Clustering & Sequencing ObjectivesProject Goal Statement (Terminal Objective): General Music teachers will record,edit and export audio files using GarageBand software.CLUSTER TIME FRAME OBJECTIVES LISTED IN ORDER OF HOW THEY WILL BE TAUGHT 15 minutes 1. Use GarageBand software to import and edit an audio file from iTunes. *5 min. instruction 1.1 The learner will modify settings (tracks, metronome, 1 *10 min. practice on-screen keyboard) in a new GarageBand project. 1.2 The learner will use the “drag and drop” method to move an audio file from iTunes into GarageBand. 1.3 The learner will edit track regions by splitting, moving, deleting, copying and pasting content. 1.4 The learner will apply “loop” function to repeat a track region. 20 minutes 2.0 Use GarageBand loops to create an original composition in ABA form, with eight-measure phrases, *10 min. instruction for drums, bass and piano. 2 *10 min. practice 2.1 The learner will select and use GarageBand drum loops to create two eight-measure phrases (A and B) with contrasting rhythms. 2.2 The learner will insert and edit bass loops, with contrasting pitch patterns, in the A and B sections of the bass track. 2.3 The learner will insert and edit piano loops, with contrasting pitch patterns, in the A and B sections of the piano track. 10 minutes 2.4 The learner will use content of A and B sections to create a GarageBand composition in ABA form that has 3 *4 min. instruction sections labeled. *6 min. practice
10 minutes 6.0 Export audio in a variety of formats for CD and web. 6.1 The learner will use GarageBand to burn a single *5 min. instruction project to disc.4 *5 min. practice 6.2 The learner will share a GarageBand project with iTunes. 6.3 The learner will use iTunes to burn a playlist containing multiple songs. 15 minutes 4.0 Convert audio files for use with GarageBand. 4.1 The learner will determine which audio files are *7 min. instruction compatible with GarageBand and iTunes.5 *8 min. practice 4.2 Using iTunes and Switch software, the learner will convert non-compatible audio files to mp3. 20 minutes 5.0 Import audio files, including MIDI, mp3, and loops, from online sources. *8 min. instruction 5.1 The learner will locate public domain and/or Creative6 *10 min. work time Commons audio files on two or more websites. 5.2 The learner will download a minimum of one MIDI and one .ogg file from online sources. 5.3 The learner will download a free, public domain loop from the Internet then add it to a GarageBand project and their Loop Library. 20 minutes 3.0 Use GarageBand to record audio content with real and software instruments. *8 min. instruction 3.1 The learner will use a USB microphone to record7 *12 min. work time audio content played on a real instrument. 3.2 The learner will use musical typing, the on-screen keyboard, and an external MIDI keyboard to record audio content for a software instrument. 3.3 The learner will evaluate recordings for musical accuracy and delete or re-record as needed.
Motivational StrategiesProject Goal Statement (Terminal Objective): General Music teachers will record,edit and export audio files using GarageBand software. CATEGORIES & STRATEGIES SUBCATEGORIESATTENTION A.1. Creation of a webpage, where instructional materials will beA.1. Perceptual arousal accessed, that is visually attractive and easy to navigate will helpA.2. Inquiry arousal to capture viewer interest. Creating a positive first impression willA.3. Variability increase the likelihood that students will be interested in continuing. A.2. Including a brief recorded introduction with background music created using GarageBand will give learners who are new to GarageBand a taste of what is possible with the software. Including an overview of the instruction and possible applications to the classroom will also help to spark interest. A.3. The average adult attention span is 20 minutes and brain- compatible learning tells us that lessons should include a variety of components. With that in mind, objectives were grouped in clusters of 15, 20, 10, 10, 15, 20, and 20 minutes in length. Within each cluster, instruction will be followed by time for students to practice and apply skills. Varying tasks and providing opportunities for direct application of learning, along with careful scripting and expressive narration of tutorials, will help maintain learner attention.RELEVANCE R.1. Learners took part in a Needs Assessment Survey. DataR.1. Goal orientation collected was used to guide planning of instructional goals andR.2. Motive matching objectives. The four tasks that experienced GarageBand users wereR.3. Familiarity most comfortable with were the ones selected to be the focus of this instruction, and are geared toward beginning GarageBand users. The three tasks that experienced GarageBand users were least comfortable with have also been included so that those with more experience will still have something new they can learn. While Clusters 1-8 will be the primary focus of this instruction, Clusters may be skipped if students are already competent with those skills. Instructional materials for Clusters 9 and 10 are beyond the scope of this project but will be added as time allows.
R.2. The bulk of instruction relates to composing a song using loops. Types of instruments are suggested, but not required, though the use of those instruments will provide the learner with the greatest variety of styles and loops from which to choose. If learners choose to substitute different instruments, instructions would not need to be otherwise altered. Regardless of instruments used, learners are able to choose the key, time signature and tempo of their song and will have many loops (musical phrases 4 to 16 beats long) from which to choose. While the framework will be the same for all learners, ABA form with eight-measure phrases, the actual compositions learners will create will vary greatly. R.3. For each task, potential application to the classroom will be included. Learners in the online group are vocal music, general music and instrumental music teachers so including examples from each would be most appropriate.CONFIDENCE C.1. Breaking larger tasks into small pieces will make eachC.1. Learning requirements learning task manageable and learners may feel a sense ofC.2. Success opportunities accomplishment as each task is completed. Providing a library ofC.3. Personal control audio files, sample GarageBand projects, and direct links to online sources will help to eliminate potential frustrations. Some students may become sidetracked and eliminating tasks that are not essential to learning the software (like searching the Internet for a file to import) will help keep things positive. C.2. Those students with previous GarageBand experience will move through the first few tasks quickly and may choose to skip those they are already comfortable with, which will reinforce their confidence level. Those students who are new to GarageBand, but have experience with other music software, are expected to move through instruction at a steady pace and feel confident completing the steps along the way. Others however, will begin instruction with little or no feeling of competence with computers in general, or GarageBand in particular. Supports in the form of video tutorials, print materials, and a library of sample GarageBand and audio files will enable all students, regardless of previous experience or confidence, to progress successfully through instructional materials and positively impact their feelings of competence. C.3. Learners are using their own computers and software to interact with instructional materials independently. Learners are completing 100% of the work themselves and will not have the
opportunity to observe others working through instructional tasks.SATISFACTION S.1. GarageBand software is commonly used by music teachers forS.1. Natural consequences personal and professional use and is widely used in music classesS.2. Positive consequences for audio editing and composition. Learners in the Deerfield groupS.3. Equity will use newly acquired knowledge/skills as they implement the newly revised general music curriculum in their classrooms. S.2. Instruction provides the opportunity for learners to create a tangible product. Instruction takes them through each step from starting the new project to sharing it with iTunes or burning it to a disc. Taking away a product that is complete will provide a sense of accomplishment and closure. Students will have the opportunity to post completed compositions online for others to hear and comment on. S.3. Sample GarageBand projects included in the instructional materials will be comparable to what learners create and will provide a model that is attainable. Students will be encouraged to play/show their compositions to family and friends which will provide a personal touch.Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction,26 (9/10), 1-8.