In the small, remote community of Hillston, NSW, music is no longer an optional extra – it’s an embedded part of school life and a source of deep community connection. This achievement is the result of the Australian Children’s Music Foundation’s (ACMF) distinctive, long-term program model, which rejects the “set and forget” approach of single, one-off training sessions.
The key to this success is commitment. ACMF teaching musician Rachel Scott has been visiting Hillston for 17 years.
A Model Built on Partnership
The Hillston model was developed over coffee with teachers who expressed a desire to teach music but felt unprepared due to minimal training in their university degrees. The resulting solution was a sustainable partnership:
- Weekly Lessons: Rachel writes weekly lessons for each primary year group.
- Termly Visits: Rachel visits the school for a full week each term to model the “harder stuff” or provide direct teacher training.
- Teacher Empowerment: The teachers carry on the lessons throughout the term.
The results are extraordinary: Hillston Central now has two choirs, two bands, and every child in primary can read music. Crucially, every teacher is now comfortable teaching it.
“This model is excellent in so many ways – the kids win, as they get regular music lessons… The teachers win, as they learn to be music teachers,” Rachel notes.
The Joy of the Lesson
The impact of this consistent support goes beyond technical skill. In the stressful, busy Term 4 – when teachers are “drowning in reports, budgets… and are tired” – Rachel’s visit becomes a welcome oasis.
- “When they come to a music lesson, everyone relaxes and laughs and these tired teachers are able to enjoy their kids and their achievements”.
- “This music program not only makes the children happy but the teachers too!”.
Teachers love seeing all the skills built over the year come together. The mood in the school during this time is “buzzing”.
Music as a Unifying Force
The concerts are where the long-term work truly shines, bringing together the entire community and bridging generations.
At the last concert, the audience included the oldest members of the community from the local nursing home and the youngest from the local pre-school. One senior community member commented, “The ACMF music concert is the highlight of my year”.
During the performance, Rachel directed the audience to sing with the children, creating a powerful, unifying moment.
“Watching adults, children, grandparents all sing in parts together… Watching kids see their families sing with them, watching grown-ups relax and start to smile – it was a wonderful, wonderful thing to witness and direct”.
Building Confidence and Connection
In the music room, students find a safe space for personal growth. Instruments like the djembe drum are particularly effective for fostering teamwork. Djembe drumming is “all-consuming,” forcing everyone to be “in the moment”.
This activity builds connections and self-worth:
- Teamwork: Children who might not normally work together in the classroom do so in drumming.
- Success: Students who don’t excel in academic subjects can excel at drumming.
- Confidence: Students see that what they are doing is “GOOD,” leading to pride and achievement.
As one teacher said, “Seeing even the shyest of kids get up on stage and shine. There’s lots of happiness right now”. This is the lasting impact of the ACMF’s commitment to building musical gardens that flourish.
To read more about ACMF’s positive impact on confidence, peer connection and self worth see our Impact Report.
