Musician-Teacher Collaborations: Altering the Chord explores the dynamics between musicians and teachers within educational settings, illustrating how new musical worlds are discovered and accessed through music-in-education initiatives. An international array of scholars from ten countries present leading debates and issues—both theoretical and empirical—in order to identify and expand upon key questions: How are visiting musicians perceived by various stakeholders? What opportunities and challenges do musicians bring to educational spaces? Why are such initiatives often seen as "saving" children, music, and education?
The text is organized into three parts:
- Critical Insights presents new theoretical frameworks and concepts, providing alternative perspectives on musician-teacher collaboration.
- Crossing Boundaries addresses the challenges faced by visiting musicians and teaching artists in educational contexts while discussing the contributions of such music-in-education initiatives.
- Working Towards Partnership tackles some dominant narratives and perspectives in the field through a series of empirically-based chapters discussing musician-teacher collaboration as a field of tension.
In twenty chapters, Musician-Teacher Collaborations offers critical insights into the pedagogical role music plays within educational frameworks. The geographical diversity of its contributors ensures varied and context-specific arguments while also speaking to the larger issues at play. When musicians and teachers collaborate, one is in the space of the other and vice versa. Musician-Teacher Collaborations analyzes the complex ways in which these spaces are inevitably altered.
Table of Contents
Foreword. Collaborative Journeys across Pedagogical Cultures: Attunement and the Interplay of Knowing and Unknowing (Liora Bresler)
Chapter 1. Musical Alterations: Possibilities for Musician-Teacher Collaborations (Ailbhe Kenny and Catharina Christophersen)
Part I: Critical Insights
Chapter 2. When Collaborations Go Beyond Teachers and Musicians Alone: Frame- and Stakeholder Analysis as Tools for Arts Advocacy (Hildegard Froehlich)
Chapter 3. Teacher-Musician-Collaborations on the Move: From Performance Appreciation to Dialogue (Kari Holdhus)
Chapter 4. Musicians as Musician-Teacher Collaborators: Towards Punk Pedagogical Perspectives (Gareth Dylan Smith)
Chapter 5. Role Expectations and Role Conflicts within Collaborative Composing Projects (Christian Rolle, Verena Weidner, Julia Weber, and Matthias Schlothfeldt)
Chapter 6. Thwarting the Authority of Purpose: Epistemic Responsibility within Collaborations (Cathy Benedict)
Part II: Crossing Boundaries
Chapter 7. SongPump: Developing a Composing Pedagogy in Finnish Schools Through Collaboration between Professional Songwriters and Music Teachers (Heidi Partti and Lauri Väkevä)
Chapter 8. Teaching Cantonese Opera in Hong Kong Schools: Interaction and Collaboration between Music Teachers and Artists (Bo-Wah Leung)
Chapter 9. Intending to Leave a Deep Impression: challenges of the Performance Event in School (Cecilia K. Hultberg)
Chapter 10. The Complete Musician – The Formation of the Professional Musician (June Boyce-Tillman)
Chapter 11. An Urban Arts Partnership: Teaching Artists and the Classroom Teachers who Collaborate with them (Harold F. Abeles)
Chapter 12. Dialogues between Teachers and Musicians in Creative Music-Making Collaborations (Randi Margrethe Eidsaa)
Chapter 13. Abigail’s Story: The Perspective of a Professor/iPadist/Teaching Artist (Clint Randles)
Part III: Working Towards Partnership
Chapter 14. "Ideal Relationships": Reconceptualizing Partnership in the Music Classroom using the Smallian Theory of Musicking (Julia Partington)
Chapter 15. Nurturing on the go? A Story of Nomadic Partnership (Katharine Kresek)
Chapter 16. Musician-Teacher Collaborations in Composing Contemporary Music in Secondary Schools (Victoria Kinsella, Martin Fautley, and Nancy Evans)
Chapter 17. "I’m just the Bass Player in their Band": Dissolving Artistic and Educational Dichotomies in Music Education (Lars Brinck)
Chapter 18. Small Composers: Creating Musical Meaning in a Community of Practice (Sven-Erik Holgersen, Peter Bruun, and Mette Tjagvad)
Chapter 19. Equal Temperament: Coteaching as a Mechanism for Musician-Teacher Collaboration (Marita Kerin and Collette Murphy)
Chapter 20. Alteration, Disruption or Reharmonization? Pathways for Musician-Teacher Collaborations (Catharina Christophersen and Ailbhe Kenny)
Catharina Christophersen is Professor of Music Education at Western Norway University of Applied Sciences, Norway.
Ailbhe Kenny is Lecturer of Music Education at Mary Immaculate College, University of Limerick, Ireland.