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Zrinko Culjak, Music Teacher

A Way Back Into School

Sweden
Consumer → Creator
The shift Culjak sees in students moving from gaming to producing
1
Live or recorded video check-in needed to confirm a student's voice or playing, before independent assessment

The Problem

Some of Culjak's students are "hemmasittare," young people who've stopped attending school altogether, a problem that's been growing across Sweden for years. Traditional schooling assumes a student shows up in a room; for a hemmasittare, that assumption is the whole barrier.

Other students arrive with thousands of hours of gaming behind them and no music background at all. Getting them from consuming a game to creating something meant a way in that didn't start with an instrument they didn't know how to play.

The Implementation

For hemmasittare, Culjak doesn't require a classroom seat, but some assessments still need a screen. For an instrument or vocal performance, he needs to see and hear a student at least once, live or recorded, to confidently match that voice or playing to that student. Once he's made that identification, he can assess everything else the student submits directly inside Soundtrap: work in progress, comments left on the project, a running dialogue that lets him track development without needing an in-person meeting.

For students coming from gaming, he leans on Soundtrap's templates and built-in tutorials, enough to get someone with general digital aptitude surprisingly far, then move them past the templates into the software's deeper features.

The Results

School, without ever sharing a room. Culjak has multiple examples, across years, of hemmasittare completing their schooling entirely through Soundtrap: some through music projects, others through the platform's podcast feature. Instrument and vocal work still requires a live or recorded video check-in, so Culjak can confidently match a voice or performance to a specific student. Once that's established, he can assess everything after it the same way any teacher recognizes a student's own voice over time: through language, through how a process develops, through getting to know a student's work across years.

From consumer to creator. Students who've spent, in Culjak's words, "incredible amounts" of time gaming find a version of that same pull in Soundtrap: enough fun in it that they get hooked in a positive way, moving from passively playing a game to working with purpose on a screen.

Key Outcomes

✓
Students who've stopped attending school entirely have completed their schooling through Soundtrap, some through music projects, others through its podcast feature.
✓
Once Culjak has confirmed a student's voice or playing over video, he can track whether later work is genuinely theirs through language and how a project develops over time, no repeat video calls needed.
✓
He says he doesn't need to meet a hemmasittare student physically at all to teach and assess them.
✓
Students with heavy gaming backgrounds move from passively consuming games to actively producing music, pulled in by the same sense of fun.
✓
Built-in templates and tutorials let students with some general aptitude progress quickly past the basics into the software's deeper features.

Resources

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