This article contributes to an emerging body of scholarship on multimodal composition in the poetry classroom through a study of Finnish lower secondary students’ digital videomaking in response to poetry. The study explores students’ use of semiotic resources in their interpretive work in transmediating a poem into a digital video, with a particular interest in their use of sound elements. Based on social semiotic theory of multimodality, the analysis shows how the students in a variety of ways used sound elements, together with other semiotic resources, to explore their interpretation of the poetic text. Sound elements in particular became a key resource in the interpretive work, giving the students the opportunity to elaborate on topical issues of interest and importance to them while reinforcing their social agency. The study demonstrates the relevance of sound elements in students’ digital composing and explorations of poetry. Furthermore, it reveals how the students showed a capacity as well as a willingness to act, to have influence, and to make substantiated claims for recognition regarding critical issues related to sexuality and society.