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
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