What Changed for Me
My first takeaway from this project was that Game-based learning platforms like Minecraft meet students where they are, and offer dynamic ways to engage with music education in a setting that doesn’t resemble typical “schoolwork”.
Working within Minecraft also challenged me to rethink my approach to traditional musical structures. Translating melodic phrases into a grid-based system of redstone logic and note blocks was more closely aligned to the input of piano roll on a DAW than traditional western notation, and the skills translate well to contemporary music production techniques. Working through this new medium forced me to rethink my approach to the nuances of rhythm, tempo, and phrasing as I adapted them to a block-based format.
Finally, Minecraft enabled me to express creativity not only through audio but also visually. The spatial layout of musical sequence, the aesthetic choices of the environment, and even the layout of the world map became part of the creative experience. This integration of sound and space deepened my understanding of music as a multidimensional form of expression, and showed me new ways to engage students in that world.
Trial, Error, and Redstone Repeaters
EP. 02
I worked with Minecraft Java Edition (Education Edition is probably more appropriate but was more difficult to acquire, go figure!) to test how to tune note blocks, use redstone repeaters to time melodies, and how block types influence timbre. At first it required a dive into Youtube tutorials (like the one above) on the basics of redstone with note blocks, as well as which block materials produced different timbres for the note blocks. It took hours of experimenting and some frustrated restarts, but eventually I understood how timing and tone could be harnessed in Minecraft.
I also chose and listened to the traditional folk tunes I wanted to include in my demo world: “La Cucaracha” (Mexico), "Sakura Salura" (Japan), and "Korobeiniki" (Russia) and broke down their pitch sequences to translate into the block-based format. Building folk tunes into Minecraft forced me to hear them differently, and appreciate how creative constraints invite problem-solving. I created the tunes through listening to the pitches by ear, but did also discover that Minecraft shows the pitch from each note block through the colour of the quaver that appears when activated.
Game-based learning was evident in how quickly I (and potentially my students) could enter a state of flow and focus singuarly on perfecting the task. I was testing, iterating, and adapting musical ideas trhough very familar inputs, and using Minecraft’s visual interface allowed for the musical concepts to appear in a coded format.
Why Minecraft?
EP. 01
Above: the music already built into Minecraft- the various music discs.
Inspired by game-based learning and my desire to make music lessons engaging for gamer students, I created a Minecraft world and associated lesson plan where students recreate folk melodies from different cultures using Minecraft. I wanted students to have ownership of how they express and engage with music and to be able to expierence it in the (familiar for many) forum of minecraft.
Minecraft, as a learning tool, offers a unique platform for music education. It merges hands-on construction, problem-solving, and experimentation. The use of note blocks, redstone repeaters, and multiple timbres from different block types allows students to experiment with sound design, rhythm, and pitch in a creative and visual environment. Game-based learning encourages motivation and engagement, particularly for students who may not connect as easily with traditional music classroom formats.
This project stretched me to consider how game mechanics like redstone logic and block-based sound could be musical tools. It helped me reframe how technology can support deep cultural and musical learning.