ANBOC 2026

As we know, every minute of rehearsal counts and is important! This clinic (“Creating Meaningful Rehearsals in Limited Time”) will focus on rehearsal planning, ensemble development strategies, and conducting tips to maximize limited rehearsal time. Dr. Nick will share helpful hints and best practices learned over his decades long career as a music teacher and conductor. The session will include collaborative ideas on effective rehearsals, conducting hints to SHOW instead of SAY, and practical suggestions to maximize limited rehearsal time. Additional topics will include using student leadership to enhance the ensemble experience and help create focused and meaningful musical growth time (rehearsals). 

How often do we say to students, “ you learn the violin AND the bow….”?

Come along for a session of warmup exercise exercises and games that get students thinking about the association between speech, rhythm, and bow division.  

Ensemble directors are some of the busiest educators around—constantly balancing programming, preparation, and performance—so finding tools that make rehearsals more efficient and engaging is invaluable. With new technologies emerging every day, we have more opportunities than ever to choose tools that genuinely enhance our teaching and empower our students. But in the ensemble classroom, effective technology use isn’t about having the latest gadgets—it’s about finding simple, purposeful tools that make our rehearsals more musical, efficient, and engaging.


In this practical and down-to-earth session, participants will explore how technology can be used to support, rather than complicate, the rehearsal process. Participants will discover how thoughtful use of tech can streamline day-to-day instruction, open new creative possibilities, and help solve common challenges faced by conductors in today’s ensemble settings.


From improving pacing and efficiency to deepening musical understanding and student ownership, this session focuses on accessible ideas that directors can apply immediately. General usage and contexts of technology will be explored, along with specific recommendations for apps and hardware to make it happen. Whether you’re looking to refresh your approach, modernise your toolkit, or simply make rehearsals run more smoothly, this session offers practical strategies and inspiration for integrating technology in a way that feels natural, efficient, and musically driven.


Teachers will be encouraged to think critically about when and why to use technology, highlighting that it should always enhance the rehearsal rather than distract from it. Whether you’re looking to refresh your approach, modernise your toolkit, or simply make rehearsals run more smoothly, this session offers practical strategies and inspiration for integrating technology in a way that feels natural, efficient, and musically driven.

In this session, we will explore how repertoire can be used to teach fundamental concepts. How we begin a rehearsal and how we begin a sound have a great deal in common. Using real musical examples, we will reinforce these concepts and experiment with ways to shape the music to fit the goals you have for your students and ensemble.

Both the Castle Hill RSL Youth Wind Orchestra (YWO) and North West Wind Ensemble share a proud tradition of being regarded as two of Australia’s finest and most successful symphonic wind bands, united under the one umbrella organisation, the Castle Hill RSL Wind Orchestras, with a combined membership of 140 members.
With a shared vision, ethos and objective of providing local musicians with opportunities to perform a diverse and extensive range of quality wind band repertoire, at the highest possible level, our bands proudly and regularly present performances at State and Nationals Championship events, embracing the opportunity to present performances on the world stage, having attained an impressive 58 Australian National and NSW State titles since 2003.
Having led the Castle Hill RSL Youth Wind Orchestra and North West Wind Ensemble for 21 years (2005-2026), I am excited and delighted to share my experience, skills and insights of how successful community musical organisations are formed and nurtured.
In addition to the music making, recruitment and programming, ethos, mission and vision, I will share my insights into additional areas such as ‘youth & senior programs’, longevity, governance and collaborative teams inclusive of committees, members, supporters, the importance of budgeting, scheduling, vision, performance calendar, creating and protecting culture, defining what this looks like, membership and motivation!
Music for life, and we never stop learning!

This presentation explores ensemble direction and rehearsal technique with a central focus on the psychological component of group music-making. Drawing on years of practical experience, it aims to equip educators and conductors with strategies to foster cohesive ensemble culture, draw out individual student strengths, and — most importantly — ensure that every rehearsal is meaningful and worth attending.
At some stage, most musicians will step into a conducting role with an ensemble. Yet despite our musical training, the highly specialised skills required to rehearse effectively, motivate students, and manage the group dynamic are rarely part of formal education. The result? Rehearsals that lack impact, disengaged students, and missed musical potential.
This session offers practical, research-informed strategies to:

• Create a strong ensemble culture built on trust and accountability
  
  
  
• Harness the individual strengths of each student
  
  
  
• Structure rehearsals that students genuinely look forward to
  
  
  
• Navigate the growing pressures on student time and wellbeing
  
  
  
• Develop habits that lead to consistent musical growth
  
  
  

These tools are adaptable across all ensemble types and age groups, and are particularly relevant in today’s time-poor climate, where every minute of every rehearsal must count.

Fundamental in understanding composition is for the conductor to understand the compositional process themselves – to some degree. "Understanding Composition Basics" will address what you, the conductor, need to know so you can then set about passing that knowledge on to your students in rehearsal. What’s more important, the melody or the counter melody? How complex is form or is it just an extended rhythmic structure? What is it about harmony that makes the piece sound like it does and how does the harmony shape the melody and rhythm? What basic skills in composition do you need to assist your students to make music – to be artistically responsive to the composer’s intent. Simple, really...

• The aim of this presentation is to explore the original marches of the celebrated British March King, Kenneth J. Alford. 
• This interactive presentation will:
  1. give an overview of Alford’s original marches,
  2. demonstrate ways conductors can vary the common ‘two’ pattern,
  3. offer practical rehearsal techniques, and
  4. suggest possible performance applications.
• This presentation will be of interest to conductors of bands and orchestras at all levels; in particular, those preparing ensembles for competitions and commemorative events.
• With over 20 years’ experience as a professional musician in the Australian Defence Force, this presentation is based on practical experience (this includes professional performances of Alford's entire catalogue of original marches) and knowledge gained from the presenter's career as a conductor and instrumentalist.

Many young performers engage deeply with the notes on the page, yet have limited awareness of the creative forces that brought that music to life. This disconnect diminishes opportunities for artistic growth. As a student, encountering the “story behind the music” during an honour band clinic was transformative: discovering the composer’s intent and hearing their lived experience was the catalyst that propelled my own development as a musician and ultimately inspired me to become an educator. When we bring living composers into our educational spaces, we do more than host a guest—we create dynamic, communal experiences that energise students, directors, and composers alike, fostering a shared commitment to the music of tomorrow.

This presentation invites educators to enrich the learning environment by engaging directly with living composers. Featuring a Q&A with Ukrainian-Australian composer Cathy Likhuta, our clinician team will share approaches for integrating composers’ perspectives into rehearsals and classroom discussions, deepening artistic understanding and expanding students’ musical identities.

Composer residencies have the potential to reshape students’ relationships with music and performance. Drawing on extensive experience in Australia and internationally, composer Cathy Likhuta and conductors Nick Williams (University of Georgia) and Jackie Hartenberger (Melbourne Conservatorium of Music) will present evidence-based strategies for hosting composers in rehearsal settings. Attendees will learn practical frameworks for residency planning, rehearsal sequencing, and implementation; explore three distinct models of composer engagement; review sample itineraries; and gain actionable advice tailored to both conductors and composers. Ultimately, this session seeks to empower educators to envision ambitious collaborations with living composers and cultivate a culture that champions new musical voices - nurturing performers who will carry forward a vibrant musical future.

Directing the ‘second’ band or orchestra comes with numerous challenges that are different to those associated with taking the beginner or top ensembles. This group can be an eclectic mix of students from a wide range of experiences, abilities, maturity and ages. This presentation will discuss the unique issues facing directors of these ensembles and strategies to address these, including preparing appropriate repertoire, leadership opportunities, motivational techniques and pedagogical considerations.

When most people think of military discipline, they picture the stereotypical “gung-ho” individual drilled to perform under extreme conditions—a far cry from the band room… or is it? Musicians, like service members, are highly driven individuals who thrive on structure to achieve excellence and artistry. This creates a surprising and powerful nexus between military discipline and ensemble leadership.


This presentation explores how principles of military discipline—distinct from militant rigidity—can elevate the art of conducting and ensemble management. Precision, coordination, and adaptability are qualities shared by both worlds. Drawing on experiences from initial entry into the Defence Force through operations and command, we will examine concepts such as chain of command, clear communication protocols, ethics, and situational awareness, and how they translate into effective rehearsal strategies and performance leadership.
Key themes include:

• Discipline as a Foundation for Creativity – How structure enables artistic freedom.
• Command Presence and Authority – Leading with confidence without authoritarianism.
• Decision-Making Under Pressure – Applying military models to live performance challenges.
• Building Cohesion – Lessons from unit dynamics to foster trust and responsiveness in ensembles.
  
  

By understanding and applying these principles, conductors can create environments where discipline and artistry coexist harmoniously, resulting in stronger, more resilient musical teams.

Dr Jim Coyle discusses his new book The First Notes and the First Year: How to compose music for children to perform (Routledge, 2026) and the issues it raises for composers, arrangers and ensemble pedagogues.

Jim will also be speaking on the idea of 'poly-technicality'; music deliberately created for musicians of differing technical abilities to perform together. This idea has particular relevance to the Australian school ensemble scene, and challenges some of the conventional thinking in band and orchestra education.

“What is new finds power in what is old as a base upon which to innovate.
Weaving the future means revisiting the past, reinterpreting the fabric of what once was.” - author unknown.
"Miriam [Hyde]'s legacy is like an exquisitely rare 'lighthouse.' Anytime she and her peers are discussed and celebrated is a comfort and a guide to composers like me." - Sally Greenaway.
 
If we are to continue to grow a varied and inclusive wind band repertoire into the future, it's wise to pause and reflect on our past before taking the next steps. During the late twentieth century, the realisation dawned that women musicians and composers had not really been missing from music history - they had just been left out of the music history books, and were still being under-represented in concert and educational programs. Now that Australian women regularly contribute high quality music to the existing repertoire for wind bands, it is important to ensure this is not seen as merely an 'emerging trend' - that emerges, and passes. Raising awareness that women have made valuable contributions to the repertoire for 200 years helps ground the music of today's composers in established tradition, and can provide wonderful musical experiences for musicians and audiences to enjoy - and learn from.
 
This clinic digs into the musical legacy of Australia’s women composers and how it can be included in today’s band programs; exploring how previously unrecognized composers are identified, and their works made accessible for twenty-first century performance. The clinic will include musical examples. If your interest is in women composers or heritage Australian band music, join the discussion!

When young musicians first encounter the concept of dynamics, it’s usually presented in very simple terms: piano means quiet, and forte means loud. While that definition is technically correct, it barely scratches the surface of what dynamics are actually for. If we stop there, we’re missing an opportunity to help students discover one of the most expressive elements in music.


Dynamics aren’t just about volume. They’re about energy, character, atmosphere, and emotion. They help shape the music’s message—its personality—and they’re essential to building meaningful performances. The earlier we shift away from a black-and-white view of dynamics and explore their expressive possibilities, the more confident and artistic our students will become.

Teaching beginner band is one of the most rewarding—and most crucial—parts of building a thriving school music program. This clinic explores innovative, practical, and highly adaptable strategies for engaging young musicians in their first year of ensemble playing. As well as establishing traditional method-book routines, this session also introduces creative approaches that promote musical curiosity, build foundational skills, and foster a strong sense of ensemble identity from day one.


Rather than relying solely on traditional routines, the session explores a range of flexible, imaginative ways to introduce core concepts in tone production, rhythm, ensemble awareness, and musical expression. The aim is to equip teachers with adaptable frameworks that can be shaped to suit different school settings, student cohorts, and resource levels.


Participants will consider how to create learning environments that feel supportive, joyful, and musically rich, even for absolute beginners. The clinic emphasises the value of student agency, playful exploration, and collaborative music-making as powerful motivators that enhance technical development. Approaches for scaffolding early success, encouraging creative and independent  thinking, and building a strong ensemble identity will be discussed, with attention to how these ideas can be woven into existing programs without requiring major structural changes.


The session also highlights the importance of developing a sustainable sequence for beginners—one that balances technical progression with musical satisfaction—and invites teachers to reflect on how creative approaches can sit comfortably alongside method books and other established resources.
By the end of the clinic, participants will walk away with a refreshed perspective on beginner band teaching and a collection of broad, practical ideas that can be adapted to their own context. The goal is to support directors in making early band experiences not only educationally sound but also joyful, motivating, and creatively fulfilling for every young musician.

With unpredictable class sizes, less-than-ideal instrumentation, and a rapidly changing physical and digital landscape, the traditional model of full ensemble literature can sometimes work against even the best teachers. In this session, we will explore the many uses and applications of chamber works and flexible ensemble pieces to strengthen your musicians, no matter who is in class.

The How (Practical Steps): From personal experience, two composers offer an in-depth, step-by-step examination into the logistics required to successfully bring a new work to life. Key topics will include:

• How to Commission: A clear roadmap from initial concept to final performance.
• Consortium Building: Best practices for forming and managing a commissioning consortium to share costs and expand reach.
• Intellectual Property and Performance Rights: Understanding copyright, licensing (e.g., APRA AMCOS), and securing performance rights.
• Special considerations: from budgetary considerations to exclusive performance rights, we’ll talk about the finer details.
• Documentation: Contractual negotiations and protocols including the production of high-quality reference recordings and ensuring appropriate credits for commissioning participants.
• Distribution: will the final work be delivered in hard copy or PDF? Who will manage this distribution and how does this fit into the timeline?

The When: When is it a good time for you and/or your organisation to commission a work? What considerations need to be made to ensure a successful outcome for all involved? Key concepts include:

• Timelines: Working backwards from the première date, how do you establish a realistic schedule for composition, rehearsal, and première?
• Funding opportunities: what kind of arts funding is available on both a Federal and State level? Are there any philanthropic or sponsorship possibilities? 
• Timing consortium invitations: considerations, techniques and sample budgetary templates to use in your project.

The Why: When you commission an Australian composer, you create an opportunity for the artist to tell our very own Australian stories. Likhuta and Blackshaw will lead a lively discussion on the importance that commissioning has on the future of Australian Music. Attendees will leave with a clearer understanding of how commissioning can foster a vibrant, Australian identity.

Developing a distinctive musical voice is one of the most exciting—and often the most challenging—parts of being a young composer. Many emerging writers find themselves caught between imitation and originality, unsure how to balance the music they love with the music they want to create. This session explores practical, accessible ways for young composers to discover and shape their individual style, while giving educators the tools to better support the next generation of creative musicians.


Presented from the perspective of an 19-year-old emerging Australian composer, this workshop-style session examines the processes, habits, influences, and experiences that contribute to the development of a personal compositional identity. Participants will explore the “building blocks” of voice—including harmony, melody, rhythm, colour, and emotional intention—and learn how patterns in a composer’s early works can reveal the beginnings of their unique sound.


The session also addresses the common challenges young composers face: navigating strong influences, resisting self-comparison, taking creative risks, and writing authentically within their technical abilities. It will also cover practical strategies that can be used in classrooms, composition lessons, ensemble programs, and independent creative work.


Drawing on examples from contemporary band, orchestral, film, and game music, this presentation highlights the strengths young composers naturally bring to their writing—fearlessness, emotional honesty, technological fluency, and fresh stylistic perspectives. Educators will gain insights into how to nurture these traits, while young composers will walk away with a clearer understanding of how to identify, refine, and confidently express their own musical voice.


Ideal for music teachers, ensemble directors, composition tutors, and emerging composers, this session provides a positive, supportive, and inspiring roadmap for helping young musicians turn creativity into identity.

School music programs are at the heart of student engagement, creativity, and community. Yet, many educators face persistent challenges: retention drops after Year 7, uneven instrument distribution, and limited time to interpret what students are really telling us. This presentation explores how AI-assisted analytics can help us listen more deeply and act more strategically.Drawing on a real beginner band exit survey, we demonstrate how AI can uncover patterns and sentiment that often go unnoticed in manual review. From identifying why students leave, to suggesting instrument-specific issues to predicting which instruments are most at risk of dropout, AI offers insights that empower teachers to make informed decisions — not replace their expertise. These findings can shape recruitment strategies, balance ensembles, and strengthen advocacy for staffing and resources.


Importantly, this session situates AI within the realities of Australian education: curriculum links, privacy expectations, and the unique structures of instrumental music services across states. Participants will see practical examples of how data-driven insights can support program planning while respecting the artistry and human connection at the core of music education.


Attendees will leave with a clear sense of how AI can become part of our toolkit in sustaining vibrant, equitable music programs — helping us move from guesswork to confidence, and from data to meaningful action.


This presentation fills a gap in current Australian music education discourse by focusing on AI‑driven analytics rather than creative AI tools or productivity hacks. While AI workshops are increasingly common, few address how data insights can directly improve ensemble‑based programs — a core component of Australian school music. By grounding the session in a real beginner band exit survey and linking findings to Australian curriculum, staffing structures, and participation trends, the presentation offers both relevance and originality. Attendees will gain practical, immediately applicable strategies for program evaluation and advocacy, framed within ethical and pedagogical considerations appropriate for Australian schools.

How do we adapt our teaching strategies to meet students where they are - from beginner string players taking their first steps, to advanced young musicians refining artistic identity and independence?


In this practical and reflective workshop, Martyn guides participants through the developmental landscape of K-12 music education, drawing on research in cognitive, social and emotional development, alongside extensive classroom and ensemble experience. The session focuses on how effective music teaching changes across ages and stages, and how educators can make informed pedagogical choices that support both musical growth and student wellbeing.
Participants will explore how students’ physical coordination, brain development, motivation, and sense of identity evolve from childhood through adolescence, and what this means for rehearsal structure, repertoire choice, feedback, assessment, and ensemble/classroom culture. Particular emphasis is placed on early years, where a strong foundation must be established, as well as adolescence, where music plays a powerful role in identity formation, peer belonging, and intrinsic motivation.


Drawing on Martyn’s work at Cranbrook School, the workshop presents practical, tested strategies for beginner, intermediate, and advanced students across strings, ensembles, and classroom music settings. These strategies are grounded in evidence-based pedagogy and are discussed in terms of how they can be adapted to different school contexts.
This session will explore:

• Understanding and working within your unique educational and institutional context
• Ages and stages of learning across K-12: what works, when, and why
• Practical teaching strategies and tools for each developmental stage, with clear links to real-world classroom and ensemble practice
• Hands-on demonstrations and guided discussion

Participants will leave with a clearer framework for aligning musical expectations with developmental readiness, and with practical ideas they can implement immediately in their own teaching.

Whether large or small, the sound of an ensemble is the first impression of any listening experience. This presentation outlines intentional and focused strategies to support ensemble members and their directors in developing an auditory understanding of a cohesive ensemble sound. Central to this approach are creative and challenging activities that engage musicians in proactively developing critical listening skills for blend, balance, intonation, and ensemble togetherness.
Aimed at fostering emotionally responsive ensembles, these dynamic and engaging activities encourage all players to take responsibility for their individual contribution to the ensemble’s sound. Through regular inclusion of these purposeful tasks in the rehearsal process, ensemble members and their directors are equipped to make informed and musical decisions that strengthen the overall ensemble experience.

TBC