1. Clustering & Sequencing Objectives
Project 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

2. 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 Creative
6 *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 record
7 *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.

3. Motivational Strategies
Project Goal Statement (Terminal Objective): General Music teachers will record,
edit and export audio files using GarageBand software.
CATEGORIES & STRATEGIES
SUBCATEGORIES
ATTENTION A.1. Creation of a webpage, where instructional materials will be
A.1. Perceptual arousal accessed, that is visually attractive and easy to navigate will help
A.2. Inquiry arousal to capture viewer interest. Creating a positive first impression will
A.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. Data
R.1. Goal orientation collected was used to guide planning of instructional goals and
R.2. Motive matching objectives. The four tasks that experienced GarageBand users were
R.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.

4. 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 each
C.1. Learning requirements learning task manageable and learners may feel a sense of
C.2. Success opportunities accomplishment as each task is completed. Providing a library of
C.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

5. opportunity to observe others working through instructional tasks.
SATISFACTION S.1. GarageBand software is commonly used by music teachers for
S.1. Natural consequences personal and professional use and is widely used in music classes
S.2. Positive consequences for audio editing and composition. Learners in the Deerfield group
S.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.