The 2007 FLAME Awards

• Graham Abbott, ABC Classic FM presenter/producer 

• Richard Letts, Executive Director, Music Council of Australia 

• Jane Law, Vice President, NSW Primary Principals Association, 

• Kathryn Marsh, Member, National Review of School Music Education, 2005 

The 2007 Winners

QUEENSLAND, New Farm State School: State and Overall National Winner

Music infuses just about every aspect of life at this 285-student school. 100% of students take part in classroom music; 100% of students in years 2 – 7 take part in choirs, including a boys’ vocal ensemble (set up at the boys’ own request) and almost half the years 5-7 students participate in the instrumental program. There is a repertoire of songs in languages other than English and links with Chinese community events to help engage students from culturally-diverse backgrounds. The cross-curriculum use of music is significant. For example, songs about the environment are used to enhance learning about science and nature. An initiative to teach each Year 1 student to play glockenspiel using a number system has reinforced the classroom number work. 

“For a small school, we generate a big sound,” says music teacher, Carolyn Carey. And student academic achievement is improving because of music. In the nine years since the music program was developed, our numeracy results for year 2 students sit well above the State average since 2000.”

“It is a culturally inclusive program, it involves the staff in performance and has a commitment to professional development in music and it has developed creative ways of financially supporting the program - such as through inexpensive instrument hire schemes - so that students from disadvantaged backgrounds can participate,” says FLAME Award judge Dr Richard Letts. “This is a school that understands that studying music helps literacy and numeracy and other academic achievement. We hope many other schools follow its lead and make the link.”

Read more about New Farm State School here (link to MF PDF)

VICTORIA, Glenallen School, State Winner

This Glen Waverley school was purpose-built to meet the needs of students whose physical disabilities include Cerebral Palsy, Rett Syndrome and Muscular Dystrophy. There is a wide range of intellectual ability across the school. With a philosophy to provide a dynamic environment to maximise each student’s learning, music is centre-stage at this special school. There are music and dance therapy sessions for each child and adapted music equipment and technology such as sound beams, banana keyboards (for children with limited movement), karaoke machines and percussion equipment allow for every child to experience the joy of making music while at the same time extending his or her learning. Principal, Elizabeth Green, says the children’s involvement in music has far-reaching impacts. For example, the commitment to music is such that the school choir regularly performs publicly in combined events with neighbouring schools: “It is often difficult for them to sing with such big smiles on their faces, as they are accepted into mainstream events.” 

WEST AUSTRALIA, Dalyellup Primary, State Winner

This WA regional school fosters a lifelong love of music among its students by integrating it across the whole school, via curriculum, resources and timetabling decisions. In years 1 and 2, music spans the curriculum, including in an innovative literature-based program where students are guided in song-writing and recording activities based on characters they are reading about in a featured class book. Things get more structured in Year 3 and 4 where all students learn keyboard and guitar, when the school makes good use of its volunteer network to ensure each child gets the best access to instruction and equipment. In years 5-7 students participate in an innovative Circus program which combines traditional circus activities with musical activities involving mandolin, drums, keyboards, guitar and ukulele. 

“Our school philosophy of access to quality instruments and tuition, opportunities to learn and play, whole school community support, music across the curriculum and promoting the joy of music sees a very musical and talented primary school,” says Performing Arts Specialist, Brad Snelling. 

NORTHERN TERRITORY, Neutral Junction School, Territory Winner

In this tiny school, music is being used as a vehicle to preserve the local Kaytetye language as well as to improve the students’ English literacy. This one-teacher school is situated 170kms north of Alice Springs on the Neutral Junction Pastoral Station where non-indigenous people, including the school teacher, live. The school has 20 students aged between 4 and 12, all of whom are indigenous. Having secured a language maintenance grant from the Institute for Aboriginal Development in 2001, a group of community women began making resources and teaching a one hour lesson in Kaytetye each week. Singing quickly became a crucial part. In 2004, the school ran a music workshop with philanthropic organisation, Music Outback, to write Kaytetye songs and teach music skills. The music activities have had a major impact on children’s literacy skills in English (through English song writing) and in Kaytetye for both community teachers and students. There has been increased student attendance levels, pride and confidence and the creation of meaningful employment in the community. 

“We feel our school language and music program is having a positive impact on detrimental social issues in the community and building of individuals’ confidence,” says then Teaching Principal, Rosemary Kerrison, in her submission. 

SOUTH AUSTRALIA, Dominican School, State Winner

This R-7, coeducational Catholic school says parents send their children here because of its commitment to music education – and it becomes a strong driver for parents closely scrutinising their subsequent high school choices for their children. All students undertake classroom music and, of the 320 children in the school, 72% are currently involved in the additional optional programs in choir, drum corps, rock bands and instrumental tuition. This is a massive increase on the 30 students accessing such programs in 2004. The school provides opportunities for children to choose musical forms of expression within a ‘negotiated curriculum’. This acknowledges that children learn in different ways and those with ‘academic’ learning difficulties – ie those that are not ‘maths or linguistic’ learners - nevertheless can shine musically as their self-esteem and confidence develop. There is innovative and far-reaching use of technology as children compose music and record soundtracks to their own movies and documentaries, for example. There is even ‘Dominican Radio’ which broadcasts to a footprint of 2km around the school. 

‘Enrolments are increasing, students walk with pride and the school has a celebratory culture,” says Deputy Principal, Noel Browne. 

NEW SOUTH WALES, Deepwater Public, State Winner

Deepwater Public is the home base for the Small Schools Marimba Ensemble. The program, which involves 12 schools from four regions around the New England area of NSW, is an innovative solution which allows students from tiny isolated schools to participate in musical performance and access a quality music program that their school alone would simply not be able to provide. Each school rallies its parent community to make percussion instruments such as Marimbas and new stringed/bowed inventions called ‘echocellos’. The construction of the instruments is an ideal way to engage parents in the program and the regular performances help retain the parents’ involvement through the years. The percussion aspect of the program appeals to boys who are equally involved as the girls. 

While each school runs its own individual music program, it is the coming together which has such profound and positive impacts on the schools and students themselves, says Deepwater Principal, Danny Spillane: “Important social networks have been set up between schools as a result of this program. These are incredibly important as some of the schools have as few as four students and the development of larger peer groups is a key issue. In over 25 years’ teaching, I have yet to see a more effective school program that develops school spirit, harmony and an abundance of self-esteem. This is particularly applicable to small schools." 

ACT, Turner School, Territory Winner

There is a strong commitment to providing music education to every student at this integrated Mainstream/Special School, where 110 of the 430 students have a disability, or multiple disabilities. In years 1-2 music is core curriculum and has been the focus of the Integrated Learning unit, where students study note representation, musicians, instrument making and the links music has with maths, science and technology. There is a marimba band in years 3 and 4 – open to everyone – and school bands in years 5 and 6. There is a school percussion band, choirs and three bell choirs, involving students and staffmembers. There is a Special Education Music program which involves units such as music and movement, making music, music at play and music as therapy. 25% of students in the school also take advantage of the parent-paid tutor music program, in piano, violin or guitar. 

“Through music, we have developed another language for sharing,” says Principal, Jan Day. 

TASMANIA, Bicheno Primary, State Winner

Our students went from a ‘music sucks’ attitude to each and every child performing at our Final Year Assembly in 2006 and recording a Christmas CD that raised more than $1500,” says music teacher, Eliza Brown. When she joined the school in 2006, Eliza saw the need to meet the challenge of minimal musical resources and a musically ‘unfriendly’ culture, with some drastic action. ‘I needed to engage the students in a way which didn’t use instruments, so we lived by the musical motto: the best instrument we have is our body and voice.” Today, the lower primary students perform African chants, Latin style pieces and square dance. Children make instruments out of recycled household items – the Rubber Glove Hooters are favourites. Bicheno has gone from a school without a choir to one where one third of the student population is involved and where there are equal number of girls and boys. The local community has donated a marimba and other materials to make one at school. This year, the school has been donated a piano. Students have learnt and performed pieces in Auslan and Makaton sign language. Students are also beginning to write their own songs. 

The program has had a major impact on the school culture: “Our students have become engaged and interested as they needed no prior musical background to excel in music,” says Eliza Brown

Previous Winners

2006: Tatachilla Lutheran College, SA

The theme for the 2006 Awards was 'community connections'. Judges were looking to see how schools involved the wider community in music-making, how school music programs extend beyond the school gate.

Singing nuns, barbers, Taiko drummers, Elizabethan feasts: South Australia's Tatachilla Lutheran College took out the national FLAME Award for its extensive and imaginative music program. The 900-student school, for children aged 5 to Year 12, has established itself as the hub of musical life in its community of McLaren Vale, near Adelaide.

FLAME Judge, ABC Classic FM Manager, John Crawford said:

"There is great depth and diversity of musical activities here. For example, parents and grandparents are joining their children on stage at musical events, prepared to have a go."

2005: Virginia State School, QLD

A 300-student primary school, Virginia State impressed the judges with the ways in which music infuses the whole school. More than half the upper school is involved in the 65-piece concert band, which also has eight parents and two teachers in it. The school has a 12-strong flute ensemble, a French horn trio, a clarinet ensemble of 13, a brass ensemble of 26 and a 9 piece percussion ensemble and all the students in years 5 – 7 do singing classes every week. There is also a stage band of 25 which acts as an extension program for the children who show extra promise.

Flame judge, Music Council of Australia's Dr Richard Letts said:

"Parents and teachers are involved as learning role models for the children; there are creative initiatives like the Musical Madness Mornings where the children dip into all sorts of musical styles. They've even managed to get themselves a recording set-up so that children can learn recording and audio technology. Terrific!"