Lead Mentor

Lynne has just begun her third decade teaching classroom music in state primary schools, starting as a classroom teacher and later transitioning into a music position. Navigating and teaching the music curriculum was challenging, and fortunately she found valuable professional learning opportunities, such as connecting with the Victorian Orff Schulwerk Association (VOSA). Lynne actively engaged with the VOSA committee, editing their “Musette” newsletter for six years and a half years.

Lynne has attended four Orff International Summer Schools in three countries. She has also contributed to professional learning activities through participation, presentations, and writings. Additionally, Lynne has occasionally lectured at Deakin University and supported pre-service teachers visiting her school. In her current role, she initiated a Music Teacher’s Network to offer support to isolated colleagues in her region.

Lynne’s initial bewilderment about the music curriculum and how to effectively teach it motivated her to mentor other teachers in a similar position. She mentored other music teachers by sharing her enthusiasm for the pedagogy and ways to develop students’ knowledge, skills, and creativity. Chatting with teachers often led to invitations to visit their classrooms and demonstrate these.

Lynne finds it rewarding to assist teachers in understanding and implementing the curriculum in creative and enjoyable ways. Whether collaborating with classroom or music teachers, helping the partner teacher achieve their goals is incredibly satisfying. Additionally, Lynne values the reciprocal learning that occurs with partner teachers. Observing their methods, discussing lessons, and gaining insights from teaching different student cohorts contribute to her professional growth. Reflecting on how she teaches and why she does things is very powerful and improves practice for her and for her partner teacher.

Mentoring brings impactful stories for both teachers and students. One partner teacher, despite singing out of tune, was encouraged by Lynne to continue singing for her students. Through pitch matching exercises, the teacher improved her singing ability and even composed a song for lining up. Another challenging class responded positively to Lynne’s use of the Orff Approach, surprising their partner teacher with full cooperation. It’s remarkable how children lacking confidence and ability in other curriculum areas can participate and excel in music activities.