Practice through partnership: Examining the theoretical framework and development of a “community of musical practice”

Abstract

This article examines the development of a “community of musical practice” (CoMP) which emerged within a research case study in Limerick, Ireland. The case study was a music education partnership between a third level institution, a resource agency and a primary school. Using a “community of practice” (CoP) theoretical framework to underpin the study and data analysis, the research seeks to “unpack,” problematize and interpret the development of a community of musical practice, as well as the complexities that surround issues such as membership and role within partnership initiatives. The study provides a means of exploring musical practices within a socio-cultural process where learning is “situated” and “shared,” in this case within a community of musical practice. The inter-relatedness of musical and social interaction as well as favorable models of meaningful musical and “community” experience are highlighted.

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