Lynette Wills

Published in Print May 2025 order now!

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words and images By Danielle Brown

On Thursday 3 April, I spent the day at the Victorian College of the Arts Secondary School (VCASS). Nestled in Melbourne’s vibrant arts precinct, this public school offers elite dance training alongside a full academic curriculum. With its distinctive structure and focus on holistic education, VCASS stands out not just for its programs, but for the culture it cultivates.

My visit coincided with the final week of Term One, and I was eager to see how the school was evolving under the leadership of newly appointed Head of Dance, Lynette Wills. A former principal artist with The Australian Ballet and an educator with over 15 years’ experience at The Australian Ballet School, Wills is already leaving a profound mark on the program.

From the moment I stepped into the studios, it was clear: VCASS is ushering in a new era of dance education. Across the day, I watched classes where teachers engaged with students in deeply respectful, encouraging ways. This wasn’t rigid, top-down instruction—it was mentorship. The outdated, authoritarian model of dance training has been replaced with something altogether more progressive: a collaborative, nurturing environment that champions curiosity, exploration, and self-discovery.
Wills is passionate about this shift. “It takes time to work out what kind of dancer you want to be. At 12, you might love ballet. But at 16, after exploring other genres, that might change. Our job is to create an environment where that evolution is supported.”

While ballet remains the technical foundation at VCASS, students are given broad exposure to a range of styles—and, crucially, a voice.

“We ask the students to respond, to speak,” Wills said. “They’re encouraged to reflect, question, and participate. This creates a learning environment where they’re truly engaged.”

That philosophy was evident in every conversation I had with students. Year 12 student Chantal reflected on her time at the school: “When I came to VCASS, I didn’t have a clear goal. I just knew I loved to dance. Being here—with such strong technique training and exposure to different styles—I’ve discovered what I enjoy most. Now I want to go into musical theatre or contemporary.”

Top Class Dance is a major performance opportunity that frequently features several VCASS students. Presented annually by the Victorian Curriculum and Assessment Authority (VCAA) as part of the VCE Season of Excellence, the event is held at the Melbourne Recital Centre and showcases outstanding work by VCE and VCE VET Dance students. Spanning styles from ballet and jazz to contemporary and culturally specific works, it celebrates technical excellence, artistic expression, and the dedication of young dancers—while offering inspiration and a benchmark for future performers.

This year, Chantal, along with fellow Year 12 students Dimitri and Sharon, were selected to perform.

Dimitri discovered a passion for choreography through the school’s Creative Season: “We get to choreograph works on younger students, choose our own dancers, our style. That really sparked something in me. Performing my own solos at Top Class was surreal. I never expected to enjoy choreography this much.”

He described one of his compositions: “My solo had a narrative about a breaking clock. The first section was structured and rhythmic. Then things started to fall apart with irregular beats. By the end, it was just chaos. It felt incredible to tell a story like that through movement.”

Sharon, who has been at VCASS since Year 7, echoed the theme of growth and transformation: “I used to only do ballet. But since starting here, I’ve grown to love contemporary. The training is so diverse—your dreams evolve as you grow.”

Reflecting on how COVID impacted her path, Sharon said, “We missed a lot of training during lockdown, and that really made me reflect. Now, I’m more drawn to contemporary than I was when I first started.”

What’s striking is how much of their growth is emotional and relational, not just technical.

“We spend all day together,” Sharon said. “Of course we have moments, but we support each other. If someone’s struggling with choreography, there’s always someone willing to help.”

Dimitri agreed. “The teachers notice everything. If someone seems off, they check in. If there was ever conflict or unhealthy competition, it would be addressed straight away. That support makes such a difference.”

Chantal added, “If I wasn’t comfortable with something or someone in class, the teachers would notice and step in. It’s such a small, close community—you can’t hide anything, and that’s actually a good thing.”

She also spoke warmly about the relationships across year levels: “We’re all friends—not just with our year level. We connect with the juniors too. When someone gets cast in something, everyone’s genuinely happy for them. It’s so supportive.”

Wills and her team have created a space where growth is the goal and competition is constructive—not cutthroat. She’s clear about the need for this shift. “The old-school method might have produced results for some, but it came at a cost. We’re not just training dancers. We’re raising people.”

Aaron, a Year 11 student who joined VCASS in Year 10, shared how transformative the move had been. “As a boy in dance, I felt out of place at my old school. Here, I found my people. I get to dance every day and be around others who share the same passion.”

Although he came from a jazz and commercial background, Aaron has embraced ballet. “I didn’t love it at first, but now I really enjoy it. It’s made me stronger and more aware of my technique across all styles.”

Nico, also in Year 11 and at VCASS since Year 7, said she was originally drawn to jazz but gradually developed a love for ballet. “The more I understood the artistry and the foundation it provides, the more passionate I became. I’m still open to contemporary, but ballet is my focus now.”

She also praised the school’s academic program and its integration with the dance training. “We’re just starting VET Dance, and it’s really interesting learning how our bodies work. It connects to everything we do in class.”

And the smaller class sizes have shaped his experience, too. “In Year 7 we only had 20 kids. It was overwhelming at first, but now I love it. It’s not chaotic. It feels like a family.”

That integration—between academics and vocational training—is central to the VCASS model. Wills explained: “There are two curriculums running alongside each other: the academic and the vocational. Together, they build the complete dancer.”

She’s also a strong advocate for keeping children in school. “You don’t need to pull a child out of school at 12 to become a professional dancer. If dance is your passion, it will find its place in your life. It’s far healthier to welcome dance as part of a whole life.”

For Wills, the move from The Australian Ballet School to VCASS has been rejuvenating. “The people, the energy, the ideas—I’m enjoying being challenged in new ways, and I’m learning again. It feels right. I am very well supported by a passionate team who are invested in the students’ wellbeing.”