Experimenting with 'SoundTrap'

Today I revisited SoundTrap for the first time in five years, not as a student, but through the lens of an educator. In high school, we used this software in Years 8 and 9, and it was my first introduction to the idea of composing music. I remember it as an incredibly positive experience. SoundTrap enabled me to explore creativity and musicality without needing deep knowledge of Western classical notation or theory. Terms like “parallel fifths” or “chord progressions” didn’t act as barriers; instead, I could dive straight into experimentation with loops, beats, and sounds.

What struck me then, and still resonates now, is how accessible the platform was for all students. Even those with no formal musical training could respond to prompts like “create a piece inspired by the ocean” and feel empowered to make something expressive and personal. The experience reaffirmed a value I now recognise as central to my teaching philosophy: creative access over technical gatekeeping.

Revisiting SoundTrap today with more classical training under my belt, I actually found myself more hesitant, even stuck. I spent longer trying to choose loops, second-guessing myself because I couldn't quite settle on a “sound” that felt right. In some ways, I felt like my creative spontaneity had been replaced by caution. This was a confronting moment. I realised that more training hasn’t necessarily made me more creative, if anything, it’s made me more critical and less free.

But this discomfort was useful. It reminded me that creativity often thrives in low-pressure, open-ended environments, especially for students new to music-making. SoundTrap, with its genre-spanning content and user-friendly design, supports students in exploring the music they personally connect to, whether that’s pop, rap, ambient, or in my case, something funky inspired by my love of Jamiroquai.

I’ve added my song below. It’s definitely a work in progress, but I’m honestly pretty amazed at how I was able to find synths, bass lines, and percussion loops that worked together. I didn’t have to notate anything or go through the whole process of recording everything myself, which made it feel more playful and less pressured. This experience reminded me how powerful technology can be in the classroom, not just as a tool, but as a way for students to jump straight into making and expressing music, without needing to tick off a list of technical skills first.

My Soundtrap creation, aptly titled "Jamiro-why"