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Break It Down

Writer's picture: bwagner921bwagner921

When we consider the many ways that we can make our music classrooms and ensembles accessible to ALL, one key strategy is what we call task analysis. Task analysis is how we take a goal and sequence it into smaller chunks, which gradually build up into something larger. In a simpler way, it is how we break it down. Task analysis can apply to our learning objectives, curriculum, classroom routines, instruction, repertoire, musical technique, etc.



When I introduce task analysis during my presentations or with my college students, I love to use this cube image as a visual representation. On the left side, we have a whole cube, which is our end goal. On the right side, we break the cube down into smaller pieces, and when we put them together, they will eventually add up to the larger cube. For some students, it matters the order in which smaller cube goes first.


For many students, task analysis is essential to promote understanding, independence, and empowerment. Many students need concepts and routines broken down into smaller steps, that gradually build into something larger. When thinking about task analysis in a classroom, music teachers can preplan this, or recognize that it may need to be used directly during instruction. 


So, what is an example of task analysis in action? Imagine that we were teaching an early elementary classroom a dance on stage to prepare for our upcoming spring performance. Here is how I would break down a dance into smaller steps and gradually put it together into a performance.

1) Introduce the moves that will be used (ex: clap, stomp, tap knees, wave arms)

2) Connect the moves with a song that is used regularly (I use a karaoke version of Row, Row, Row Your Boat - changed to Clap, Clap, Clap, Your Hands, etc.)

3) Have students connect these moves to a song they are familiar with

4) Introduce/review the dance they will perform (I make videos of the dances using visual icons paired with the audio track, while I also model the dance at the same time)

5) Have a student volunteer model the dance

6) Have the entire class perform the dance


While teaching this scaffolded lesson, there may be instances when I need to break down one of these steps into smaller chunks. My goal is to allow ALL students to be as independent as possible, and task analysis helps build predictable routines to promote this.


Key Takeaway:

Think about the different routines you have in your classroom. How can you create a task analysis to help allow every student to be as independent as possible? Would it be to create a checklist on how to set up an instrument? Would it be schedule to practice their music at home? Is it how you are introducing a new piece of music, and you want students to analyze the music with a peer or group? Task analysis adds structure, routine, and support to help ALL students find success. 


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