Three groups of undergraduate elementary/early-childhood education majors participated in a study designed to help examine the effect of task analysis on use of complete sequential patterns and sequential pattern components in teaching music. A complete sequential pattern was defined as one continuing academic presentation or academic-related question, the resulting student response, and general or specific feedback. Three different teaching strategies were used for the three groups, and each group taught six times. One group wrote a task analysis before all teaching experiences; a second group was instructed to write two task analyses as an exercise, unrelated to actual teaching; a third group had no task-analysis instruction. Posttest videotapes of 60 subjects were analyzed for time spent in each component as well as in complete sequences. Results indicated the task-analysis group had a significantly greater number of complete sequences. The task-analysis group also had significantly more time in student performance. No significant differences were shown for specific or general feedback.
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