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I find that a lot of the material covered is familiar to me. In music education, gamification comes naturally. Music and play is intrinsicly tied to music and our approaches reflect that (Orff, Kodály, MLT, etc.).

The colored posts are some examples of gamification that I have seen used or used myself.

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Classroom Game Design: Paul Andersen at TEDxBozeman

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Classroom Game Design: Paul Andersen at TEDxBozeman

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Paul Andersen talks about how he developed his classroom into a game. He calls it Biohazard five. The students get experience points as they move through the game, they also compete against their peers to see who can get the high score.

When creating games for your classroom, you should consider what makes games engaging?

The classroom doesn't have to be rigid, it can be a "shop class".

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This example of gamification touches on a some of the most crucial parts of music education. Students have to keep a steady beat and "pass it" around the room, each person saying a syllable of the chant "pass the beat a-round the room". The game is made harder by replacing words with actions (e.g. stomp, clap, tap). Once a student gets out, they sit down. The students then have to pretend as though that person is still saying their part of the phrase. For example if the 3rd person in line was out it would sound like "pass the (silence) a-round the room"

This goes a long way for not only engaging the students but also making them aware of tempo and steady beat. Students like to rush when playing this game and will often be told by their peers to knock it off because it's making the game harder. It also helps newly formed middle school ensembles begin to understand how to communicate pulse to one another (e.g. body movement).

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This game involves students repeating a given rhythm after the teacher plays it. This can be done on virtually any instrument, making the game easy to apply in a variety of situations. However, there is a poisionous rhythm that the students are to avoid. This rhythm is either presented aurally or written on a board. If a student plays the poision rhythm, they are out of the game.

This game can be used in so many different contexts. It also really engages the students because they are constantly listening for the "poison rhythm". This means they are audiating it while also having to repeat back other rhythms. It is a great way to develop audiation skills through hidden repetition.

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"March offs" (marching band game) is a game of memory for the students but also tests their marching technique. Students get into a big block on the field and then are given instructions; "forwards eight". The met turns on and everyone marches forward eight counts. If a student messes up (e.g. wrong step size, bent knees, poor posture), they are out and go sit on the sideline to cheer on their friends. This is usually a staple of the marching "band camp" for many schools.

For some students, the fact that there is a competative aspect is enough for them to care about proper technique and marching. But for others, seeing how seriously the juniors and seniors take these march offs helps them buy into the process because they can see that it works.

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Tim Stellar talks about how teachers can use gamification to engage students through play.

Students are more engaged when they are involved in the creative process.

Gamification can be more than practice, it can be the assessment.

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Scott Hebert

"You have to make kids beleive that they are doing something for a reason, for a purpose."

When you play games you are enherently learning or developing a skill. Play is children's way of learning.

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Gamification: Pros and Some Cons, According to Research

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Gamification: Pros and Some Cons, According to Research

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This article talks about how gamification can be used in the classroom and how some versions of gamification are more effective than others

Gamification that promotes team competition rather than individual competition produces the best results.

Trial and error is key in making a game that works for your classroom and your students.