Create Music Collaboratively with GarageBand for iPad

This activity allows learners an opportunity to work collaboratively to create music using the power of GarageBand for iPad as a live instrument. There are many ways to make music together with GarageBand. In this activity we’ll investigate a quick, easy way to work together to create music.

Creating music together with GarageBand benefits learners in several ways:

1. Collaboration and Teamwork: Working together on music fosters communication, cooperation, and the development of social skills as students negotiate roles, share ideas, and solve problems together. Learners collaborate in real-time, combining their individual strengths to create something that reflects the collective effort, which can lead to a more dynamic and creative outcome.
2. Real-Time Creativity and Immediate Feedback: GarageBand allows students to hear the results of their collaboration immediately, encouraging them to experiment, refine, and improve their work on the spot. Learners can make changes to their performances or compositions instantly, fostering an environment of trial and error that’s crucial for creative growth.
3. Enhanced Engagement: The hands-on, interactive nature of using iPads and GarageBand makes music creation more engaging, helping to sustain student interest and motivation. The user friendly GarageBand interface lowers the barrier to entry, making it easier for students of varying skill levels to participate meaningfully in music-making.
4. Development of Musical Skills: Learners apply musical concepts such as rhythm, harmony, and melody in a practical setting, reinforcing their theoretical knowledge through active use. The flexibility of GarageBand encourages students to experiment with improvisation and composition, skills that are essential for developing a deeper understanding of music.
5. Technology Integration and Digital Literacy: By using iPad and GarageBand, learners become more comfortable with music technology, which is increasingly important in modern music education and production. Working with digital instruments and tools enhances learners’ ability to adapt to different technological environments, a valuable skill in today’s digital world.
6. Inclusive Learning Environment: GarageBand makes it possible for learners with different levels of musical experience or ability to participate equally, as they can choose instruments or parts that suit their skill level. The variety of instruments and sounds available in GarageBand allows students to explore different genres and styles, encouraging a broader musical experience.
7. Confidence Building: Creating music live, even in a classroom setting, gives students a safe space to practice performing, which builds their confidence for future public performances. Being part of a collaborative music-making process helps students take pride in their contributions, boosting their self-esteem and sense of accomplishment.

Materials Needed

• iPad with GarageBand for each participant
• GarageBand Template downloaded to each participant’s iPad

The provided template provides a foundation with several creative choices predetermined for your convenience and to allow for a quick start. The template sets the tempo at 80 BPM (moderately fast) and the key as D minor.

Exploring the GarageBand Interface

Allow learners to explore each prescribed sound by tapping on each track header and playing the keyboard.

GarageBand interface with track headers labeled. Tap these to change sounds.

It is important to note that the home key, tonic, the most important note is D for this project. I might recommend that you start and conclude a performance on the note D.

GarageBand interface with volume faders and keyboard labeled. The note ‘D’ is emphasized as the tonic/home pitch.

Once participants have an understanding of the instruments they have at their disposal, it is time to make music!

Time for Performance

There’s no incorrect way to start the performance, but I really enjoy adding in performers one or two at a time until all participants have joined in. A performance can last as long as you would like and can conclude suddenly or gradually fade out with participants dropping out one by one.

Communication

Communication is an important part of the ensemble music experience, whether indicating changes in volume, inviting others to start or stop playing, or changing from one section of the form to another. Challenge participants to develop their own signaling method to communicate nonverbally with each other. Any type of eye contact, hand signals, or other creative methods can work effectively.

Example

This video is an example of an improvisatory performance by high school students who were not previously involved in a music course. Within ten minutes of instruction, students were able to create/improvise/perform this piece.

Reflection

Consider the following questions for reflection.

• How did the performance go? What went well and why? What can you do to improve the experience?
• How did your music sound? What sounded great and why? What can you do to improve the quality?
• Was your non-verbal communication effective? What worked well? What modifications can you make to communicate more effectively?

These are all great questions to spark discussion among participants in preparing for the next performance. With each iteration, the process will improve and the quality of the musical performance will improve as well.

Next Steps

• Assign roles to each learner such as bass, pad, arpeggiator, beats, or melody. Consider rotating roles throughout the performance.
• Develop a musical form before performance with gestures or musical motifs as markers to change from one section (style or theme) to another.
• Change the tempo of your performance (all participants should agree on tempo) to deliver slower or faster arpeggiations. Tap Settings, Tempo, then increase or decrease the tempo.
• Change the key of your performance to a higher or lower key or change to a major tonality. Tap Settings, Key Signature, then change the pitch level (A, B, C, etc.) or tonality (Major / minor). Be certain all participants change these settings so that they match for best results.
• Change sounds or add new sounds for new colors to add to the composition.
• Use the Pitch Bend and Modulation wheels to modify sounds.
• Capture video and audio of the performance by walking around the ensemble capturing an evolving aural soundscape based on proximity. (Note this process in the example video above.)
• Allow learners to move around the room to create a Spatial Audio experience.
• Using the proper adapter, connect each iPad to a mixing board to amplify and balance the volume of each device. A learner could be assigned to serve in the producer role, and tasked to do this work.

How could you incorporate this activity into your classroom? How might it creatively support content that you are teaching? Could it be an stress-relieving and fun class activity as a reward for meeting objectives? I would love to hear how you have implemented this activity with your learners.

Attachments

iPad Ensemble Template (Dmin 80) v2.1.zip

Download  (6.2 MB)