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

Using GarageBand to Motivate Students

to Practice

Lauren Char

University of Hawaii, Manoa

Spring 2009

Introduction

Problem: Beginning instrumentalists often lack the motivation to practice independently.

“iPod Generation” and the music-making experienceTechnology: low costs, portability, compatibility

Expect instant gratificationProficiency on an instrument not required

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.

Background

Self-regulationMore efficient practiceBetter self-conceptHigher achievement

Teach practice strategies

Student involvementGoal settingSelf-monitorReflection

Background

Technology as a motivatorReal-life skillsStudent-centeredCollaborativeProblem solvingOwnership

Developing musicianshipListening skillsPermanent recording

Methodology

Site: Leeward Middle SchoolMulti-track schoolBlock scheduling

Participants: Eighth grade studentsEnrolled in Exploratory UkuleleNo prior formal experienceMilitary / Affordable housing

Design

Instructional UnitMusical skills on ukulele (whole class)Practice strategies

InterventionThree 25-minute practice sessions (independent)

Record performance using GarageBand

Instruments

Student Self-Monitoring SheetCircle “on-task” or “off-task”Observer notes

Performance-based Rubric

Written ReflectionsAfter practice sessions (3)Final reflection (1)

Class DiscussionsAttitudes toward using GarageBand

Results

Viable data from 31 studentsTurned in all consent formsCompleted all written reflectionsCompleted recording within deadline

Problems2-part consent formsMulti-track scheduling

Performance Scores

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 reportingR = -0.28

Strategy-Use Reported by Students

Distractions Reported by Students

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 GarageBandPurpose for practicingHear and correct mistakes

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?

Discussion

Attitudinal Data suggests that studentsEnjoyed 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

Conclusion

For next time:Examination of students who stopped practicing

Calculate time on-task

Mixed results

Implement in classroomListening skillsSelf-monitoring skillsNormalize recording experience for nervous students

Thanks!

Questions?

[email protected]