can be pointed out in the isolated stem.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Follow one line only Play the mixture and trace target A with a finger, cursor or hum at quiet level. Ignore target B except to avoid confusing it with A. Why: Selective attention is trained more clearly with one declared target. Success check: The trace follows A’s entrances and pauses rather than the louder line automatically. Accessible alternative: Replace small or visual-only information with enlarged text, high-contrast display, spoken description or tactile/verbal cueing while preserving the same decision and success check. Keep usual aids for Polyphonic listening; record each support inside the polyphonic listening setup. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Mark losses and re-entry At each checkpoint, mark present, lost or confused. After a loss, wait for the chosen anchor and re-enter; do not rewind during the scored pass. Why: A recovery rule turns attention lapses into observable events. Success check: Every loss has a later anchor-based re-entry or remains honestly unscored. Accessible alternative: Replace small or visual-only information with enlarged text, high-contrast display, spoken description or tactile/verbal cueing while preserving the same decision and success check. Accessible opening check for Polyphonic listening: The learner identifies each stem correctly in random order. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Verify with the stem After the pass, replay only the missed checkpoint in target A’s stem, then in the mixture. Name the competing cue that captured attention. Why: Stem verification identifies whether the error was target memory or mixture competition. Success check: Each repaired checkpoint names the target cue and competing line. Accessible alternative: A visible, captioned or haptic version of “After the pass, replay only the missed checkpoint in target A’s stem, then in the mixture. Name the competing cue that captured attention.” can rehearse the response sequence, but it removes the declared auditory stimulus and is therefore a related activity, not an equivalent attempt at Polyphonic listening. To preserve the target, keep the authored sound and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “Each repaired checkpoint names the target cue and competing line.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Switch on a marked cue On a new pass, follow A until checkpoint five, then switch to B after one full beat. Repeat with the opposite switch. Why: Planned switching tests control rather than accidental capture by loudness. Success check: Both switches occur at the cue and the new target is identified at the next checkpoint. Accessible alternative: A supported, seated, reduced-range or slower version of “On a new pass, follow A until checkpoint five, then switch to B after one full beat. Repeat with the opposite switch.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “Both switches occur at the cue and the new target is identified at the next checkpoint.” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Remove one support Repeat once without the colour trace or with slightly rebalanced stems, keeping level and checkpoints fixed. Why: Removing one support tests whether the method survives a modest change. Success check: The record states which support was removed and whether accuracy held. Accessible alternative: A supported, seated, reduced-range or slower version of “Repeat once without the colour trace or with slightly rebalanced stems, keeping level and checkpoints fixed.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “The record states which support was removed and whether accuracy held.” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.