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