About Education through Music 

Vincent originally graduated with an honours degree in mathematics and music from London University and received his postgraduate teaching qualification from Exeter University, with an additional Licentiate Diploma from Trinity College London. 

After spending eight years teaching mathematics up to A level, he became Director of Music at St. Catherine’s British School in Athens, Greece. Returning to six years later, he went on to obtain a Master’s degree with distinction from Southampton University in philosophy of mind. 

Subsequent posts were as Director of Music at Barfield School in Farnham and Hoebridge School in Woking.  

In previous years, Vincent has been Musical Director of the Solent City Chorus, a male-voice close harmony choir, and has sung in Excelsis, a choir in north Surrey. He also occasionally sings for the St. Thomas-on-the-Bourne Church, Farnham, chamber choir when available. 

Vincent plays piano and viola and very much enjoys playing in orchestral gigs. He plays for the Solent Symphony Orchestra, the Charity Symphony Orchestra at Romsey Abbey, the Botley Choral Society, and for other choirs and orchestras when needed. 

Vincent has 12 years of experience as a general supply teacher in primary and secondary schools, and 17 years of experience teaching class music in primary age range schools, including 12 years teaching Early Years Foundation Stage music within schools. He is also a member of the professional body the Independent Society of Musicians (ISM). 

When not kept busy with his lifelong passion for music, Vincent enjoys mountain trekking, travel, and learning foreign languages. 

Can music make an essential contribution to an individual’s education? Or is it just a luxury add-on?  The answer is that music, when taught properly, definitely contributes to many different aspects of an individual’s education. Music is good enough for its own sake and does not need external justification.  However, there are many other benefits, such as: 

The Kodály concept is a wonderful and powerful child-centred approach to teaching and learning music. It is based on the principle of preparation, presentation and practice. Pupils spend time in activities (maybe for several months) which enable them to subconsciously internalise a musical concept before it is formally presented to them in terminology, written symbol, etc.

Great emphasis is placed on developing the “inner ear” through listening, singing and fun activities. This later leads on to reading and writing music and provides a solid foundation for understanding pulse, rhythm, melody, harmony, tonality, etc. Although people think of Kodály teaching as especially suitable for children, the Kodály approach can take pupils from babies right through to postgraduate level.

The Kodály method places singing at the heart of music education. Singing is a child’s first and most natural instrument, and through playful songs, hand signs, and rhythm games, we help children develop their ears for pitch and rhythm. This approach builds a strong foundation in musicianship, giving your child the skills they need to enjoy and create music for life. 

The Hungarian composer, Kodály, who thought up the concept of the Kodály approach and its aims of producing a musical nation, was particularly impressed with the Dalcroze method, which predates Kodály.

The Dalcroze approach emphasises feeling the music (rhythm, pitch, structure, phrasing, etc.) before formally introducing the concepts. It has a strong emphasis on kinaesthetic learning. Broader than Kodály itself, in addition to building up the inner ear for pitch, rhythm, etc., it also develops in the student an understanding of tempo, dynamics, expressive phrasing etc.

Music is more than sound—it’s something we feel in our bodies. That’s why we incorporate movement into every class using the Dalcroze approach. Through dancing, stepping, and creative movement activities, children internalize rhythm and dynamics while also developing co-ordination, focus, and self-expression. It’s a hands-on, active way to truly live music.