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

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.