Lin 1

Andrew Lin
Music Teaching Tools II
25 February 2015
GarageBand Creativity Project

Lesson Title: GarageBand: F Blues Jam

Target Age Range: Grades 10-12
Objective: Students will improvise two choruses of F blues over a GarageBand mixed track. Any
instrument will be allowed, as long as it is recordable, or compatible with the GarageBand program on
the Mac. The instructor will provide the track and a sample improvised chorus. This project is naturally
designed to be loose and unrestrictive; there are a copious amount of different approaches that
students can take. They will learn:

Functional editing skills in GarageBand

MIDI controller and/or instrument microphone utilization
Sense of jazz style and history

Materials: Mac with GarageBand (provided in computer lab), microphones, MIDI controllers,
instruments, appropriate materials for reflection (writing utensil and paper, Microsoft Word, etc.)
Duration: Four class periods (approximately 200 minutes).
Prior Requisites: Ability to improvise over basic chord changes, ability to play an instrument or MIDI
controller adequately, basic navigation experience on Mac software.
Procedure:
1.) Introduction: Students will be presented with various recordings of blues, played by historical
jazz figures. (ex. Cannonball Adderley, Miles Davis, etc.) This will expose the history and stylistic
nuances of jazz to new listeners, as well as open up new perspectives for experienced players.
(30 minutes)
2.) Transcription: A short ii-V lick will be transcribed from a recording of the students choice. That
lick will then be played in the students solo later in the record step, over the blues track in
GarageBand. Instructor can give examples of patterns if students have trouble deciding.
(20 minutes)
3.) Record: Students will improvise over two choruses of F major blues on their instrument and/or
MIDI controller, incorporating their transcribed ii-V pattern. Instructor will supervise if needed.
(50 minutes)
4.) Mix/Edit: Different takes, effects, additional voices, etc. can be added at the students
discretion. (20 minutes)
5.) Peer Critique: Students will group together and share their first draft. Criticism will be given,
and then students will return to make their final product. Encourage positive discussion and
criticism. (10 minutes)

Lin 2
6.) Refinery and Final Product: Final edits and takes will be done appropriately, and then in the
remaining time, students solos will be shared with the class. (70 minutes)
7.) Analysis (Homework): Students will write a one page (maximum) analysis reflecting on their own
solo, and other external historical infuences on their solo. Reflection will be due at the beginning
of the next class meeting.
NAFME Standards Addressed:
2.) Performing on instruments, alone and with others, a varied repertoire of music.
3.) Improvising melodies, variations, and accompaniments.
6.) Listening to, analyzing, and describing music.
7.) Evaluating music and music performances.
9.) Understanding music in relation to history and culture.
Rationale: Strategic Functions:

Enhances cognitive thinking by focusing on the studies of music and the effect on the brain.
Engages students in active music listening.
Appeals to the other 80% of students not involved in school music ensembles, while also
appealing to students interested in jazz.
Introduces new types of music.
- Up to teachers discretion, but open to any student input.
Deeper understanding of self and music is discussed.
- Group input and discussion.

Personal Skills and Experience Relation:

I gain different improvisation perspectives from younger developing minds, while incorporating
my jazz history knowledge when I share and present different jazz artists approaches and
trademarks.