Teacher–Musician Collaborations on the Move: From Performance Appreciation to Dialogue

Abstract

The text deals with dialogic teacher–musician collaborations in school concert visits. Previous research has noted that true collaboration is difficult when artists hold the power to define their visiting practices, and the chapter argues that visiting artists’ practices must be school led and school based. This can be achieved by fostering respectful and equity-based teacher–artist partnerships built on a school’s institutional and pedagogical functions. The aim of the chapter thus is to point out possible paths towards collaboration by underlining common features, as well as productive differences between teachers and musicians within a school context.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 3 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.