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Music, culture and responsibility in the primary classroom

AYO Music in Me and NSW Department of Education host an inspiring conversation with Deborah Cheetham Fraillon.

At the recent Music in Me mentor professional learning event delivered in partnership with the NSW Department of Education, mentors and educators were invited into a valued and powerful ‘in conversation’ with Deborah Cheetham Fraillon AO – one of Australia’s most respected First Nations artists, educators and cultural leaders.

What followed was both deeply personal and profoundly practical: a reflection on teaching as an act of influence, responsibility and care. Cheetham Fraillon spoke not first as a performer, but as a teacher – shaped by educators who recognised her potential early and created the conditions for it to flourish. That sustained belief, she reflected, was life-changing, reminding those in the room that every classroom holds that same possibility.

Her message resonated strongly with Music in Me mentors and primary teachers alike. In classrooms where confidence in teaching music – and particularly First Nations content – can vary widely, her story affirmed the essential role of the teacher as both guide and catalyst.

A central theme of the conversation was the place of music as a knowledge system. As Deborah explained, In First Nations cultures knowledge is not abstract or separate from practice – it is carried through song, dance and story, sustained across generations. For primary teachers, this reframes music as more than a subject area; it becomes a powerful tool for connection, identity and understanding.

For many educators, however, engaging with First Nations perspectives can be accompanied by hesitation. Cheetham Fraillon addressed this directly, challenging a familiar refrain: “I don’t want to get it wrong, so I don’t try.”

Her response was unequivocal. Avoidance is not an option. Not knowing is not the issue – it is the willingness to learn that matters. For our teachers, this is both a reassurance and a call to action: to begin, to ask questions, and to build understanding over time.

Equally important was Deborah’s emphasis on relationships. First Nations knowledge, she reminded the group, is not a collection of resources to be accessed, but something held by people and communities. There is no substitute for connection.

Her advice was clear: start locally, seek to understand the Country on which you teach, and approach communities with respect and reciprocity – asking not what can be taken, but what can be offered.

For AYO Music in Me and the NSW Department of Education, this conversation exemplifies the purpose and strength of this partnership. Both organisations share a commitment to equipping teachers with the confidence, skills and cultural understanding required to deliver high-quality music education in today’s classrooms. Creating space for dialogue with leading cultural voices is a critical part of our work – ensuring that professional learning is not only practical but grounded in authenticity and respect.

For the mentors and participating primary teachers present, the impact is clear. These conversations move beyond theory, offering a way forward that is achievable, human and deeply relevant: start where you are, build relationships, and trust in the role you play.

As Deborah reflected, true confidence in teaching – particularly in this space – does not come from having all the answers. It comes from knowing where you stand, being open to learning, and taking the next step with integrity.

In that sense, the session was not simply an exchange of ideas, but an invitation – to teach with greater awareness, to connect more deeply, and to recognise the profound role music can play in every child’s education.