Creating music based video games

In this class, we used the video game-making software Scratch to create music-themed games. It was really fun and also a bit nostalgic for me because I remember using Scratch back in year 6 at primary school. At the time, I thought I was super cool for being able to program games with this software, so it was great to revisit something from my past and realize how much creativity and learning is still possible with it.

Creating music-based games offers a unique way to engage students. It encourages them not only to think critically about how music can be incorporated into interactive experiences, but also to develop important skills like logic, sequencing, and problem-solving through coding. The engagement happens on two levels — when students design and program their own games, they deepen their understanding of music concepts; and when they play games created by others, they experience music in a new, interactive way that can reinforce learning.

However, the process of making these games was more complex than I initially expected. There were many steps involved, from designing the game mechanics to coding the interactions and syncing the music with the gameplay. It got quite confusing at times, and I realized how important it is to break down big tasks into smaller, manageable parts. I partnered with my friend Natalia to work on the project, and having someone to collaborate with made a big difference. We could share ideas, troubleshoot problems together, and learn from each other’s perspectives. This experience highlighted the value of teamwork when navigating complex technological tasks, something I think is crucial to teach students as well.

From a teaching perspective, Scratch is an incredibly versatile tool. It is user-friendly enough for beginners but also offers enough depth to challenge more advanced students. Its visual coding interface lowers the barrier to entry and makes programming accessible to a wide range of learners. Moreover, combining music with game design taps into students’ interests and can make learning more meaningful and enjoyable. I can see how this kind of project could foster creativity, computational thinking, and musical understanding all at once.

Reflecting on this experience, I feel motivated to incorporate similar interactive technologies into my future teaching practice. By encouraging students to create and engage with digital music projects, I believe we can support diverse learning styles and help students build valuable 21st-century skills. This class reminded me that technology, when used thoughtfully, can be a powerful tool to make music education dynamic and relevant.

Below are some images of the coding process of making Natalia and I's game!