What was your introduction to music?
I attended a CoE primary school. We'd sing hymns every morning, which I enjoyed.
I have vague recollections of the recorder and having small group guitar lessons in the dusty library. Outside school, my mum and granny would often take me and my siblings to orchestral performances. I loved the way live music could affect and alter the way you feel. From an early age I was drawn to film scores and relished playing my favourite themes by ear on the piano.
Was there a teacher that particularly inspired you?
Firstly my piano teacher, Sue Hope, in Leeds. From when I was six, she patiently and sensitively tolerated my urge to ‘add twiddly bits’ to Bach and Beethoven; later she indulged my thirst for improvisation and composition. I was in awe of her dexterity and skill and was always mesmerised by her fingers when she performed jazz and boogie-woogie. She was quietly brilliant, modestly talented and her teaching style was fundamentally fun.
More recently, I have been hugely inspired and influenced by Lizzie Jago. We were colleagues at Braeburn School in Nairobi, Kenya. We formed a creative partnership and went on to write new musicals together. Lizzie used to be an NGO worker and our first musical (Kesho Amahoro) was based on Lizzie's experience in a Tanzanian refugee camp during the Rwandan genocide. The story portrayed the consequences of conflict and celebrated the triumph of the human spirit.
Lizzie helped shape the direction of my career. She ignited a passion within me for youth stage opera and musicals and for creating important, original material for young people. Together, alongside remarkable young people in Nairobi (Mimi Mutahi and Jazz Moll), we founded the Youth Theatre of Kenya.
How did you come to be a teacher?
My background was science and sport. I was an athlete (diver), coach, and team manager for many years. I studied biomechanics and physiology at university, with aspirations of becoming a physiotherapist. However, following two years of backpacking around the world, my instinct drew me to the classroom. During my PGCE primary training, I elected to specialise in music as I believed this would improve my future job prospects. I also hoped it would serve to prove to my lovely Mum that years of piano lessons with Sue were a great investment after all! I experienced a few years as a primary class teacher, in addition to delivering whole school curriculum music lessons. I soon gravitated into becoming a full-time primary music specialist and I haven't looked back. I feel lucky to have found a career I love and find incredibly rewarding.
What is your typical work day like?
Firstly, I set up the hall in preparation for the 8am Mega Choir rehearsals (200 children). We warm up our bodies and voices. Then we rehearse our repertoire, sometimes incorporating instruments.
The school day doesn't actually begin until 9am, when I register my first class before delivering whole class curriculum music lessons until lunchtime. During lunch, I lead rehearsals: either choir or bands depending on the term. My wonderful colleagues often pop into the music room to check that I've eaten my lunch! Then it's back to whole class curriculum music lessons until the end of the school day when I lead the school orchestra rehearsal.
At the end of my teaching time, I prepare for the next day by reflecting upon that day's lessons and rehearsals. I also use this time to upload photos, audio, and video to the school music website. I also update the blog with news and events. Sometimes, after school, I receive visits from ex-pupils – I love to hear new songs they've written or about their achievements.
What does this prize mean to you?
It's an enormous honour and overwhelmingly humbling. Receiving this prize has given me the opportunity to thank the Downs Junior School community and the countless individuals who have contributed to the development of my career, both here and in Kenya. Over the years, I've proposed some highly ambitious plans and ideas; I have only ever been met with enthusiastic and encouraging support. Thank you.
What does music give students?
My aim is for all students to develop: self-esteem; an ability to express their emotions; an understanding of and curiosity about different cultures; perseverance and patience; a belief in their ability to create their own music and sing their own songs; a passion for creativity; and beautifully formed life-long camaraderie.
The Francesca Hanley Inspiration Award is sponsored by the Musicians’ Union and named for one of its greatly missed colleagues. Hanley's whole career was based on supporting and nurturing young musicians and those who teach them. The award is duly given to an individual who has had a hugely inspirational impact on students of any age in their music-making.
