The National Music Teacher Mentoring Program is aimed at improving the quality of music education in classrooms around Australia.The program pairs experienced music educators with generalist classroom teachers in order to build their skills and confidence in teaching music.
With continued support from the Australian Government and the private sector, the program continues to be successfully rolled out across Australia.

The NMTMP's founder, the late Richard Gill AO, was passionate about installing comprehensive musical education programs into every school in Australia, he believed that teaching music reaps countless benefits. “[music] requires the most intensive concentration, and listening” said Gill. “To get music, you really have to listen, and when children listen with direction and concentration, their focus goes up spectacularly… and the evidence points to the fact that a structured program of music education has benefits in all learning.”



In 2017 the first national training of mentors took place at MONA in Hobart and in 2019 the second national training of mentors took place at the Adelaide Festival Centre. Previously the participating states had their own two-day masterclass. The masterclass provides mentors with a good understanding of the fundamentals of mentoring, and enables them to share strategies, practices and resources for engaging students in quality music education.

In 2020 the first online training of mentors occurred. Mentors undertook preparatory work outlined in three online training modules. They then came together in a live Zoom session to delve more deeply into the learnings with each other, lead mentors and key facilitators.



A new resource for teachers and mentors called Rhymes and Songs was developed in 2020 in response to many students undertaking their schooling from home. Rhymes and Songs is a series of video-based music education lessons for foundation to year 2 students based on the much-loved book and compact disc resources by the late Richard Gill OA: Twinkle Twinkle, Little Star and How I Wonder, published by Devirra Publications www.devirra.com.

Each video features a rhyme or song from the collection and is presented by one of the lead music teacher mentors in the program. They are designed for young children to explore without supervision.



Music is taught for its intrinsic value; improved student engagement, language skills, learning and well-being are valuable benefits of a good music education.

The National Music Teacher Mentoring Program has significantly boosted the skills and confidence of classroom teachers in the teaching of music, which in turn has led to improved student musicality and wellbeing. Evidence-based research from The Creative Collaboratorium at the University of Queensland confirms we are significantly improving student engagement, outcomes, and wellbeing by developing the confidence and skills of classroom teachers to teach music in schools.

📄 Read the Summary of Interim Research Findings (PDF)

In 2015 the program commenced in three states NSW, Western Australia and Victoria in collaboration with their respective departments of education involving 20 mentors, 62 teachers and around 1400 students. Now 7 years later 634 primary classroom teachers have been up-skilled impacting 54,000 students across the country.

Participating teachers say that they have gained new skills and are more confident in teaching classroom music. 

  • “I have developed the confidence to teach music to my students not only as a one-off lesson but to integrate themes, songs and ideas into my daily planning. I now have the ability to improve the lesson content to make it “hands on“, relevant, and tailored to each diverse group of children. Classroom music has had a positive impact on my students – allowing them to develop concepts that support their learning, engagement and wellbeing.”
    Teacher NMTMP, 2020

  • “This program promotes collaborative learning between teachers and students and its impact has been commented on positively by parents and caregivers. It is an excellent program and world-class in delivery.” School Principal NMTMP, 2019

Another teacher speaks of the tangible benefits of the program:

  • "He never speaks, he has severe learning difficulties, I can’t believe he’s got up and been so confident, to get up in front of the class and sing and love it and smile."
    Teacher NMTMP, 2015


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