Travis Corcoran
Teaching Composition Concepts with GarageBand
Classes: General Music, Music Technology, Music Theory
Grades: High School (9-12)
Duration: This unit should take about 8 hours to complete.


8, 60 minute classes
6, 90 minute classes
Overview: The program GarageBand comes standard on all Mac computers. It’s an
easy to use platform for anyone to create music with, even those with NO musical
background. Using GarageBand, this unit introduces students to basic
compositional concepts and ends with students creating an original jingle for an
assigned product. The jingle will incorporate the knowledge that students learned
in the prior classes about the mood a song can convey, key signatures, forms, and
improvisation.
Objectives: Students will;





Learn how to use basic features of GarageBand
Create a song that conveys a specific mood
Demonstrate knowledge of key signatures by improvising in a key
Learn basic forms, Binary, Ternary, Rondo
Demonstrate cumulative knowledge by composing a jingle
NAfME Standards Addressed:
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of
music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
8. Understanding relationships between music, the other arts, and disciplines
outside the arts.
Travis Corcoran
Teaching Composition Concepts with GarageBand
Class I: Introduction to GarageBand and Arranging Music
Objectives:
 Teach students basic functions of GarageBand
o Adding tracks
o Drag and drop loops
o Repeat loops
o Change tempo
Materials:
 Mac Computer(s)
 Projector
 Speakers
Class II: Repetition and Different Moods
Objectives:
 Students will clap simple ostinatos to demonstrate understanding
 Students will describe emotions of contrasting pieces
 Students will create a short GB song with a specific mood
Materials:
 Mac Computer(s)
 Projector
 Speakers
Songs:
 Nocturne #2 in Eb, Op. 9, No. 2 -Chopin,
Sad, Dreamy
 Dooley
-The Dillards,
Happy, Light
 An Infinite Regression
-Animals As Leaders, Intense, Dark
Class III: Key Signatures and Improvisation
Objectives:
 Students will write key signatures in C, F, and G Major
 Students will improvise staying within a key
Materials:
(Teacher must prepare at least 3 short GB pieces, in C, F, and G Major)
 White Board, Marker
 Staff Paper
 Midi keyboards
 Mac Computer(s)
Travis Corcoran
Class IV: Introducing Themes and Identifying Forms
Objectives:
 Students will be able to identify a difference between two themes
 Students will be able to describe how a Binary piece is structured
 Students will be able to describe how a Ternary piece is structured
 Students will demonstrate knowledge by creating a GB song using
one of the newly learned forms
Materials:
(Teacher must prepare short Binary and Ternary pieces in GB ahead of time)
 Mac Computer(s)
 Pre-made GB files
 Projector
 Speakers
Class V: Rondo, Phrases vs. Sections
Objectives:
 Students will identify differences between phrases and sections
 Students will demonstrate knowledge by creating a Rondo in GB
Materials:
(Teacher must prepare short Rondo piece in GB ahead of time)
 Mac Computer(s)
 Pre-made GB file
 Projector
 Speakers
Classes VI-VIII: Culminating Project, Writing a Jingle
Objectives:
 Students will demonstrate working knowledge of GB by
composing a jingle
 Students will demonstrate musical knowledge of mood, key, and
form by composing a jingle utilizing these elements
 Students will have at least one track that is recorded or input using
a midi-device
Materials:
 Mac Computer(s)
 Projector
 Speakers
 Midi device(s)
 Microphone(s)
Basic GB
Functions
Use of Mood
Playing in
Key
Use of Form
Summary
Paper
5
Student can
demonstrate
all “basic”
functions
4
Students can
demonstrate
¾ “basic”
functions
3
Students can
demonstrate
2/4 “basic”
functions
Easily
identifiable
and
consistent
0 Notes
played out of
key
Clear
example of 1
of the 3
forms
Proper
grammar
and musical
terms used
throughout
Easily
identifiable
and
inconsistent
1-4 notes
played out of
key
Form is
evident with
1-2 minor
mistakes
Mostly
proper
grammar
and accurate
musical
terms
Somewhat
identifiable
and
consistent
5-10 notes
played out of
key
Form is
evident with
2-4 mistakes
Mostly
proper
grammar, 15 misuses of
musical
terms
2
Students can
only
demonstrate
¼ “basic”
functions
Somewhat
identifiable
and
inconsistent
10-15 notes
played out of
key
Form is
unclear, 5+
mistakes
1
Student has
no working
knowledge
of GB
Poor
grammar
1-5, misuses
of musical
terms
Poor
grammar, 5+
misuses of
musical
terms
Student does
not convey a
mood
15+ notes
played out of
key
Student has
no sense of
form
Travis Corcoran
GB Unit: Lesson I
GarageBand Basics, Putting a Song Together
Grade Level: 9-12
Objectives:
1. Teach students basic functions of Garage Band
a. Adding tracks
b. Drag and drop loops
c. Repeat loops
d. Change tempo
2. Students will participate in creating a song as a class
Materials:
Mac Computer
Speakers
Projector
Procedures:
1. Introduce GB unit, explain that we will be learning about composition
and technology.
2. Open a new file in GarageBand.
3. Click on “Track” in the toolbar
a. Click “New Track”
b. Select “Software Instrument”
4. Have students each pick an instrument to be represented in the song.
5. Students select a sample from their instrument to use in the song.
a. Drag the sample to the track
b. Drag top right corner of sample forward to loop it
c. Repeat process until all students have participated
6. When song is complete, play for the class
a. Solo the tracks intermittently throughout so students can hear
how their sample fits into the song.
7. Click on the digital display on the bottom of the screen, next to the
playback controls
a. Click on project
b. Show students how to adjust tempo, key, and time signature
8. Wrap up:
a. Call on students to explain how to:
i. Add a track
ii. Drag and drop a sample
iii. Loop a sample
iv. Change tempo
v. Change key
vi. Change time signature
b. Inform students that they will begin to use GB on their own next
class
Evaluation:
1. Were students able to explain how to______________?
a. Add tracks
b. Drag samples
c. Loop samples
d. Change tempo
e. Change key
f. Change time signature
2. Did all students participate in creating a song?
NAfME National Standards addressed:
3. Improvising melodies, variations, and accompaniments
4. Composing and arranging music within specified guidelines
8. Understanding relationships between music, the other arts, and
disciplines outside the arts
Travis Corcoran
GB Unit: Lesson II
Ostinatos and How Music Makes Us Feel
Grade Level: 9-12
Objectives:
1. Students will demonstrate understanding of ostinatos by
a. Creating a measure to clap
b. And looping it consistently four times (4 measures)
2. Students will describe how three listening examples make them feel
3. Students will demonstrate their understanding of “mood” by creating a
GB song with a consistent mood throughout
Materials:
Mac Computer with audio examples:
Nocturne #2 in Eb, Op. 9, No. 2
Dooley
An Infinite Regression
Speakers
Procedures:
-Chopin,
-The Dillards,
-Animals As Leaders
9. Clap a simple repeating pattern for the class, an ostinato
10. Explain that an ostinato is a repeating pattern
a. Prompt students to think of a pattern they can clap for the class
b. Select a few students to perform pattern individually
i. Instruct students to perform it 4 times
11. Prompt students to write about how each listening example makes
them feel
a. Play and introduce Nocturne
b. Play and introduce Dooley
c. Play and introduce An Infinite Regression
12. Wrap up:
a. Collect student responses
b. With remaining time, students work individually using GB
i. Instruct students to arrange a song that conveys a mood
ii. Review students projects for completion
Evaluation:
1. Were students able to demonstrate an ostinato by___________?
a. Creating a measure
b. Clapping that measure
c. Looping that measure four times
2. Did students respond appropriately to the music?
3. Did students successfully create a GB song that conveys a mood?
NAfME National Standards addressed:
2. Performing on instruments, alone and with others, a varied repertoire of
music
3. Improvising melodies, variations, and accompaniments
4. Composing and arranging music within specified guidelines
6. Listening to, analyzing, and describing music
8. Understanding relationships between music, the other arts, and
disciplines outside the arts
Travis Corcoran
GB Unit: Lesson III
Key Signature Re-Enforcement and Improvisation
Grade Level: 9-12
Objective(s):
1. Students will be able to write the major key signatures of C, F, and G
2. Students will demonstrate understanding of key signature:
a. By improvising in each C, F, and G major over a GB file
Materials:
Whiteboard and Marker
Staff Paper
Laptop
Premade GB pieces in C, F, and G Major
Midi Device(s)
Mac Computer(s)
Procedures:
1. Re-introduce key signatures to the class
a. Write on the board C, F, and G Major scales
i. Use accidentals, not key signatures
2. Have students draw each key signature on their staff paper
a. Hand in for grade
3. Students will spend the rest of the time working individually in GB
a. Load prepared C, F, and G onto each students computer
b. Instruct students to improvise using their midi keyboards making
sure to play in the appropriate key for each file
c. Collect files for grade
Evaluation:
1. Were students able to draw all three key signatures?
2. Were students able to improvise in each key?
NAfME National Standards addressed:
2. Perf. on instruments, alone & with others, a varied repertoire of music
3. Improvise melodies, variations and accompaniments
4. Compose and arrange music within specified guidelines
5. Reading and notating music
Travis Corcoran
GB Unit: Lesson IV
Introducing Themes and Forms
Grade Level: 9-12
Objective(s):
1. Students will distinguish between ‘A’ and ‘B’ themes.
2. Students will identify a song as Binary form.
3. Students will identify a song as Ternary form.
Materials:
Mac Computer(s)
Premade Binary and Ternary GB songs
Speakers
Projector
Procedures:
1. Open the premade Binary GB file, without displaying on the projector
2. Play the “A” theme, pause, and play the “B” theme
a. Ask students to identify differences
3. Play the Binary GB file in full
a. Instruct students to indicate when theme B is presented
4. Display Binary GB file on the projector
a. Play one more time, with students watching the theme change
5. Repeat 1-4, substituting the Binary GB file with the Ternary GB file
6. Prompt students to identify differences in the forms
7. Wrap up: Collect files for grade
a. Students will work independently using GB to create,
i. Two different themes
ii. A binary piece using the two themes
iii. A ternary piece using the two themes
Evaluation:
1. Were students able to create two unique themes?
2. Were students able to create a Binary song using GB?
3. Were students able to create a Ternary song using GB?
NAfME National Standards addressed:
2. Performing on instruments alone and with others, a varied repertoire of
music
3. Improvising melodies, variations, and accompaniments
4. Composing and arranging music within specified guidelines
6. Listening to, analyzing, and describing music
8. Understanding relationships between music, the other arts, and
disciplines outside the arts
Travis Corcoran
GB Unit: Lesson V
Rondos, Phrases, and Sections
Grade Level: 9-12
Objective(s):
4. Students will create at least six unique phrases
5. Students will link phrases together to create A, B, and C sections
6. Students will create a Rondo using GB:
a. Students will use the phrases and sections created earlier
Materials:
Mac Computer(s)
Speakers
Projector
Procedures:
1. Explain to students that a musical phrase is like a sentence.
2. Explain that a section, or theme, is like a paragraph
a. You generally have more than one sentence in a paragraph
b. You have multiple phrases within a section
3. Assign students to get to work individually in GB:
a. Create at least six unique phrases
b. Using two phrases per section, create an A, B, and C section
c. Using the A, B, and C themes, create a rondo.
4. Collect files for grading.
Evaluation:
4. Were students able to create at least six unique phrases?
5. Were students able to create A, B, and C sections using their phrases?
6. Were students able to properly create a Rondo using their A, B, and C
sections in GarageBand?
NAfME National Standards addressed:
2. Performing on instruments alone and with others, a varied repertoire of
music
3. Improvising melodies, variations, and accompaniments
4. Composing and arranging music within specified guidelines
8. Understanding relationships between music, the other arts, and
disciplines outside the arts
Travis Corcoran
GB Unit: Lesson VI-VIII
Final Project: Writing a Jingle
Grade Level: 9-12
Objective(s):
7. Using the knowledge learned throughout the unit, students will create a
1 minute long jingle for an assigned product, using GB.
a. Students will demonstrate understanding of:
i. Basic GB functions
ii. Creating a mood with a song
iii. Playing in a key
iv. Phrases and sections
v. Binary, Ternary, or Rondo Form
Materials:
Mac Computer(s)
Speakers
Projector
Procedures:
1. Assign each student a product to write a jingle for
a. Ex. Action figures, beverages, soap, etc..
2. Inform class of guidelines for creating an original GB jingle
a. Must consist of at least 8 tracks
b. Must convey a consistent mood throughout
c. At least one track must be original—input with midi
d. Must be one of the forms learned, Binary, Ternary, or Rondo
3. Students must then write a one page paper describing what they did
4. Show and tell once everyone is done
a. Students summarize their paper
b. Students play GB file for class to hear
5. Collect GB files and papers for grading
Evaluation:
1. Were students able to create a jingle and demonstrate__________?
a. Basic GB functions
b. A consistent mood
c. Ability to play in key
d. Knowledge of phrases and sections
e. Proper execution of Binary, Ternary, or Rondo Form
NAfME National Standards addressed:
2. Performing on instruments alone and with others, a varied repertoire of
music
3. Improvising melodies, variations, and accompaniments
4. Composing and arranging music within specified guidelines
6. Listening to, analyzing, and describing music
8. Understanding relationships between music, the other arts, and
disciplines outside the arts