Music Teachers In International Schools Podcast

Welcome to the music teachers in international schools podcast! In this podcast, experienced music educator and researcher, Chris Koelma, explores the unique world of music education in the international school context. You will hear engaging stories from music teachers working in international schools all around the world, learn tips and tricks from a global community of leading music ed experts, and be inspired to develop your capacity to be truly ‘international’ in your approach to music education.

Music Teachers In International Schools Podcast is a education podcast hosted by Chris Koelma, with 55 episodes on record and a Required Pod Score of 80. PitchCentric scores this show on Booking Probability, Listen Score, and live audience signals refreshed every 24 hours.

Chris Koelma hosts Music Teachers In International Schools Podcast, a education show with 55 episodes published.

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  Episode #56

  EP. 56 – Shaping your primary music curriculum around cultural celebrations w/ Tomos Nicholls

  Nov 24, 202541 minS1

  Tomos Nicholls is a music teacher at Alice Smith School in Malaysia. Tomos began his journey in international education as a teaching assistant in Myanmar before training as a music teacher under the mentorship of Asta Hodgson ( who also featured on the podcast here ). Since 2021 he has been based in Malaysia, where he teaches primary music, leads large-scale cultural performance projects, and works within a rapidly evolving arts landscape. Outside school, Tomos co-directs the Kuala Lumpur Men’s Chorus (KLMC), a musical theatre–focused show choir that recently premiered its first original musical. Tomos is passionate about cultural integration in primary music, Dalcroze-inspired movement-based learning , and helping students connect meaningfully with Malaysia’s multilingual, multicultural heritage. In this episode, we explore: Tomos’s journey from the UK to an international teaching assistant post in Yangon , and then music teacher in Malaysia . The growth of Malaysia’s arts scene and Tomos’s role co-directing the Kuala Lumpur Men’s Chorus . What deep cultural integration looks like in an international school setting How his school builds cultural understanding through 9–10 week performance projects for all Year 1–6 students The shift from traditional cultural “events” to immersive, collaborative curriculum experiences Tomos’s commitment to learning Mandarin, Malay and Tamil to deepen cultural access and relationships How Dalcroze Eurhythmics has transformed his teaching practice Developing sustainable cultural programmes that can outlast individual staff members Please do check out the links below for everything mentioned in the show! Get in touch with Tomos:Links and resources from this episode: Contact Tomos via LinkedIn here . Kuala Lumpur Men’s Chorus (KLMC) KLPAC Short & Sweet Competition Dalcroze Workshops (Dec 27–29) with Jarrison Harper Lee & Kay Barker EPISODE SPONSOR: This episode is brought to you by Trinity College, London . Trinity works worldwide to support the music education of hundreds of thousands of students with assessments across a wide spectrum of styles, including in Classical, Jazz, Rock & Pop and theory of music. If you’re looking for music exams that are super flexible, learner-centred and come with plenty of local on-the-ground support, then Trinity College London could be the perfect option for your international school setting. To help get you started, Trinity is offering a $250 voucher for all new centres, simply register your interest here: https://tinyurl.com/Trinity-MFI-offer

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  Episode #55

  EP. 55 - Living & working in St. Gilgen, Austria: where Mozart is a local legend w/ Lindsey Stirrat

  Nov 5, 202545 minS1

  Lindsey Stirrat t is an international school music educator who was, until recently, based at St. Gilgen International School in Austria. Her journey spans the UK (performer and peripatetic teacher) and roles across Oman, Dubai, Austria (Vienna), Switzerland and Singapore before moving to the Austrian Alps. She taught within the IB (PYP/MYP/DP) framework and helped shape a highly community-embedded arts programme in St. Gilgen, a village that itself functions as the campus. The school’s arts culture is tightly woven into the local context: music classrooms sit beside the boathouse on Lake Wolfgang, performances take place in the former home of Mozart’s mother and a restored 1950s cinema, and students regularly perform around town. A student-led “24-Hour Jam” now anchors the calendar as a Red Cross fundraiser, and a cross-disciplinary Industry Arts course (media, events, music tech, gaming/3D/AI, branding) connects learners with partners such as Red Bull, TEDx and Take Two Studios. In this episode, we explore: Lindsey’s path from UK performer/teacher to Oman, Dubai, Switzerland, Singapore and Austria What it’s like to teach in St. Gilgen where the village doubles as the school campus (yes, students eat lunch in local restaurants) Turning a town into an arts hub: boathouse classrooms, Mozart’s mother’s house as a performance space, a 1950s cinema , and even a floating stage on the lake The 24-Hour Jam : a student-led DP CAS fundraiser with continuous music, multiple creative “zones,” and deep community involvement Balancing Austria’s classical heritage (Mozart, opera, orchestras) with contemporary, global and student-driven music in line with IB’s personal/local/global aims The Industry Arts programme (Gr 9–10): leadership, event production, short-form media, music tech, gaming/3D/AI, and how it pipelines into IBDP Arts Eco-school priorities and how climate awareness shows up in arts learning and community projects Please do check out the links below for everything mentioned in the show! Get in touch with Lindsey: Contact Lindsey via email at her new school in Singapore: lindsey.stirrat@gess.edu.sg Links and resources from this episode: Industry Arts Course (Gr 9–10): media, events, music tech, gaming/3D/AI - download Lindsey's unit outline here: PDF Download Here PPTX Download Here Salzkammergut / Lake Wolfgangsee (St. Gilgen) “Mozart’s Mother’s House” (St. Gilgen) – performance space St. Gilgen Old Cinema (1950s “Kino”) – performance venue IB Music (MYP/DP) – personal, local and global contexts EPISODE SPONSOR: This episode is brought to you by Trinity College, London . Trinity works worldwide to support the music education of hundreds of thousands of students with assessments across a wide spectrum of styles, including in Classical, Jazz, Rock & Pop and theory of music. If you’re looking for music exams that are super flexible, learner-centred and come with plenty of local on-the-ground support, then Trinity College London could be the perfect option for your international school setting. To help get you started, Trinity is offering a $250 voucher for all new centres, simply register your interest here: https://tinyurl.com/Trinity-MFI-offer

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  Episode #54

  EP. 54 – Why you should start your own regional international school music educator group w/ Jaime Wilkin

  Oct 9, 202546 minS1

  Jaime Wilkin is a music teacher and professional learning coordinator at the Independent Schools Foundation Academy in Hong Kong . Jaime’s journey into international music education began in the UK before a volunteer opportunity in Thailand opened the door to a series of roles across South Korea and Hong Kong. He now teaches MYP and DP Music at ISF Academy, leads the school’s concert band, and supports teacher development across departments in a whole-school professional learning role. Jaime is also a founding member of the Hong Kong International Music Educators (HKIME) group - a growing network that brings together international school music teachers and students across Hong Kong through festivals, pop-up ensembles, and professional learning events. In this episode, we explore: Jaime’s teaching journey from the UK to Thailand, South Korea, and now Hong Kong His dual role teaching IB Music and leading school-wide professional learning The origin and growth of the Hong Kong International Music Educators (HKIME) group. What it takes to build a collaborative music education network from the ground up How HKIME runs events like pop-up choirs, student festivals, and PL days with no budget How regional networks are key in helping connect international school music educators Practical tips for starting your own music teacher group in any location Please do check out the links below for everything mentioned in the show! Get in touch with Jaime: Contact Jaime via Linkedin - https://www.linkedin.com/in/jaime-wilkin/ Links and resources from this episode: HKIME WhatsApp Group - access via the MTIIS website here ISME Associate Partnership (HKIME is an Associate Partner of the International Society for Music Education) Doctorate of Musical Arts – Boston University EPISODE SPONSOR: This episode is brought to you by Trinity College, London . Trinity works worldwide to support the music education of hundreds of thousands of students with assessments across a wide spectrum of styles, including in Classical, Jazz, Rock & Pop and theory of music. If you’re looking for music exams that are super flexible, learner-centred and come with plenty of local on-the-ground support, then Trinity College London could be the perfect option for your international school setting. To help get you started, Trinity is offering a $250 voucher for all new centres, simply register your interest here: https://tinyurl.com/Trinity-MFI-offer

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  Episode #53

  EP. 53 – American-style international school music and the future of AMIS w/ Megan Highfill

  Sep 21, 202552 minS1

  Megan Highfill 's journey into international music education began in Kansas City, before a pivotal move to Egypt sparked a global adventure. Since then, she’s taught music in Indonesia, Panama, and Nepal, and now leads the Association of Music in International Schools (AMIS) - a non-profit organisation that supports 120 member schools through student festivals and teacher professional development. AMIS defines "international schools" as those institutions originally established to serve expatriate children of a community - predominantly those from the USA. In her new role as Executive Director, Megan draws on her experiences as a classroom teacher, event organiser, and passionate advocate for music education that is inclusive, diverse, and community-driven. In this episode, we explore: Megan’s personal journey from Kansas City to Egypt, Indonesia, Panama, Nepal and now the UK Her transition from classroom music teaching to a global leadership role What it’s like leading AMIS and supporting thousands of students and teachers worldwide A behind-the-scenes look at jazz festivals, honour bands, and the community they create How AMIS festivals differ from the competitive models in US schools The power of music to connect students across countries, cultures, and time zones AMIS’ Diversity, Equity, Inclusion, Justice & Belonging (DEIJB) Action Plan and why it matters Tips for teachers interested in getting involved through volunteering or presenting What to expect from upcoming AMIS conferences in Kenya and Bogotá Why Megan believes music education should reflect and elevate the voices of all students Please do check out the links below for everything mentioned in the show! Get in touch with Megan: Contact Megan via email - support@amis-online.org Links and resources from this episode: About AMIS (The Association for Music in International Schools) AMIS Website AMIS Membership Options Volunteer Opportunities with AMIS AMIS Student Festivals Upcoming Teacher Conferences: Kenya AMIS Conference – https://amis-online.org/page/25-nairobi Bogotá AMIS Conference – https://amis-online.org/page/25-mec-bogota Diversity, Equity, Inclusion, Justice & Belonging (DEIJB): AMIS DEIJB Action Plan (Includes commitments to commissioning diverse composers and platforming a broad range of cultural perspectives in programming.) EPISODE SPONSOR: ​ This episode is brought to you by Trinity College, London . Trinity works worldwide to support the music education of hundreds of thousands of students with assessments across a wide spectrum of styles, including in Classical, Jazz, Rock & Pop and theory of music. If you’re looking for music exams that are super flexible, learner-centred and come with plenty of local on-the-ground support, then Trinity College London could be the perfect option for your international school setting. To help get you started, Trinity is offering a $250 voucher for all new centres, simply register your interest here: https://tinyurl.com/Trinity-MFI-offer​

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  Episode #52

  EP. 52 - Imposter syndrome, the politics of songwriting and Grade 3 rock bands w/ Hannah Hepworth

  Sep 3, 20251h 8mS1

  Originally from Ireland, Hannah Hepworth’s journey into international school music teaching took her through classroom roles in Catholic and state schools, a 10-month travel sabbatical, and teaching positions in China before settling in Thailand. Alongside her teaching, she’s pursuing a master’s degree focused on social, emotional, and mental health through music - with a keen interest in the power and potential of music therapy. Hannah’s approach to music education is centred on inclusivity, representation, and learning by ear. She’s passionate about creating spaces where students feel seen, supported, and free to explore music on their own terms. Whether it’s running grade-level bands, teaching electronic music performance, or navigating the complexities of student expression through protest songs, Hannah brings warmth, integrity, and deep reflection to her teaching. In this episode, we explore: Hannah’s journey into international school music teaching from Ireland, New Zealand & China to Thailand. Her current role in Bangkok teaching music and wellbeing in a primary IB context . Why representation matters in music education and how Hannah is integrating more Thai, Asian, and female artists into her curriculum. How teaching music by ear builds access, confidence, and creativity (and a Mamma Mia success story!). Creative approaches to classroom music through electronic music hardware : voice tweakers, beat machines, chord synths and more. Building and directing grade-level pop/rock bands: including performances of “Heroes,” “Like a Prayer” and “Thunderstruck.” How the Meraki songwriting project empowered student bands to write, record and publish their own songs on Spotify. The value of a “low floor, high ceiling” task - like starting songwriting with just three words. A tough discussion about protest songs, political expression, and navigating censorship in international schools. Irish music as therapy , rebel songs, and how Hannah’s studies are shaping her teaching practice. Why music remains one of the most powerful tools for emotional expression - especially for children.

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