What is it Like to Teach Music in a Large International School?

In today’s diverse range of international school contexts, factors such as country, culture, school size, available funding and resources, and school vision can all play a role in one’s experience as a music educator

In an attempt to be concise and address some of these factors, I will centre in on the idea that teaching music in a large international school can be exciting, enriching and challenging. I will draw on my experience from working in two large international schools for over 10 years in Argentina and Malaysia. In my time in Malaysia, I visited many schools in the Asian region as part of my connection to the FOBISIA (Federation of British International Schools in Asia) organisation and will use this experience to add further context.

Walking into a new school in a completely new country, with new colleagues and a diverse group of willing students is truly exciting! The possibilities feel endless. The school is buzzing with fresh ideas and the support for the arts and music is clearly present. In my first year teaching in a large international school, it felt like I’d truly hit the jackpot. I’d landed in Argentina, the land of football, steak and latino culture and I had a room full of excited students, keen and motivated to participate in music lessons. I had the backing of leadership to try new things, start a choir, get some new instruments and take music to a new level. This excitement has been there ever since. The international school scene seems to provide opportunities for willing music educators to truly sink their teeth in and excel. On my visits to international schools in Malaysia, Singapore, Hong Kong, Thailand, Philippines, India and Nepal, this sentiment has been the same. The staff are eagerly getting things organised, the students are singing and playing music with energy and positivity and the school community is loving it. It’s an exciting place to be!

The exposure to new cultures, systems, languages, religions and landscapes has been truly enriching. As a music educator, my understanding of ‘world’ music and the importance of cultural practices linked to music, has been significantly impacted. I feel as though I have been released from the cage of my home country and have now witnessed music at a much deeper level. From the sounds of gamelan music floating through the air in small villages in the North of Bali, to the folklore music of the Argentine pampas with its earthy mix of influences, and the Bollywood-loving teens dancing in the streets in the Indian city of Gaya, music has become more alive for me. It is no longer confined to YouTube clips or world music CD’s from my time teaching in Australia. This enrichment has also come professionally - I’ve attended numerous internal and external courses on school leadership, teaching & learning and music pedagogy. Due to my work in developing musical theatre at my current school, I was even sent to New York for the Broadway Teachers Workshop in 2019 - an incredible 5 day immersion into the world of professional musical productions and how this can be applied in a school context. International schools seem to take professional development very seriously, recognising that it can empower teachers, keep them engaged and lead to improved student outcomes.

“So, we’d like a choir, an orchestra, lots of ensembles, plenty of concerts and recitals, musicals, festivals, competitions, improved uptake in exam classes and, oh yes, you will be teaching K-13 music lessons too.” Sound familiar? 

International schools that invest heavily in the arts will also demand a lot from the music department. Often music performances and concerts will be used in school marketing campaigns and can attract prospective students in the competitive international school market. The scenario above may sound slightly negative, but it’s all about perspective. If you’re in a large team that is managed well where roles are delegated effectively, it is all completely doable. It will make for an amazing work environment, where the idea of challenge is directly proportional to enjoyment and motivation in your role. If you are working on your own or in a small team, then expectations will need to be carefully managed and priority will need to be given to what will have the best outcomes for student learning. I have always found that the challenges that stem from these high expectations have continued to keep me inspired and uplifted. Sure, there have been some moments where I’ve had to take a step back and reassess things to ensure student learning is the focus, but on the whole, the challenges have drawn out the best in my teaching practice.

If you’re looking at a move towards teaching music in an international school, reach out to some people who are currently in a role that interests you. Do your due diligence and research various international schools that are well known for their music programmes. The international school market is growing and opportunities for music teachers to develop their skills and experience are everywhere!

If you’ve taught music in an international school, it would be great to hear about your experience.