Transcript Lauren_TCC Presentation.ppt

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
experience
 Technology: low costs, portability, compatibility
 Expect instant gratification
 Proficiency 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-regulation
 More efficient practice
 Better self-concept
 Higher achievement
 Teach practice strategies
 Student involvement
 Goal setting
 Self-monitor
 Reflection
Background
 Technology as a motivator
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Real-life skills
Student-centered
Collaborative
Problem solving
Ownership
 Developing musicianship
 Listening skills
 Permanent recording
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
Design
 Instructional Unit
 Musical skills on ukulele (whole class)
 Practice strategies
 Intervention
 Three 25-minute practice sessions (independent)
 Record performance using GarageBand
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
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
Performance Scores
6
5
4
3
2
1
0
Number of 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 reporting
 R = -0.28
Strategy-Use Reported by Students
Repetition
Saying the notes
Break song into smaller parts
Slowing down the tempo
Singing and playing separately
Setting a goal
Practicing with peers
Practicing one hand only
Ask peer for help
Count out the beats
0
2
4
6
8
10
12
Number of students reported using strategy
14
16
18
20
Distractions Reported by Students
Making noise with instrument
Tired
Boredom/think goal already met
Distracted by off-task peer
Talking
Playing non-assigned song
0
2
4
6
8
Number of students reported encountering distraction
10
12
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
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 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
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
Questions?
[email protected]
Thanks!