GarageBand, Not GarbageBand

First Project

  • File Management
  • Loops
  • Sound effects
  • Add
  • Delete
  • Play and stop
  • Split track
  • Dynamics
  • Measures to time
  • Instrument voice
  • Share and drop file 
  • Podcast track info
  • How to add picture or video
Picture
Crayon Story
If you use a box of crayons to draw a picture, you wouldn't use the every color and cover the entire page, leaving a lot of “white” space actually improves your picture. You should have a lot of  ‘white space” with using Garageband.
  • This takes time to listen to the loops.
  • Decide what mood you want to convey and stick to it.
  • PURPOSE
Simple Tip
By adding a vocal track (track>new track>real instrument) be careful to have headsets on. The computer will double record your voice and the loops, you will have a weird echo of your voice and the Garageband song. 

Having headsets on and using the built-in microphone, only your voice will be recorded. 
Simple Tip
Music is highly subjective; students are taught to have an open ear/mind and must have other students listen to their compositions to offer suggestions. 

You will see students go from station to station, listening and offering suggestions. It is a very stimulating time in the MIDI classroom.

Second Project - Traditional Notation and GarageBand

Traditional Notation and MIDI files
  • You can use musescore to create traditional notation. It is a download to the computer, but you can export the file as a .mid, .wav. or .mp3 file. 
  • Use the .mid file so you can edit the individual sounds
Using Musescore to create a simple tune. 
Export as a .mid 
Drag and drop into GarageBand, add loops

Final Project

Create a series of GarageBand songs 
Score a movie in GarageBand
Opening podcast about your program
Edit songs you already recorded
Develop a project and create a file to show how the project should be completed. 
Use notation software and loops
Compose a song representing your school
Produce a GB song that creates a mood

Levels of creating GarageBand songs

Level One
  • If it looks organized, it sounds organized.
  • Do not use the word “good.” Good has a nondescript meaning.
  • Students should use words that accurately describe the musical idea.
  • Students should have immediate feedback on their composition so that they are able to take feedback.
  • Try to suggest one or two musical ideas for every composition.
Level Two
  • Repetition, dynamics and/or left/right ear.
  • Use headsets, to accurately hear the separation of the stereo sounds within the composition.
  • By deleting and repeating some loops, students hear a major improvement.
  • Students need one loop that is the main loop; call it the “anchor” of the piece.
  • Main loop can be any loop, but more often it is drums, bass, or piano.
  • By keeping a small number of “favorite” loops within the piece, creates a mood or overall feeling of the composition.
  • The traditional idea of an AB or ABA song does not work for movie scoring.
Level Three
  •  Individual preferences.
  • Students compose their own loops or add a vocal track.
  •  Composing your own loops is done by using a MIDI keyboard or by using notation software.
  • Moods are what you are trying to create, not an organized classical composition.
  • You should use notation software like Musescore or Noteflight if you are composing a classical composition.
  • The musical rule is every time you repeat you change something.

Story Project

  • Simple story - five sentence and a sound effect
  • Have students look over sound effects in GarageBand FIRST to decide their story.
  • Student can create their own sound effects
  • Scout for pictures or draw picture
Important Points
  • Have a "system" of naming files
  • Posting is a validation of composing. 
  • Question OR specific comment on something you heard or saw
Cloud Storage
dropbox
dropittome (GB drops only in Safari)
sendtodropbox
box.com
Spideroak
Arts Vocabulary
  •  Use correct arts vocabulary right at the beginning, it develops a knowledge base.
  •  Have a laminated sheet for students to use and students will question some of the arts vocabulary words.   
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