Using GarageBand to Motivate Students to Practice

1. Using GarageBand to Motivate Students to Practice Lauren Char University of Hawaii, Manoa Spring 2009

2. Introduction • Problem: Beginning instrumentalists often lack the motivation to practice independently. • “iPod Generation” and the music-making experience • Technology: low costs, portability, compatibility • Expect instant gratification • Proficiency on an instrument not required

3. Purpose • The purpose of this action research project was to evaluate the feasibility of using Apple’s GarageBand software as a tool for motivating eighth grade music students at Leeward Middle School to increase the amount and quality of their independent practice sessions.

5. Background • Self-regulation • More efficient practice • Better self-concept • Higher achievement • Teach practice strategies • Student involvement • Goal setting • Self-monitor • Reflection

6. Background • Technology as a motivator • Real-life skills • Student-centered • Collaborative • Problem solving • Ownership • Developing musicianship • Listening skills • Permanent recording

7. Methodology • Site: Leeward Middle School • Multi-track school • Block scheduling • Participants: Eighth grade students • Enrolled in Exploratory Ukulele • No prior formal experience • Military / Affordable housing

8. Design • Instructional Unit • Musical skills on ukulele (whole class) • Practice strategies • Intervention • Three 25-minute practice sessions (independent) • Record performance using GarageBand

9. Instruments • Student Self-Monitoring Sheet • Circle “on-task” or “off-task” • Observer notes • Performance-based Rubric • Written Reflections • After practice sessions (3) • Final reflection (1) • Class Discussions • Attitudes toward using GarageBand

10. Results • Viable data from 31 students • Turned in all consent forms • Completed all written reflections • Completed recording within deadline • Problems • 2-part consent forms • Multi-track scheduling

11. Performance Scores

12. Results • 4.23 off-task snapshots per student • Performance scores compared with off-task behavior (student reported) • R = -0.18 • 3.10 errors in student reporting per student • Performance scores compared with errors in student reporting • R = -0.28

13. Strategy-Use Reported by Students

14. Distractions Reported by Students

15. Results • 24 students set specific practice goals • If not recorded, 22 students would practice less • 17 students felt prepared, 14 felt unprepared • Majority enjoyed practicing using GarageBand • Purpose for practicing • Hear and correct mistakes

16. Discussion • Assumption: Less distractions = More motivation • More motivated students did not necessarily perform better. • Less errors in self-reporting behaviors a better predictor of student performance. • Better self-regulatory and metacognitive skills help focus practice?

17. Discussion • Attitudinal Data suggests that students • Enjoyed practicing and recording using GarageBand (technology) • Said that they practiced more knowing that they would be recorded (quantity) • Were more focused because recording gave them a purpose for practicing (quality) • Felt that independent practice was helpful in preparing them to record

18. Conclusion • For next time: • Examination of students who stopped practicing • Calculate time on-task • Mixed results • Implement in classroom • Listening skills • Self-monitoring skills • Normalize recording experience for nervous students

19. Thanks! Questions? lchar@hawaii.edu