Joseph Sears' Fall 2025 Music Club
— Overture Games•Lead Teacher: Jeremy Weinstein
Joseph Sears School
Energy, Frustration, and Breakthroughs
Joseph Sears School · Fall 2025 · Jeremy Weinstein
Some classes start quietly. This one did not.
On September 13, Jeremy Weinstein described it plainly.
Today felt like it was after school on a Friday. Lots of excess energy at the start of class.
Two students arrived unexpectedly. Devices needed to be reassigned on the fly. Instruction started late. Still, once the Chromebooks came out, the room settled.
Once we got into the activities, the students quickly became engrossed in their creations,” Jeremy wrote.
That pattern came up again and again this fall. High energy at the start. Resistance to physical or listening activities. Focus arriving once students had something concrete to make.
When Making Music Actually Clicked
On September 5, the class talked about rock and roll. They identified instruments. They clapped rhythms. Rhythm Puzzle did not land.
Rhythm puzzle was like pulling teeth,” Jeremy wrote.
So they pivoted. Back to Rhythm Rally. Back to games that responded immediately to student input. Engagement returned.
That same week, Chrome Music Lab stood out.
Chrome Music Lab was a hit with all of them,” Jeremy wrote later in the month.
Students spread out around the room because it was loud. They reconvened to share what they made. One student started sketching ideas for a new muse pack and planned to bring drawings the following week.
That moment mattered. It showed ownership.
Learning to Adapt in Real Time
Not every class went smoothly.
On September 28, progress screen bugs meant students had access to different games despite being on the same level. The planned lesson fell apart.
Today was an exercise in flexibility,” Jeremy wrote.
They played Rocket Race. Then students worked independently with what they could access. MuseCash became a tool for keeping momentum. It worked.
A few days earlier, September 19, Alex Klausner subbed. The class was rowdy. Chairs were tipped. Kids tried to sit on tables. No one got hurt, but Alex had to set some expectations.
Once games started, behavior improved.
Musecash rewards for discipline definitely helped keep things chill,” Alex wrote.
One detail stood out.
The youngest student of all of them had the best ear.
Smaller Days, Quieter Wins
On October 3, two students showed up. Rocket Race crashed. Sarah pivoted to fill the gap.
They had a great time,” Sarah Yates wrote.
By October 13, the class had settled into a rhythm. Rocket Race warmed them up. Harmonidome ran. Students moved into independent creative time.
Solid class today,” Jeremy wrote.
He also noticed something important. Incentives were working too well. Students rushed their work to earn MuseCash faster. He noted the need for tighter prompts and more intention.
That reflection matters. It shows attention to how kids respond, not just whether they comply.
What This Fall Looked Like
This group did not glide through the curriculum immediately. They pushed back. They tested limits. They wanted the games before the setup. They wanted to skip listening and jump ahead.
And slowly, week by week, things stuck.
They learned the difference between melody and harmony.
They recognized major and minor chords.
They used MuseCash as motivation, then needed guidance on how to slow down and care about the work itself.
They made music they wanted to share.
It was not polished. It was real.
And by the end of the fall, they were still showing up. Still making things. Still figuring out how to focus together.
That is often what learning actually looks like.