Our students have finished their multitracked GarageBand project. I have permission to use this piece by one of our students and his parents so we can see how he has got on.
This child is ten years old and previously, like the rest of the class he has done a sequencing activity on the iPad multitracking a medieval melody. So he has had a bit of experience multi tracking. So I think it is safe to say that this is his second or perhaps third multitracked piece.
The task was to make a 24 bar multitracked piece of music with at least five different parts. One is a drum part which he didn’t have to do much for as the loops automatically write themselves! He then had to make a chord sequence using the chords C, Am, F and G and using the autoplay, put this onto guitar, bass, keys and strings. He also had to make a live ukulele part using the four chords that we have all learned. Finally he had to create a pentatonic improvised track using a keyboard synth sound. And to finish he had to mix it, do some panning and then upload to Class Dojo as a screen recorded video. Here’s how he got on:
It’s not bad for a ten year old beginning to use GarageBand. I gave him so feedback on Class Dojo that I think he needed to work on the beginning and ending and tidy it up. I haven’t taught the children about quantising yet. In fact I would prefer not to so they can play things in more accurately! He gave in about three drafts before running out of time so the ukulele part is a lot better than it was – his first attempt resulted in a quizzical look from myself and an acknowledgement that he was going to have to do it again! He also had forgotten the pentatonic melody the first time. I think he did quite a good job of this as he is using the keyboard function on GarageBand and not an external keyboard. It could definitely do with a bit more accuracy, especially with the timing.
It’s definitely a task I would like to keep in Year 6 – the six week unit was called “Chordal Chaos” and the students responded very well to the instructional videos that I made. We have one more unit in six weeks time on the Blues and we will do one more similar task to this and I think that will be the one we will give into his secondary music teacher so she can see at least one of the creative tasks that he has done in Primary School as part of our transition. I think we will spend a bit of time on texture and form as that was the weakest feature of all the students. But to be fair to them I never specified that as success criteria for this task.