503ferdon idp report

Susan M. Ferdon
Instructional Design Project Report
for EDTECH 503 (4172): Summer 2009
Submitted to: Dr. Ross A. Perkins
August 2, 2009

Project Goal:
General Music teachers will record, edit and
export audio files using GarageBand software.

TABLE OF CONTENTS

Synthesis Reflection Paper 3

Part 1. Instructional Design Project Proposal 5

Part 2. Front-end Analysis Plan 6

Part 3. Front-end Analysis Report 8

Part 4: Goal Analysis 22

Part 5: Subskills Analysis and Entry Behaviors 23

Part 6: Learner and Context Analysis 34

Part 7: Instructional Objectives 40

Part 8: Learner Assessment 43

Part 9. Motivation Plan (ARCS) 49

Part 10. Sequence and Timing and Sample Lesson Plans 52

Part 11. Instructional Materials 66

Part 12. Formative Evaluation Plan 122

Appendix 124

Synthesis Reflection

While the instructional design process can be as simple as analyze, produce and
evaluate, there are a number of models that provide the instructional designer with
guidelines and a means of assessing quality. Though models will differ in their approach
to instructional design they will typically follow similar processes. The ADDIE process is
commonly used in the design of instruction:
• Analyze the needs of learners and the institution providing the instruction.
• Design instruction to meet the needs of stakeholders, particularly the client.
• Develop instructional materials that meet stated goals and objectives.
• Implement the instruction that has been designed.
• Evaluate effectiveness of the instruction (formative and summative) and
achievement of the learner as they relate to instructional objectives.
The successful instructional designer will be familiar with a variety of approaches –
systems theory, postmodern, rapid prototyping – and will use an eclectic approach that
meets the specific needs of an instructional design project. Each instructional design
context is different and no single approach can account for all variables. Though it is not
the only systems approach, Brown and Green (2006) note that “Dick and Carey’s
systems approach model is a classic example of performing an instructional design task
systematically” (p. 10-11). A system is defined as interrelated parts that depend on each
other for success and in a systems approach to instructional design, “the instructor,
learners, materials, instructional activities, delivery system, and learning and
performance environments interact and work with each other to bring abut desired
student learning outcomes” (Dick, Carey & Carey, 2009, p.1).
A systems approach recognizes that the effectiveness of each part will affect the
success of the entire design. Within that process, however, the two components I
believe to be most important are analysis and evaluation. Analysis is the beginning of
the design process and the goals and objectives that are identified will be the foundation
upon which the rest of the design will be built. Instruction that based upon flawed goals
will not produce desired results. Once all other components are in place, the evaluation
piece, including a Subject Matter Expert review, will ensure that instruction is efficient,
effective and appealing.
As I completed coursework for this class, I found that work I have done while
serving on school district committees (report cards, assessment, curriculum, self-
directed earning) aligns well with theories, models and methodologies presented by the
authors. I was not familiar with specific approaches and steps, but the processes
seemed logical, and many procedures were much like those we have used in general
music over the years. One of the reasons I am attracted to instructional design is that I
love when something that can be very amorphous is approached in a very systematic
manner. A task that could be huge and directionless is made manageable and orderly.
As I learned more about instructional design, I have thought a great deal about
the Curriculum Renewal and Redesign process that the general music department in
my district is currently working through. We revised curriculum Outcomes for grades K-8

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and adopted curriculum materials (Spotlight on Music™). Next year, the focus will be on
implementation and the revision of district-wide assessments. Up to this point, the
strengths of our curriculum have been overshadowed by a lack of instructional
materials. Years ago, the district purchased Share the Music™ teacher editions and
audio CDs (1995 edition), but teachers did not use the materials consistently as
textbooks and related materials had not been purchased. Though teachers liked the
freedom of using any materials they desired (and could obtain), lack of sufficient
instructional materials meant that teachers were designing the instruction for every
class, every day, all year, every year. Evidently, I’ve been an instructional designer for
26 years and didn’t even know it!
The good news is that I have become adept at cranking out instructional
materials, but the bad news is that the systematic aspect that is so critical to
instructional design has been missing from my process. On a daily basis, I was
immersed in the “DDI” portion of ADDIE, but rarely had any “A” or “E.” There was little
time to assess the needs of my 400+ students, collaborate with other teachers, or do
any sort of formative or summative evaluations. As I considered this “Teacher as
Untrained Designer” model of instruction, it occurred to me that ramifications for
teaching and learning were monumental. Teachers that have been considered most
effective are, on reflection, those whose approach has been sequential, methodical and
organized. It may be that those considered less effective are simply poor designers.
Disassociating teaching ability from design ability is difficult, at best.
With instructional materials now on hand, Deerfield music teachers will be able to
focus more on teaching and learning and less on designing and developing. When
instruction does need to be designed, however, I will be able to take a systematic
approach and incorporate all components of the ADDIE process, not just “DDI.” As
noted by Dick, Carey and Carey, teachers benefit from the study of instructional design
because “mastery of the full model establishes the experience and insight to properly
select the right pieces of the instructional design process according to specific
instructional needs” (p. 10). With a degree in educational technology, and a growing
understanding of instructional design, I will be in a good position to provide leadership
for district music teachers as we continue to make program improvements.
“‘One of the enduring difficulties about technology and education,’ according to
Dr. Martha Stone Wiske, … at the Harvard Graduate School of Education, ‘is that a lot
of people think about the technology first and the education later’” (Schacter, 1999,
p.10). Educational technologists are, however, in a unique position to positively affect
both education and technology. Teachers are frequently called upon to design
components of classroom instruction and develop instructional materials, but many
have limited experience and few have adequate training. The educational technologist
can assist teachers in finding effective uses for technology tools and help keep the
focus on educational goals, rather than the technology itself. !
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Part 1. Instructional Design Project Proposal

Main category: Software

Subcategory: Creativity software

Software: GarageBand

Age Group of Participants: Adult learners

Means of Delivery: Web-based

Description of Purpose: The purpose of this instruction is to introduce adult learners
to GarageBand software and provide guided practice in completing basic tasks: creating
files, basics of recording, using loops and software instruments to create simple
compositions, editing, and exporting songs for web and CD. Though instruction is
appropriate for any adult learner, my goal is for materials to be used by music teachers
in my school district. For the 2010-11 school year, general music classrooms in our
district will be equipped with five MacBooks and teacher training is needed on the
software that students will be using for composition.

SME Name: Christine Wells

SME Email address: cprintz80@yahoo.com

Relationship to SME/His or her experience: Christine is a K-5 general music teacher
in my school district. She is an experienced Mac-user and uses GarageBand for a
variety of purposes.

Part 2. Front-end Analysis Plan

PARTICIPANTS
How many people will you survey or interview to collect needs assessment data?

I will survey the six K-8 general music teachers who are the learners targeted for this
instruction. Using an identical instrument, I will survey a minimum of four additional
general music teachers. Keeping data from the targeted learners separate will ensure
that instruction will fit their needs. Data from additional teachers will help ensure that the
instruction will also be effective for a wider audience.

Where will you find these potential participants?

The survey for District 109 teachers will be linked in an email. Since it is summer and
most teachers don’t check email every day, I will call each of the six teachers, and ask
them to complete the survey. For those teachers outside the district, I will send an email
with that survey linked, asking them to complete the survey and forward the email to
other music teachers friends. I will also post a link to the survey on the Music Techie
Teachers Ning (http://musictechieteachers.ning.com/).

What are the top three things you want to learn about the participants' needs?

1) Participants’ experience using software/hardware for personal and professional use
as well as with students in class.
2) Participants’ previous experience using GarageBand.
3) Participants’ comfort level with computers and preferred learning style.

LOGISTICS
What kind of instrument(s)/tools /techniques will you use to collect data for the
analysis?

I will create a web-based survey using SurveyMonkey. There will be 14 multiple-choice
questions and three open-ended questions. Four questions will relate to learner
background, four to hardware used, five to software, two questions will relate to
GarageBand, and two will relate to learners’ comfort level using computers and
preferred learning style. Responses will be collected using two identical surveys; one for
Deerfield general music teachers and another for any other music teachers who
respond.
Where will the actual collection of data for the analysis take place?

All participants will receive a link to the survey online. Learners who are part of the
target audience will be contacted by phone, told about the survey, and informed of the

email they received containing the link. Those contacted by phone will have the option
of answering survey questions either via phone interview or online. Survey questions,
whether answered online or by phone, will be identical. The survey will be open from
June 26th through July 1st, 2009.

Part 3. Front-End Analysis Report

Section 1: Characteristics of Participants

Instruction is being designed for general music teachers in School District 109, a
K-8 district comprising four elementary schools and two middle schools in Deerfield,
Illinois. There are currently seven general music teachers in the district, of which I am
one. All six of the other Deerfield teachers took the survey, as did 28 other music
teachers. After the survey window closed, data from the six Deerfield respondents was
manually added to that collected from non-109 respondents, 34 in all.
For purposes of this report, respondent-specific data will be limited to the six
Deerfield teachers and survey data, in general, will reflect all 34 respondents. Complete
survey results may be viewed online:
http://www.surveymonkey.com/sr.aspx?sm=FYrfNErZfSuazDt9mMbxPZLMvNGk_2b3kc
cWyapgOIpv0_3d

Participant Years of Grade GarageBand Used a Learning Preference
Experience Levels Experience Mac
Before?
1 More than Middle Beginning Yes Instruction in a
15 years School (6-8) User class or workshop
with teacher
present along with
self-paced
materials to
complete on my
own.
2 Less than Primary Experienced Yes Instruction in a
15 years (K-2) User class or workshop
Intermediate with teacher
(3-5) present.

3 More than Primary Beginning Yes Instruction in a
15 years (K-2) User class or workshop
(3-5) present along with
self-paced
materials to
complete on my
own. I need time
to figure things
out so they soak
in.
4 11 – 15 Primary No previous No Instruction in a
years (K-2) experience class or workshop
(3-5) present along with
self-paced
materials to
complete on my
own.
5 More than Middle No previous No Instruction in a
15 years School (6-8) experience class or workshop
with teacher
present.
6 5 - 10 years Primary Experienced Yes I like to figure it
(K-2) User out by myself. As
Intermediate a last resort, I will
(3-5) read the manual
or search for
answers to my
questions.

Years of Experience

Deerfield teachers are an eclectic group in many ways. Our least experienced
teacher just completed her first year of teaching and our most experienced teacher has
been eligible for retirement for a number of years. Of the four survey participants (12%
of total) with more than 15 years of experience, three of them are from Deerfield. While
50% of learners in the Deerfield group have 15 or more years of teaching experience,
the majority of those who will likely use the materials are teachers with significantly less
experience in the classroom.

Teaching Experience - General Music

Survey participants will teach grades preschool through grade 12 during the 2009-
2010 school year, with the most common grades taught (70%) being grades 3 - 5.
Deerfield percentages are comparable in that Intermediate is the largest sub-group,
followed by Middle School. One Deerfield teacher will teach a preschool special needs
class and none will teach high school, as it is a K-8 district.

Teaching Experience - Other

On the survey, teachers were asked to list any teaching experience outside of
general music. My purpose here was twofold: 1) Even though the survey was
"anonymous" I wanted to be able to match Deerfield teachers with their responses.
Knowing which information went with which learner will help me to address individual
needs more efficiently. 2) Since survey data will be shared on the MusicTechieTeachers
blog, I wanted to provide information that would be of interested to the wider teacher

community. In retrospect, had I worded the question a bit better,
I would have gotten more complete information. It was not always clear whether other
teaching duties listed were in addition to, or in place of, general music and whether or
not duties were concurrent. Respondents listed a variety of instructional duties, most of
which could be enhanced
by use of GarageBand to produce media for class use. Also, many of those responding
have the capability of using GarageBand with their students.

See chart:
https://spreadsheets.google.com/a/u.boisestate.edu/ccc?key=0AraAQcsMu2HZclRsTG
dDNkY2ZEZ5VTVFSDQ2eXdwMFE&hl=en
Non-music teaching duties listed were children's literature instructor (college level),
dance, drama, elementary classroom teacher, Physical Education, preschool, school
librarian, substitute teacher and YMCA assistant site director.

Computer Experience - Hardware

Participants were asked what type of computers they currently use at school, at
home, and in the past. Since GarageBand software is only available for Mac, it is helpful

to know that how many learners (82% in all) have used a Mac in the past. While the
instruction that is being design assumes that the learner will have the hardware and
software required to complete all tasks, the amount of previous experience learners
have with the hardware and operating system will impact their progress. This area is
one in which data for Deerfield teachers is less similar to the survey
group.

DEERFIELD Home - Current School - Current In the Past
TEACHERS
Mac Only 3 (50%) 0 0
PC Only 3 (50%) 5 (83%) 1 (17%)
Mac and PC 0 1 (17%) 4 (67%)
Other 0 0 1 (17%)

OTHER TEACHERS Home - Current School - Current In the Past
SURVEYED
Mac Only 7 (25%) 9 (32%) 0
PC Only 13 (46%) 14 (50%) 4 (14%)
Mac and PC 8 (29%) 5 (18%) 24 (86%)
Other 0 0 0

The Deerfield teacher listed as "other" indicated that she currently uses PCs both
at home and at school. Computers she has used in the past are PC, Apple and IBM
mainframe computers. It is interesting to note that while 29% of other teachers use both
Macs and PCs at home, Deerfield teachers seem to have stronger allegiance one way
or the other. None use both Mac and PC at home and they are evenly split between the
two. Not only will these learners be new to GarageBand software, the potential is there
for them to be somewhat resistant to using a Mac.
In regard to computer use in the classroom, 50% of Deerfield teachers and 65% of
all respondents, indicated that computers are used only by the teacher. One Deerfield
teacher (17%) and 26% of all respondents indicated that computers are used by
teachers and students alike. Two of the three respondents, overall, that indicated that
computers are not used in their classrooms (by teacher or students) are from Deerfield.

While that is 9% of all respondents, it represents 33% of Deerfield teachers. This
disparity is likely due, at least in part, to the fact that 76%-82% of all survey participants,
members of the MusicTechieTeacher Ning where the survey link was posted, are self-
proclaimed "techies."

Computer Experience - Software

Survey participants were asked to indicate which types of Mac and PC software
they felt comfortable using. While this information will not directly impact the nature of
the instructional design, it does provide a general impression of the comfort level
learners will have toward learning new software. Those with more limited experience
may find the task of learning new software to be more daunting, while those who
already use a wider variety of software may feel quite at home with the task. A greater
awareness of learner experiences and attitudes will aid in the design create instruction
that will be more appealing.

82% of survey participants indicated that they have used Macs in the past, so one
thing I looked at was the relative ease at which both types of computers were used. In
looking at the number of software programs each participant indicated comfort with, the
total number for both Mac and PC was calculated. Although five of six Deerfield
teachers indicated past experience with both Mac and PC, data related to software use
indicates greater experience with PCs. This is contrasted by data from other teachers in
which those with more PC experience (43%) is very similar in number to those with
more Mac experience (46%). The table below indicates the relative difference between
the number of programs participants are comfortable using on PC and Mac.

Same Difference Difference Difference More More
Number of One of Two Greater PC Mac
Than Two
Deerfield 2 (33%) 2 (33%) 1 (17%) 1 (17%) 3 (50%) 1 (17%)
Only
Other 3 (11%) 8 (29%) 8 (29%) 9 (32%) 12 13
Teachers (43%) (46%)

The chart below indicates the total number of programs that participants are
comfortable using on Mac and PC. All participants indicated that they are comfortable
using PC software for email and word processing. With PCs being more widely used, it
is not surprising that a greater number of participants are comfortable using at least two
types of PC software.

See chart:
https://spreadsheets.google.com/a/u.boisestate.edu/ccc?key=0AraAQcsMu2HZckFrMk
h5OE1FZmtVVnpzaW5hSXRoLXc&hl=en

Section 2: Explanation of learning needs discovered

Data show that participants' years of experience teaching and teaching duties are
varied. Although Deerfield teachers surveyed teach only K-8 general and vocal music,
the wider audience must be considered. Designing more "generic" instruction will help
to ensure that it will be appealing to all who may want to learn how to use GarageBand
software. The largest sub-groups taught are grades 3-8, and many teachers teach more

than just general music, so audio examples should be varied to appeal to a somewhat
diverse group of learners.
While most respondents (82%) have used both, survey data show that learners will
likely have more experience and a greater comfort level with a PC than with a Mac.
Instruction will be designed with the assumption that learners have the hardware and
software required, but their experience using Macs will vary greatly between those who
own a Mac and use it at home regularly, those who use Macs only at school, and those
like the Deerfield teachers, who will be new to both Macs and GarageBand. Instruction
is not intended to be a tutorial on how to find your way around a Mac, but cannot take
for granted that learners are experienced Mac users.
While previous data help to create an overall impression of the learner, survey
questions related specifically to GarageBand provide more concrete information upon
which to base instruction. To help determining learner needs, I approached this from
two fronts. First, I asked what participants could already do. Knowing what people are
already comfortable with helped me prioritize tasks and guide the sequencing of
instruction. Data show that32% of survey participants have never used GarageBand,
50% consider themselves beginning users, and 17% consider themselves experienced
users. The Deerfield group is evenly split with two teachers at each level. Those
participants with experience using GarageBand (19 of 34) were asked to indicate tasks
that they felt comfortable completing: 74% felt comfortable importing files from iTunes
and editing files/tracks. 68% felt comfortable using loops and exporting to iTunes, and
58% felt comfortable recording with real and software instrument. The two participants
(both from Deerfield) who indicated "other" said they did not feel comfortable completing
any of the listed tasks.

My second approach to determining learner needs was to include an open-ended
question asking just that. While some responded "all of the above" or "lots," there were
specific tasks that can be addressed. Five of the tasks listed in the previous question
(chart above) were listed as things survey participants wanted to learn and will be
included in the instruction being designed. In addition, respondents listed five things that
they wanted to learn that I had not previously considered:
• Sync up loops better
• Improving sound quality
• I would like more unit ideas (and more computers) to get kids using Garageband in
concrete ways
• Good lesson plans for teaching students
• I'm not sure...maybe more complex projects
Syncing loops and improving sound quality can be easily incorporated into instruction.
Unit ideas, lesson plans and more complex projects are outside the score of this
instruction, but additional resources may be included as part of instructional materials.

Section 3: Explanation of learner preferences

Instruction will be in the form of self-paced instructional materials, but learner
preferences can guide how those materials are developed. Participants were asked to
select one of five statements describing their comfort level using computers. While it is
interesting to know how all participants answered this question, I was particularly
interested in the Deerfield group as this is my primary target audience. As expected,
Deerfield teachers do not feel as comfortable as those who are associated with the
MusicTechieTeachers site.

Deerfield Only Survey Total
I do not feel comfortable 1 (17%) 3%
using computers.
I feel comfortable with the 2 (33%) 9%
basics (email, word
processing).
I feel comfortable using 1 (17%) 21%
several types of software.
I feel comfortable using 2 (33%) 69%
software and online tools
(blogging and Internet, for
example).
I am a technological wiz – 0 6%
the computer is my best
friend.

I expect that those who will access materials through the MusicTechieTeachers
site will be eager learners seeking out instruction. They have greater experience with
computers in general, and Macs in particular. Because those learners are strewn about
cyberspace, there is no chance that instruction would be anything other that self-paced
independent work. They have more experience using a variety of software and most
(69%) are comfortable using software and online tools. I would expect this group of
learners to have a very positive attitude toward the subject matter and instructional
materials.
The Deerfield group is comprised of two very distinct sub-groups. The three

teachers who already use Macs have the greatest comfort with computers, the most
experience with technology, and have already used GarageBand. Based on
observational data, these three teachers are eager and excited for the new
opportunities that the addition of Macs and GarageBand will have for their classrooms.
They will be very willing learners. The three teachers who have little or no experience
with Macs have the least comfort with computers, the least experience with technology,
and don't use computers in their classrooms. They will likely be a captive audience,
taking part in mandated instruction. While I hope they will also be willing learners, there
is every chance that they may feel overwhelmed and less than eager to tackle this
unfamiliar task. Despite these facts, no one checked "I would rather not learn new
software," so I am hopeful that all learners will have some degree of openness to the
instructional tasks.
For the Deerfield group, it would be my recommendation to the school district that
face-to-face instruction occur. The self-paced instructional materials being developed
could provide the bulk of the instruction and an instructor could be on hand to assist
learners and answer questions. This is in keeping with the learning preferences that
Deerfield teachers indicated on their surveys. Five of the six said they preferred that
teacher-led instruction be part of learning new software. Three of those five, preferred
self-paced instructional materials along with teacher-led instruction. One teacher
indicated that her preference was to figure it out on her own and, as a last resort, read
the manual. If Deerfield teachers are able to work their way through instructional
materials during common meeting time, it would be beneficial to arrange seating so that
home PC users were in close proximity to home Mac users so that help would be near
at hand.

Section 4: Influence on general goals or approach

The tasks, and their sequence, that will comprise instruction were modified from
my original plan based in large part on survey data from teachers with previous
experience using GarageBand. Data from survey participants originally targeted for
instruction (Deerfield) is limited due to the small size of that group, so it was

tremendously beneficial to have data from the 28 other teachers who took the survey.
Instruction will not be limited to just those tasks that more experienced users are
already comfortable with, however. In order for instruction to meet the needs of all
learners, tasks involving more advanced skills must also be included. One respondent
wants to learn how to sync loops better, which can be incorporated into Task II: Create
an original composition using loops. Another survey participant wants to learn how to
improve sound quality, which can be addressed in Task IV: Convert files for use with
GarageBand. The challenge will be to design instruction that meets the needs of novice
users and provides a bit of challenge for more experiences users, while remaining
within the constraints of the required time frame.
Because learners have a wide variety of experiences and comfort levels, I would
expect the pace at which they move through instructional materials to vary greatly.
Learners with some previous experience are likely to be comfortable with the first three
tasks already (see below), whereas novice users would benefit from taking extra time
on just the first two tasks. I decided to order tasks in such a way that, at any point,
learners are able to skip to Task VI and thus complete the final step necessary for
completing a GarageBand project - exporting audio.

Tasks for GarageBand Instruction:
I. Import and edit existing audio file from iTunes.
II. Create an original composition using loops.
III. Record using read and software instruments.
IV. Convert files for use with GarageBand.
V. Import audio files, including MIDI, .ogg and loops, from online sources.
VI. Export audio in a variety of file formats for CD and web.

Regardless of previous experience or learner attitudes, it is my hope that all
learners can come away from instruction with specific skills they are able to use to
complete a GarageBand project from beginning to end.

Part 4. Goal Analysis Document

1: Goal statement
General Music teachers will record, edit and export audio files using GarageBand
software.

2: Outline of major goal tasks
III. Record using real and software instruments.
V. Import audio files, including MIDI, .ogg and loops, from online sources.
VI. Export audio in a variety of file formats for CD and web.

3: SME Review
I have been in frequent contact with Mrs. Christine Wells, the Subject Matter
Expert, regarding the Instructional Design Project and she was supplied with a copy of
this goal analysis document. She was satisfied with the goal statement and commented
that it was clear and concise. She believes that this task will capitalize on the main
features of GarageBand that music teachers would want/need to use. In addition, she
believes those tasks to be ones teachers would focus on with their students. Mrs. Wells
recommended that I use the most recent version of GarageBand so that instruction
would be reflective of the most current of available technology.

Part 5: Subskills Analysis & Entry Behaviors Flowchart

Entry Behaviors:
• Open GarageBand and iTunes.
• Locate and use basic navigation buttons in GarageBand: play, stop, forward one
measure, back one measure, go to beginning of song.
• Knows basic terminology: region, timeline, loop (noun), loop (verb).
• Switch between LCD modes: measures, time, key/tempo/signature, chord.
• Connect audio input devices: USB microphone, USB keyboard.
• Drag and drop files from one window to another.
• Use mouse and keyboard arrows to set cursor location.
• Learner has basic GarageBand loops only (no JamPacks).
• As new skills are learned, they can be applied to new tracks/regions/loops
without repeating step-by-step instructions.

Part 6: Learner and Context Analysis

Learner Analysis

Entry Behaviors
DATA SOURCE:
Survey: Learner (online)
CHARACTERISTIC:
The Deerfield group is comprised of six adult learners who are general music teachers.
Three are comfortable with both PC and Mac and use a variety of technologies on a
regular basis. Three have little or no experience with Macs and have not used
computers in their classrooms. All have prior experience with mouse and keyboard
controls, data entry, opening/closing and moving files. All learners are able to operate
on-screen controls in GarageBand.
The online group is comprised of music teachers who are members of the
MusicTechieTeacher Ning. 3% of survey participants (compared to 17% of Deerfield
group) indicated that they are not comfortable using computers, and 69% (compared to
33%) are comfortable using software and online tools.
IMPLICATION:
Those learners with less experience will benefit from having information presented
using a variety of formats (text, graphics, multimedia). Video tutorials will provide less
experienced learners with a greater level of support than would be possible using print
materials alone. Learners with more experience will benefit from print overviews that
can be skimmed or used as a resource as needed.

Prior Knowledge of Subject Area
DATA SOURCE:
Observation and online Learner Survey
CHARACTERISTIC:
All learners in the Deerfield group are Illinois teachers, and meet state requirements for
“Highly Qualified” status, including a minimum of 30 hours of content-specific college
coursework. Two learners are experienced GarageBand users, two are beginning
users, and two have never used GarageBand, or a Mac, before. In the online group
14% are experienced GarageBand users, 54% are beginning users and 32% have
never used GarageBand before.
IMPLICATION:
Though the Deerfield group of learners is small, their needs are diverse. Instructional

components must include the basics, with user-friendly directions, for the less
experiences users. Selection of instructional components should be such that all
learners have the opportunity to acquire new skills.

Academic Motivation
DATA SOURCE:
Observation and online Learner Survey
CHARACTERISTIC:
For those learners in the Deerfield group, the school district will be acquiring
Macs/GarageBand and general music teachers will be required to use the software with
their students for compositional tasks. Survey comments indicate that four of six
learners in the Deerfield group are eager to participate in the instruction. Learners in the
online group will be accessing materials voluntarily for personal or professional use.
IMPLICATION:
For the Deerfield group instruction will be mandated, so learner attitudes may vary.
While it may be assumed that learners in the online group are willing volunteers, there
may be some who are required to use GarageBand software and are seeking training
opportunities. Creation of attractive, user-friendly instructional materials will help to
establish a positive learning environment for all.

Educational and Ability Levels
DATA SOURCE:
Document Research and online Learner Survey
CHARACTERISTIC:
All learners are college graduates. In the Deerfield group, four have completed master’s
degrees and the other two are currently enrolled in masters programs. While
educational levels are advanced, experience and ability with technology varies greatly.
IMPLICATION:
Use of professional adult language is appropriate and should be reflective of the
learner’s understanding of musical concepts and demonstration of productive work
habits. Software-specific language should be geared towards those with the no prior
GarageBand experience.

General Learning Preferences
DATA SOURCE:
CHARACTERISTIC:
Most learners in the Deerfield group (5 of 6) prefer instruction in a class or workshop
setting with an instructor present. Three of those five (50% of total) indicated that they
would like self-paced instructional materials as a continuation of initial face-to-face
instruction. The Deerfield learner with the greatest comfort-level with computers in
general, and the most experience with GarageBand in particular, was the only one who
prefers to figure out new software on her own.
In the online group, 43% of learners (compared to 17% of Deerfield group) prefer to
figure out new software by themselves and will, as a last resort, read the manual. 39%
(compared to 83%) prefer instruction in a class or workshop setting, with an instructor
present. 18% (compared to 50%) prefer self-paced materials completed on their own.
IMPLICATION:
While face-to-face instruction is not within project guidelines, offering suggestions for
adapting use of materials should be included. In Deerfield, the possibility of using
materials in conjunction with in-district professional development is worth investigating
and would address the strong preferences of those learners. Many learners in the online
group prefer to figure things out on their own and may choose to use materials as a
supplement their own learning processes. Accordingly, materials should be organized in
such a way that learner can easily access portions of interest. Learners accessing
materials online, who prefer face-to-face instruction, may benefit from working through
materials with a colleague.

Attitudes towards Person(s) or Organizations Providing Training or Education

DATA SOURCE:
Deerfield Group - Observation
CHARACTERISTIC:
Historically, professional development in the Deerfield Public Schools has been planned
and delivered by district administrators, with outside speakers and experts sometimes
included. General music teachers have been permitted to plan and deliver staff
development within their small department, once or twice each year, for the last several
years. Music teachers are extremely pleased with how directly these staff development
opportunities have applied to their teaching positions. The Deerfield teachers surveyed
are among the group that recently revised the district’s General Music Curriculum.
IMPLICATION:
For this instruction, Deerfield learners will likely view the General Music Department –
themselves – as the organization providing instruction. Because they wrote the
curriculum that necessitates learning this software, attitudes are expected to be positive.

Since online learners are accessing materials voluntarily, attitudes are expected to be
positive as well. However, learners from either group may have previous experiences
with online instructional materials that may color their attitudes.

Group Characteristics
DATA SOURCE:
CHARACTERISTIC:
All learners are English language proficient music teachers. 96% of those surveyed
teach in vocal music, general music, and instrumental music settings in K-12 public
schools. Most of the 34 teachers surveyed have 10 or fewer years of teaching
experience. The learners in the Deerfield group teach in neighboring schools, are well
known to each other, and maintain communication throughout the school year. Learners
in the online group may or may not have personal contact with someone who is familiar
with GarageBand.
IMPLICATION:
Designing instruction to meet the needs of those with the least access to technical
support will help ensure that instruction will meet needs of a more diverse group of
learners. It will be possible to observe the Deerfield group using the materials so
informal usability testing will be possible. Based on that information, instructional
materials can be revised.

Context Analysis: School Environments

PERFORMANCE
CONTEXT
Support NETS for Teachers:

1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and
learning, and technology to facilitate experiences that
advance student learning, creativity, and innovation in both
face-to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative
thinking and inventiveness.
b. engage students in exploring real-world issues and
solving authentic problems using digital tools and
resources.

2. Design and Develop Digital-Age Learning Experiences
and Assessments
Teachers design, develop, and evaluate authentic learning
experiences and assessments incorporating contemporary
tools and resources to maximize content learning in context
and to develop the knowledge, skills, and attitudes identified
in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that
incorporate digital tools and resources to promote student
learning and creativity.

3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes
representative of an innovative professional in a global and
digital society. Teachers:
a. demonstrate fluency in technology systems and the
transfer of current knowledge to new technologies and
situations.

Physical Aspects Learners will access instructional materials online using a
Mac computer. Physical aspects of the learning environment
will be dependent upon the location the learner chooses for
completing the instructional tasks.

Social Aspects Learners are expected to complete instruction independently.
The Deerfield group is a close-knit network and those in the
online group communicate via the MusicTechieTeacher blog.

Relevance Instruction is being provided to the Deerfield group so they
can use the software for professional use and with students.
Learners in the online group will be able to use GarageBand
software for personal use, professional use, and/or with their
students.

LEARNING
CONTEXT
Compatibility Learners using personal computers may configure the
learning environment in any way they choose. Learners using
employer-owned equipment may have the ability to set up the
room to suit their needs. If a shared space is used, learners
are advised to use headphones instead of speakers.

Adaptability for No changes to the physical environment are needed.
simulation Conditions for assessment are the same as for instruction
and practice.

Delivery Instructional materials will be accessed online. Materials may
accommodations be downloaded, so Internet access is required only at the
onset of instruction. Members of the Deerfield group will be
able to access materials via the Internet, a shared network
folder, and/or a district SharePoint site.

Learning-site Availability of electricity and Internet connectivity at individual
constraints learning-site locations may impact the learner’s ability to
access instructional materials.

Part 7: Outline of Instructional Objectives

Goal: General music teachers will record, edit and export audio files
using GarageBand software.

With 100% accuracy, music teachers will:
1. Use GarageBand software to import and edit an audio file from iTunes.
1.1. The learner will modify track settings (tracks, metronome, 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.
1.3.1. The learner will place cursor at precise location where split is desired.
1.3.2. The learner will use “drag and drop” method to move regions.
1.3.3. The learner will use keyboard and menu commands to delete, copy and
paste selected regions.
1.4. The learner will apply “loop” function to repeat a track region.

2. Use GarageBand loops to create an original composition in ABA form, with eight-
measure phrases, for drums, bass and piano.
2.1. The learner will select and use GarageBand drum loops to create two eight-
measure phrases (A and B) with contrasting rhythms.
2.1.1. The learner will open loop browser and sort loops so that only drum loops
in the preferred style are visible.
2.1.2. The learner will listen to loops then drag and drop desired drum loops into
the timeline.
2.1.3. The learner will edit drum loops, as needed, 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.
2.2.1. The learner will click on “reset” then sort loops so that only bass loops in
the preferred style are visible.
2.2.2. The learner will insert desired bass loops and edit, as needed, to create
two eight-measure phrases (A and B) with contrasting pitches, which align
with drum loops previously selected.
2.3. The learner will insert and edit piano loops, with contrasting pitch patterns, in the
A and B sections of the piano track.
2.3.1. The learner will sort loops so that only piano loops in the preferred style
are visible.
2.3.2. The learner will insert desired piano loops and edit, as needed, to create
two eight-measure phrases (A and B) with contrasting pitches, which align
with drum and bass loops previously selected.
2.4. The learner will use content of A and B sections to create a GarageBand
composition in ABA form that has sections labeled.
2.4.1. Using the Arrangement Track, the learner will add a label, eight measures
in length, above the “A” section of the song. The learner will click on text that
reads “untitled” and change to “A section.”
2.4.2. Using the Arrangement Track, the learner will add a label, eight measures
in length and titled correctly, to the “B” section of the song.
2.4.3. The learner will copy regions from all three tracks of the “A” section, paste
them at the end of the “B” section, and label them correctly in the
Arrangement Track.

3. Use GarageBand to record audio content with real and software instruments.
3.1. The learner will use a USB microphone to record 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.

4. Convert audio files for use with GarageBand.
4.1. The learner will determine which audio files are compatible with GarageBand
and iTunes.
4.2. Using iTunes and Switch software, the learner will convert non-compatible audio
files to mp3.

5. Import audio files, including MIDI, .ogg and loops, from online sources.
5.1. The learner will locate public domain and/or Creative 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.

6. Export audio in a variety of formats for CD and web.
6.1. The learner will use GarageBand to burn a single project to disc.
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.

Part 8: Learner Assessment Document

Instructional materials were designed for self-paced, independent study and are
not part of a graded course. Most learners who complete instructional tasks are doing
so voluntarily and will not expect to have their learning formally assessed. Learners in
the Deerfield group will complete instruction as part of in-service training on the use
Apple computers and GarageBand software, which will be new to their classrooms. Two
instruments are included in this instruction to allow learners to self-assess the quantity
of tasks completed as well as the quality of understanding that has been achieved.
For all lessons, learners may download the corresponding Practice Items PDF and
use it to track progress and jot down information. For those learners who wish to go
beyond a checklist, the Self-Assessment Rubric may be used to measure skill
development related to each goal. In the Deerfield group, the Self-Assessment Rubrics
will also be used as diagnostic tools. Those in leadership will observe students’ skill
level, track progress, and adjust training and support to ensure learner success in using
GarageBand software to meet curricular objectives.
When considering ways to measure progress and achievement, the learning of
GarageBand creativity software can be thought of as a continuum. At one end of the
continuum, we will see students moving cautiously through new tasks with scaffolds in
place to ensure success. As students progress, they become increasingly independent
and the intensity and duration of scaffolds are reduced. At the other end of the
continuum, we will see students transfer skills to new situations and achieve a depth
and breadth of understanding that goes well beyond original instruction.
For GarageBand instruction, more intensive scaffolds are in the form of screencast
tutorials and visuals to augment text-based information. Once learners have gained
foundational knowledge, they may discontinue use of more intensive supports and
instead use the Reference Guides on an as-needed basis. To assess learner
achievement of GarageBand goals, our learning continuum will be divided into five
levels:

• Level 1: Students are unable to complete tasks. Progress has not yet been made.

• Level 2: Students are learning new skills and make use of all scaffolds to ensure
success.

• Level 3: Students are becoming increasingly confident with new learning. Use of
scaffolds has been reduced in intensity and/or frequency of use.
• Level 4: Without the use of scaffolds, students are able to transfer skills and
understandings from GarageBand lessons to comparable tasks that are novel.
• Level 5: Students are able to complete tasks that go well beyond the scope of
original instruction.

For each goal task, descriptors specific to each level are provided. It is expected that
learners will reach Level 2 for all lessons, and will reach Level 3 on two or more
lessons.


LEVEL WHAT IT LOOKS LIKE
Level 1 I am not yet able to operate the software well enough to drag a song into
GarageBand or make edits to a song that is already loaded in.

Level 2 With step-by-step directions and visual aids, I am able to complete Lesson 1. I
Scaffolds can drag a song into GarageBand and make simple edits (split track, cut, copy,
paste).

Level 3 With a Reference Guide and a list of Practice Items, I am able complete Lesson
Reduced 1. I can drag a song into GarageBand and make edits of every type listed on
Supports the page.

Level 4 If I ever want to edit a song, I can import it from iTunes and make all the edits I
Transfer desire without the use of reference documents.

Level 5 I am able to successfully complete more complicated editing tasks that include
Extend editing multiple tracks within a single project, changing Master Track volume,
solo/mute tracks, and adjusting track pan and volume.

!


Level 1 I am not yet able to operate the software well enough to locate loops and move
them into the timeline.

Level 2 With step-by-step directions and visual aids, I am able to complete Lessons 2
Scaffolds and 3. I can sort loops, add loops to the timeline, and insert an Arrangement
Track.

Level 3 With a Reference Guide and a list of Practice Items, I am able to complete all
Reduced tasks in Lessons 2 and 3. I can sort loops, add loops to the timeline, and insert
Supports an Arrangement Track.

Level 4 I can create songs at will, using loops that meet my own criteria for instrument
Transfer selection, musical style, length and form. I can use the Arrange Track to identify
sections of my song.

Level 5 I am able to successfully complete more complicated compositional tasks that
Extend include: projects with six or more tracks, track pan and volume, judicious loop
placement (tracks that are a combination of notes and rests), altering of form by
making changes in the Arrange Track, and create/record my own loops and
add them to my loop library.

III. Record using real and software instruments.

Level 1 I am not yet able to connect equipment and operate software well enough to
make recordings.

Scaffolds can connect a USB microphone and keyboard to my computer and use them to
make a recording. I can use the on-screen keyboard and musical typing to
enter notes for simple melodies.

Reduced tasks in Lesson 7. I can connect a USB microphone and keyboard and use
Supports them to make a recording. I can use the on-screen keyboard and musical
typing to enter notes for simple songs.

Level 4 I can connect any USB input device to my computer and use it to make
Transfer recordings in classroom and performance situations. I can record rehearsals
and performances, and make recordings that can be used in instruction.

Level 5 I am able to successfully complete more complicated recording tasks that
Extend include: connecting electric instruments via 1/8” jack, recording multiple tracks
with the metronome on, using a combination of real instruments, software
instruments, and loops within a single composition, and recording podcasts in
Podcast Studio.


Level 1 I am not yet able to operate the software well enough to convert files in iTunes
or Switch.

Scaffolds can to use “Find Info” to determine file format and use iTunes and Switch to
convert files to mp3.

Reduced tasks in Lesson 5. I can use “Find Info” to determine audio file format and use
Supports iTunes and Switch to convert files to mp3.

Level 4 I am able to convert files whenever I want to. I can figure out whether to use
Transfer iTunes or Switch and can save the converted file to any location on my
computer.

Level 5 I am able to convert to and from any supported file type using iTunes and
Extend Switch and can figure out which file format is best suited for my purpose.

V. Export audio in a variety of file formats for CD and web.

Level 1 I am not yet able to operate the software well enough to export GarageBand
projects.

Scaffolds can burn a CD containing my GarageBand project and can share it with iTunes.

Reduced tasks listed in Lesson 4. I can burn a CD containing my GarageBand project
Supports and can share it with iTunes.

Level 4 If I ever want to export a song, I can burn it in GarageBand or an iTunes playlist
Transfer without the use of reference documents.

Level 5 I am able to share GarageBand projects with iTunes and can share them as
Extend ringtones, podcasts or movies. I can burn them to CD or upload them to the
Internet.

VI. Import audio files, including MIDI, .ogg and loops, from online
sources.

Level 1 I am not yet able to import audio files.

Scaffolds can download songs linked on the lesson page and convert them to mp3 using
iTunes or Switch. I can download a loop linked on the lesson page and add it to
the loop library.

Reduced tasks in Lesson 6. I can download songs linked on the lesson page and convert
Supports them to mp3 using iTunes or Switch. I can download a loop linked on the
lesson page and add it to the loop library.

Level 4 I can download songs from Wikimedia and Internet Archives and can figure out
Transfer which software to use to convert them to mp3. I can download loops for a
variety of instruments from Macloops and add them to the loop library in
GarageBand.

Level 5 I can search the Internet to find audio files to download and am able to
Extend determine copyright restrictions. I can download a song in the file format that
bests suits my purpose or, if unavailable, download in a different format and
convert the file. I can search the Internet for loops and add them to my loop
library. I can also create my own loops (4, 8 or 16 beat phrases) and add them
to my library.

!

It is my hope that these Self-Assessment Rubrics will help learners select goals
for further study. Descriptors will provide a means of measuring progress towards those
goals. For skills used only rarely, being able to complete tasks with the help of step-by-
step instructions (Level 2) is sufficient. For skills that are used on a regular basis,
learners may progress to Level 3 in a relatively short time, even without intentional
practice. Regular use of GarageBand software would likely be needed for the
development of skills to progress beyond Level 3.

!

Part 9. Motivation Plan (ARCS)

Project Goal Statement (Terminal Objective): General Music teachers will
record, edit and export audio files using GarageBand software.

CATEGORIES & STRATEGIES
SUBCATEGORIES

A.1. Creation of a webpage, where instructional materials
ATTENTION
will be accessed, that is visually attractive and easy to
A.1. Perceptual arousal
navigate will help to capture viewer interest. Creating a
A.2. Inquiry arousal
positive first impression will increase the likelihood that
A.3. Variability
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.

R.1. Learners took part in a Needs Assessment Survey.
RELEVANCE
Data collected was used to guide planning of instructional
R.1. Goal orientation
goals and objectives. The four tasks that experienced
R.2. Motive matching
GarageBand users were most comfortable with were the
R.3. Familiarity
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.

C.1. Breaking larger tasks into small pieces will make each
CONFIDENCE
learning task manageable and learners may feel a sense of
C.1. Learning
accomplishment as each task is completed. Providing a
requirements
library of audio files, sample GarageBand projects, and
C.2. Success
direct links to online sources will help to eliminate potential
opportunities
frustrations. Some students may become sidetracked and
C.3. Personal control
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.

S.1. GarageBand software is commonly used by music
SATISFACTION
teachers for personal and professional use and is widely
S.1. Natural
used in music classes for audio editing and composition.
consequences
Learners in the Deerfield group will use newly acquired
S.2. Positive
knowledge/skills as they implement the newly revised
consequences
general music curriculum in their classrooms.
S.3. Equity
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.

The above table is based on Keller (1987).

Part 10. Sample Lesson Plans

GarageBand Tutorial Lesson 1

STATED OBJECTIVE: Use GarageBand software to import and edit an Objective #
audio file from iTunes. 1.0

PRE-INSTRUCTIONAL ACTIVITIES
Motivational strategies:
A.1 Perceptual Arousal - This lesson will be students’ first exposure to the GarageBand
instruction that has been designed. Housing materials on a webpage that is visually
attractive and easy to navigate will help create a positive first impression.
R.1 Goal Orientation - Based on the survey, this is the task that experienced
GarageBand users felt most comfortable with. Audio editing is a main function of this
software and one that will be directly applicable to music teachers’ professional
responsibilities.

Pre-Assessment: A brief description of the task will be provided. Students who have
previous experience editing audio files in GarageBand may complete this lesson as a
review or may choose to opt out of the instruction and/or practice segments. Students
with no previous experience using GarageBand will complete both the instruction and
practice portions of this lesson.
CONTENT PRESENTATION
Content: Students will learn to open a new GarageBand file, modify settings, then name
and save the project. Students will learn to import a song from their iTunes library and
place the cursor at desired locations for editing. Students will be provided instruction in
cursor placement and splitting, copying, pasting, deleting, moving, and looping of
regions.

Examples: A video tutorial will provide step-by-step instructions for completing all editing
tasks. A sample GarageBand file, containing a brief one-track song, will be provided for
practice purposes.

Groups: Students will work independently.

Media selection:
1) Instructional materials will be housed on a website. Instructions will be included
on the webpage, files and documents will be linked, and the video tutorial will be
linked.
2) A video tutorial (five minutes) will provide step-by-step instructions for completing
lesson tasks.
3) Lesson tasks will listed on the webpage and may be downloaded and printed, for
those who prefer a hard copy.

!

STUDENT PARTICIPATION
Practice Items: Students may use the sample GarageBand file to practice the various
editing techniques. Students will also open a new GarageBand project then drag and
drop a song into it from their own iTunes library. Students will play the song and choose
in/out points for editing. Students will then edit the song, as desired, to practice specific
techniques: splitting, copying, pasting, deleting, moving, and looping of regions.

Feedback: While there will be no direct feedback, students will be capable of observing
whether or not each step has been completed. Students may review the tutorial and
instructions as needed to successfully complete editing tasks.

Assessment: A checklist, with lesson tasks, will be provided. Students will be
encouraged to download and print the checklist and use it to track progress. The Self-
Assessment Rubric can be downloaded and used to help learners set goals and
evaluate progress.
FOLLOW-THROUGH ACTIVITIES
Memory aids: A downloadable PDF will provide step-by-step instructions for those tasks
completed within this lesson. A reference guide, with reminders for common tasks, can
also be downloaded.

Transfer: A brief list of possible applications of editing tasks applicable to vocal music,
general music, and instrumental music situations will be included.


STATED OBJECTIVE: Use GarageBand loops to create an original Objective #
composition in ABA form, with eight-measure phrases, for drums, 2.0
bass and piano.


A.3 Variability - The average adult attention span is 20 minutes and brain-compatible
learning tells us that lessons should include a variety of components. This larger task,
creating an original composition, is broken down into lesson segments not exceeding 15
minutes. Careful scripting and expressive narration of tutorials will also help to maintain
student attention.
R.1 Goal Orientation - Based on the survey, experienced GarageBand users felt very
comfortable with this type of task, second only to editing. Composition is a function of
this software that music teachers most often use with students.
R.2 Motive Matching - 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. 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.

Pre-Assessment: A brief description of the task will be provided. All students will be
encouraged to view the tutorial as there are new features in GarageBand ’09 that users
of previous versions may not be familiar with. Once they have viewed the tutorial
students with a great deal of previous experience using GarageBand may choose to skip
the practice segment and move on to the next lesson. Those with less prior experience
using GarageBand will complete both the instruction and practice portions of this lesson.

Content: In this lesson, students will learn to modify the tempo, key, and time signature
in a GarageBand project. Students will learn to sort and reset loops in the loop browser
will apply editing skills from the previous lesson to move, edit or repeat selected loops.

Examples: A video tutorial will provide step-by-step instructions for completing all
compositional tasks. A sample GarageBand file, containing a sixteen-measure song with
drum, bass and piano tracks, will be provided as a model.
!
!
!
!
!

!

Media selection:
linked.
2) A video tutorial (10 minutes) will provide step-by-step instructions for completing
lesson tasks.
3) A sample GarageBand project containing a 16-measure song with drum, bass
and piano tracks will be provided as a model. An image of the project file, a list of
loops used, and an audio player will be included.

Practice Items: Students will open a new GarageBand project and modify the tempo,
key, and time signature of the song. Next students will sort loops and will select drum
loops to use in the “A” section of their composition. They will use editing skills from the
previous lesson to move, edit or repeat selected loops. Next, students will select
contrasting drum loops and create the “B” section of their composition. Once the drum
track is set – 8 measures for A, eight measures for B - students will reset the loop
browser and select bass loops. Students will insert and edit bass loops, in contrasting
styles, to align with drum loops in the A and B sections of the composition. Students will
repeat this process as they add a third track, with piano loops, to their composition.
instructions as needed to successfully complete compositional tasks.
evaluate progress.
completed within this lesson, as well as a list of helpful hints. A reference guide, with
reminders for common tasks, can also be downloaded.

Transfer: A brief list of possible applications of compositional tasks that are applicable to
vocal music, general music, and instrumental music situations will be included as well as
links to additional GarageBand composition resources.


STATED OBJECTIVE: The learner will use content of A and B Objective #
sections to create a GarageBand composition that has sections 2.4
labeled.
R.1 Goal Orientation - Most of the experienced GarageBand users who completed the
Needs Assessment Survey indicated that they feel comfortable with the tasks and skills
that have been the focus of previous lessons. Arrangement Track is new for
GarageBand ’09 so it is likely that all students will have the opportunity to learn
something new in this lesson.
S.2 Positive Consequences - Instruction provides the opportunity for learners to create a
tangible product. In this lesson, students complete the final steps in the compositional
process, bringing the project to completion.

Pre-Assessment: A brief description of the task will be provided. In this lesson, students
will work with the Arrangement Track, which is new to this version of GarageBand, so all
students, regardless of prior GarageBand experience, will be encouraged to complete
both the instruction and practice portions of this lesson.
Content: In this lesson, students will learn to copy/paste contents of multiple tracks to
make a new arrangement of previously composed song material. Students will learn to
use the Arrangement Track to identify and label A and B sections of their songs.

arrangement tasks. A sample GarageBand file, containing a sixteen-measure song with
drum, bass and piano tracks with sections labeled, will be provided as a model.


Media selection:
linked.
2) A video tutorial (four minutes) will provide step-by-step instructions for completing
lesson tasks.

!

Practice Items: Students may begin by using the sample GarageBand file to practice
adding to, and editing, content in the Arrangement Track. Using the project created in
the previous lesson, students will copy the first eight measures (A section, all tracks) of
their composition and paste them at the end (after B section). Students will then use the
Arrangement Track to insert an arrange region, change the border to align with the first
eight measures, and label it “A section.” Students will repeat the process as they insert
and label arrange regions for the remaining sections of their compositions.

instructions, as needed, to successfully complete arrangement tasks.

evaluate progress.
completed within this lesson, as well as directions for sharing compositions on the
website that houses the instructional materials. A reference guide, with reminders for
common tasks, can also be downloaded.

Transfer: A brief list of possible applications of arrangement tasks that are applicable to
vocal music, general music, and instrumental music situations will be included.


STATED OBJECTIVE: Export audio in a variety of formats for CD and Objective #
web. 6.0
A.3 Variability – This will be one of the shorter lessons and, unlike the previous lessons,
does not require creativity on the part of the student.
S.2 Positive Consequences – Learning to export audio is the final step to bringing the
composition project to completion. 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.

previous experience burning CDs using GarageBand and iTunes may complete this
lesson as a review or may choose to opt out of the instruction and/or practice segments.
Students with no previous experience using GarageBand and iTunes to burn CDs will
complete both the instruction and practice portions of this lesson.
Content: Students will learn to burn a single GarageBand project to CD using
GarageBand software. Students will learn to share a GarageBand project with iTunes,
create a playlist, and burn the songs in that playlist to CD.

Examples: A video tutorial will provide step-by-step instructions for completing all tasks
related to burning a GarageBand project to CD.


Media selection:
linked.
2) A video tutorial (five minutes) will provide step-by-step instructions for completing
lesson tasks.

!

Practice Items: Students will open one of the GarageBand projects they have created
thus far and burn it to CD using GarageBand. Next, students will share that project with
iTunes. Students will move the GarageBand song, and any others of their choice, into a
playlist for burning.

instructions, as needed, to successfully complete exporting tasks.

evaluate progress.
also be downloaded.

Transfer: Music teachers will likely be aware of situations that would require burning
music to a CD. Including information about types of audio files will help learners/music
teachers select appropriate file types for new situations that arise and develop greater
understanding of file types they may come across.


STATED OBJECTIVE: Convert audio files for use with GarageBand. Objective #
4.0

Motivational strategy:
A.3 Variability – This will be one of the shorter lessons and, once software is
downloaded, is not technically demanding.
R.1 Goal Orientation – On the Needs Assessment Survey, respondents felt less
comfortable with this type of task than most others. Experienced GarageBand users will
likely be quite interested in this lesson as it will be one of the few that will not be review.

previous experience converting files with Switch software may complete this lesson as a
review or may choose to opt out of the instruction and/or practice segments. Students
with no previous experience with Switch will complete both the instruction and practice
portions of this lesson.
Content: In this lesson, students will learn to identify different types of audio files and
will learn to use Switch software to convert an audio file from one type to another.

Examples: A video tutorial will provide step-by-step instructions for completing all tasks
related to converting audio files. Examples of mp3, .ogg, and MIDI files will be included
for student reference.


Media selection:
linked.
2) A video tutorial (seven minutes) will provide step-by-step instructions for
completing lesson tasks.
Practice Items: Students will download four audio files, of varying formats, and drag
them into a GarageBand project and iTunes to see if they “go.” Students will use Switch
software (http://www.nch.com.au/switch/index.html) to convert files that are not
compatible with GarageBand.

!

instructions, as needed, to successfully complete conversion tasks.

evaluate progress.
completed within this lesson, along with links to sample audio files and information about
audio file formats. A reference guide, with reminders for common tasks, can also be
downloaded.

Transfer: Including information about types of audio files will help learners/music
teachers select appropriate file types for new situations that arise and develop greater
understanding of file types they may come across.


STATED OBJECTIVE: Import audio files, including MIDI, .ogg, and Objective #
loops, from online sources. 5.0

R.1 Goal Orientation – On the Needs Assessment Survey, respondents felt less
comfortable with this type of task than most others. Experienced GarageBand users will
likely be quite interested in this lesson as it will be one of the few that will not be review.
C.1 Learning Requirements - Providing direct links to online sources will help to
eliminate potential frustrations, particularly for students who are less experienced with
GarageBand and the Internet. Some students may become sidetracked and eliminating
tasks that are not essential (like searching the Internet for a file to import) will help keep
things positive.

Pre-Assessment: A brief description of the task will be provided. Though some learners
may have experience importing audio files from online sources, all will be encouraged to
view the brief instructional video and investigate the linked websites. Students with no
previous experience importing audio will complete both the instruction and practice
portions of this lesson.

Content: In this lesson, students will learn to import one MIDI file, one .ogg file and one
loop from linked online sources.

Examples: A video tutorial will provide step-by-step instructions for importing all three
files. Links to online sources, with songs pre-selected, will be provided.


Media selection:
linked.
2) A video tutorial (eight minutes) will provide step-by-step instructions for

Practice Items: Students will click on a link to Internet Archive, select a MIDI file, and
save it as a QuickTime movie. They will use iTunes to convert the file to .mp3 then drag
it into a GarageBand project. Students will click on a link to Wikimedia Commons to

!

import a .ogg file, save it, use Switch to convert it, and drag it into a GarageBand project.
Next, students will click on a link to MacLoops and select a loop. Students will learn to
set tempo of GarageBand project to match the tempo of the loop and will drag the loop
into the GarageBand timeline. Students will learn to name the loop, add descriptors, and
add the loop to the Loop Library.

instructions as needed to successfully complete editing tasks. Students will be warned
that this is one of the more technically demanding lessons and that new users may want
to become more familiar with other tasks before giving this lesson a try.

evaluate progress.
also be downloaded.

Transfer: A brief list of online resources for public domain and Creative Commons audio
files will be included, which teachers may find helpful with other projects.


STATED OBJECTIVE: Use GarageBand to record audio content with Objective #
real and software instruments. 3.0

R.2 Motive Matching – All other GarageBand lessons require students to work with
content that someone else has created in whole (imported and sample audio files) or in
part (loops). Recording with real or software instruments will allow students to have a
greater degree of creative control over their work.
S.1 Natural Consequences - GarageBand software is commonly used by music teachers
for personal and professional use and is widely used in music classes for audio editing
and composition. Learners in the Deerfield group will use newly acquired
knowledge/skills as they implement the newly revised general music curriculum in their
classrooms. Recording student performances and original compositions are tasks that
are typical of GarageBand in school music classes.

Pre-Assessment: A brief description of the task will be provided. All students will be
encouraged to view the tutorial as there are new features in GarageBand ’09 that users
of previous versions may not be familiar with. Once they have viewed the tutorial
students with a great deal of previous experience using GarageBand may choose to skip
the practice segment and move on to the next lesson. Those with less prior experience
using GarageBand will complete both the instruction and practice portions of this lesson.
Content: In this lesson, students will learn to connect a USB microphone and USB
keyboard to their computers and will learn to set preferences for input and output
devices and set the tempo. Students will learn to record from a USB microphone, and
USB keyboard, musical typing, and the on-screen keyboard.

recording tasks. Digital images, depicting common microphone and keyboard
connections will be included.


Media selection:
linked.
2) A video tutorial (eight minutes) will provide step-by-step instructions for

!

Practice Items: Students who have access to a USB microphone will connect the
device and set input and output preferences in the GarageBand menu. They will open a
new GarageBand project, modify settings as desired (tempo, key, time signature,
metronome on or off) and record using the USB microphone. Students may use editing
skills learned in earlier lessons to modify the recording. Next, students who have access
to a USB keyboard will connect the device and, again, set input and output preferences
in the GarageBand menu. They will modify settings in the GarageBand project, as
desired, and make a recording using the USB keyboard. Students will repeat the
process using musical typing and the on-screen keyboard.

instructions as needed to successfully complete compositional tasks.

evaluate progress.
completed within this lesson and a reference guide with reminders for common tasks
and tips for connecting USB audio input devices.

Transfer: A brief list of possible applications of recording tasks that are applicable to
vocal music, general music, and instrumental music situations will be included.

Part 11. Instructional Materials

Instructional materials for this project are web-based. The nine-page site includes
an introduction page, seven lesson pages, and a resource page. The introduction page
provides an overview of the seven lessons as well as some hints for getting started.
Each lesson page includes an overview of the task, video tutorial, supporting
documents, and a list of practice items.

GarageBand Tutorials: Introduction
http://edtech2.boisestate.edu/ferdons/503/garageband/intro.html

OVERVIEW:
The introduction page on the website provides an overview of the instructional materials
and suggestions for beginning users (proceed in lesson order) and those with some
experience using GarageBand (skip around as desired). For each of seven lessons,
there is a title, linked to the corresponding webpage, a brief description of learning
tasks, and the approximate amount of time needed to view the tutorial and work through
practice items. Learners may also use tabs to navigate between lessons/pages. A
sample GarageBand composition can be heard by clicking on a QuickTime Player.

!

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