Music takes hold at Vaucluse Public School
New “Music in Me” program inspires kids and teachers
By Imogen Corlette
When my 5yr old started “big school” last year, we expected a lot of new things, but what surprised me the most was how dramatically the music stopped.
At pre-school it seemed the entire day was set to song, and it was a lovely, gentle way to help focus the very busy mind and body of my son at age 3 then 4.
It was starkly different when he began Kindergarten. Of course, learning was more structured, the kids suddenly had uniforms and school bells and rules. But it seemed strange then that music – the very thing that helped unify and narrate the day in pre-school – was so minimal.
This is no fault of the school itself. In NSW, the policy over the past decade has been to expect generalist classroom teachers to deliver the music and arts curriculum to students. There is a limited number of music specialists employed in NSW public schools. This all results in a general decline in the quality and equity of music education received by NSW government school students.
And so, for the majority of public schools, it’s up to generalist classroom teachers. No matter how wonderful they are (and they are!) teachers now only receive on average 9.39 hours of music in NSW in their preservice teaching degrees. A class teacher can’t be a specialist in everything.
Fortunately, the Principal at Vaucluse Public School – Nicole Tainsch – is a ‘make things happen’ kind of leader. Since joining the school two years ago, she’d already started establishing Spanish language lessons, an environmental program, and Bell Shakespeare in Schools.
I asked if she’d consider introducing “Music in Me”. It’s a music mentoring program run by the Australian Youth Orchestra (AYO), created by the amazing music educator, the late Richard Gill AO. It places teachers with deep music training, into public primary schools, to collaborate with classroom teachers and build their skills and confidence to deliver tailored music classes. Nicole, who was already looking for an evidence-based music program, made it happen.
Kane Wheatley is the first official music mentor for Vaucluse PS as part of “Music in Me” which started mid-2024. It’s his first year in the program but brings strong experience in “Orff” work (which is based on physicality and imitation and underpins Music in Me). He’s also a passionate musician and teacher with a great appetite for evolving his own learning and skillset.
(Kane is also a classroom teacher at Glebe Public School, a lecturer in the Master of Education course at UNSW, spin trainer, pianist for Sydney Gay & Lesbian Choir and producer with Inner West Theatre Company!).
Kane is partnering with Wendy, Mitch, Hannah, Mel, the K-2 teachers, and Clare, who teaches children with disability, helping them integrate music into their everyday teaching.
Together they’re delivering dynamic weekly music lessons that have the kids stomping, clapping and singing with astounding dexterity.
Music education is proven to build cognitive abilities, enhancing literacy and connectivity within the brain. Music in Me is also very high energy. Perfect for a kid like mine that doesn’t do well sitting down.
“It’s a show” says Kane. “If I sat the kids down and told them about music, they’d be bored silly. Instead the kids are up and moving from the first second. Movement and physicality is everything. We move the whole time. Then we talk about it. It’s about showing first, intellectualising later.”
For Year 1 teacher, Hannah Giles, it’s a welcome opportunity to build out her own skillset.
“I just love it” she says. “Kane and I meet together after each class and talk through what I can do to extend on the lesson throughout the week. I’m learning a lot and the kids are really enjoying it.”
One of the really special things, is that each of the students can participate at whatever level they’re at. Some are naturally curious and instantly dive into the activities. Others find it challenging to concentrate straight away. Within a few minutes of class beginning however, they’re all captured in the rhythm, clapping and stomping in synch.
Kane doesn’t speak once they start a song. He demonstrates the stepping and the clapping and signals for the kids to follow him. He allows for a bit of silence, waiting for attention, waiting for the kids to start to join in.
The echo-and-response approach helps the chatter subside. To start, there’s some chaos! Laughter, a bit of silliness, some impatience. But the consistency of the beat gives time for these to settle. Soon, there’s a roomful of 7year olds keeping time together.
The focus on the body means the students are experiencing music, rather than learning about music. It’s the epitome of “explicit learning” which is being widely promoted by the NSW Department of Education across many areas of education.
“It’s so step-by-step” says Kane. “It ensures everyone can come in at one level, and each task builds on the one before.”
The Music in Me program has had a ripple effect on the students, with many electing to join the K-2 Choir, and proactively seeking to participate in the school musical! This year there was a record number of junior kids up on stage. The principal has now extended Music in Me through the rest of the school as well, so kids in all years can participate in 2025.
Vaucluse Public School now has a creative arts program to rival any of the local private schools. Having Kane as their specialist music mentor has turbo charged their efforts to grow and given both students and teachers a solid grounding on which to build.
In NSW, any public school can apply for “Music in Me”. The program is co-funded through the NSW Department of Education in collaboration with the AYO who receive support from the Australian Government, meaning it is either free or significantly subsidised for NSW public schools to participate.
Shortened version originally published in Wentworth Courier, Wed 4 December edition, page 6
Read more about how to bring Music in Me to your school.
