Roycemore’s Fall 2025 Music Club

Roycemore School

The K-Pop Class

Roycemore School · Fall 2025 Overture Games

Lead Teacher: Chelsi Miller

By the second week at Roycemore, a routine had already formed.

This group of students are obsessed with K-Pop Demon Hunters,” Chelsi Miller wrote. “I think it’s become a bit of a ritual to play it at the start of class.

It was not on the lesson plan. It did not need to be.

Chelsi leaned into it. The music became a shared starting point, a way to settle the room and focus attention before moving into the day’s concepts. Rhythm. Harmony. Melody. Form.

“I find myself weaving in the lesson of the day into our listening of KDH songs,” she noted.

From there, class moved fast.

A Room Full of Energy

Roycemore’s group arrived each week ready to go.

Students were really wanting to get started on the laptops immediately,” Chelsi wrote early in the semester. “Many students were tempted to grab the laptops early to get started.

That meant expectations had to be set. Devices stayed closed until it was time. Listening came first. Then play.

Once that rhythm was established, the energy worked in the class’s favor.

Students had lots of energy today!” Chelsi wrote after a session packed with Rocket Race and Harmonidome. “Students earned coins and stars from participating.

Rocket Race quickly became a favorite. When attention drifted during a video, it snapped back the moment the game appeared.

Attention shifted during Rocket Race,” she observed. “We ended up playing two different times.

Music You Can Hear

As the weeks went on, students spent more time creating and sharing.

During Musical Form week, Chelsi gave them a clear challenge.

Students were tasked with making songs with an ABA structure and with a ‘sad’ and ‘happy’ section in the Overture music lab,” she wrote. “It was interesting to see how students were visualizing the sections.

Each song was saved. Then played for the class.

They listened. They reacted. They noticed differences.

Later, during Melody Basics, students rotated through Melody Shaper and Melopedes, earning stars and MuseCash along the way.

It was great to see students get better at the games as they played,” Chelsi wrote in another reflection. “Students received stars and muse cash for completing both activities.

Some days ended with requests.

This class loved Rocket Race,” she wrote. “At the end they asked if they could play me for a prize.

Loud, Soft, and Very Excited

Dynamics week arrived with predictable enthusiasm.

This group always has lots of energy at the end of the day,” Chelsi wrote. “We started session by talking about dynamics and watched a quick video on it.

Then came Flappy Muse.

Students seemed to enjoy it,” she wrote. “A few of them stayed on it the entire class. Lots of loud voices.

Others jumped to Key Smashers once they finished. The room stayed active. Loud moments came with reminders. Quieter moments followed.

When games did not line up perfectly with the topic, Chelsi noticed.

Rocket Race did not have an option for dynamics,” she wrote. “This was also a problem in another class where there wasn’t a Rocket Race game with the listed theme of the day.

Even so, the students stayed engaged, moving between games and creation tools with confidence.

Small Details, Real Ownership

Throughout the semester, students paid close attention to the system itself.

Alia would like Aspen to make more muse packs,” Chelsi wrote. “She wanted me to tell you this.

Others noticed when coins ran out or when new packs felt just out of reach.

Some students hit a wall with games and wanted more coins to collect more expensive characters,” she wrote. “They couldn’t figure out what new games to play in order to do so.

They were not just playing. They were tracking progress, rewards, and choices.

One student even showed up with a gift.

A student gifted a paper wallet with some musical notes drawn on it,” Chelsi wrote. She saved that detail. It mattered.

Ending the Fall

By late November, the class knew the routine well.

Students really wanted to dive right into games,” Chelsi wrote during the final weeks. “So it’s always a bit of adjusting and reminding expectations at the start of class.

Once settled, the class moved smoothly through the day. Games. Creation. Sharing.

Each session ended with devices counted and returned. Ten in. Ten out.

The energy stayed high, right to the end.

What Parents Would Have Seen

Across the fall, Roycemore students clapped rhythms, danced to K-Pop, identified harmonies, built melodies, and created songs with structure and mood. They earned stars. They collected muses. They listened to each other’s work on the big speaker.

They learned how to wait, how to take turns, how to refocus when excitement spilled over. They learned that music class was a place where their interests belonged and where their ideas could turn into sound.

As Chelsi summed it up more than once, “Class went well overall.”

At Roycemore, that meant a room full of energy, familiar songs to start the day, and students who kept coming back ready to play, listen, and make music together.