Musician-Teacher Collaborations

<p><em>Musician-Teacher Collaborations: Altering the Chord</em> 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?</p><p>The text is organized into three parts: </p><ul> <li> <strong>Critical Insights </strong>presents new theoretical frameworks and concepts providing alternative perspectives on musician-teacher collaboration.</li> <b> </b><p> </p> <li>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.</li> <b> </b><p> </p> <li>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.</li> </ul><p>In twenty chapters <i>Musician-Teacher Collaborations </i>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. <i>Musician-Teacher Collaborations </i>analyzes the complex ways in which these spaces are inevitably altered.</p>