内容
Musician-Teacher Collaboration explores different perspectives in educational settings. In twenty chapters, it is written by experienced scholars from ten countries who seek to explore music-in-education collaborations and present leading debates and issues in order to identify pertinent questions: How can the role of visiting musicians be perceived by various stakeholders? What opportunities and challenges could they bring to educational settings? Equally important, the teacher's positions within such collaborations must be discussed: How are teachers perceived? How can music-in-education collaborations look from teachers' perspective? How can they participate in such collaborations? Following an introductory chapter that maps the field, the chapters in Part I of the book (Critical Insights) bring new theoretical frameworks and concepts to the table, thus providing alternative perspectives on musician-teacher collaboration: Teaching as research, philosophy/epistemology, relational aesthetics and performativity, social learning theory, culture sociology, and symbolic interactionism. The chapters in Part II (The Visiting Musician) explore what challenges visiting musicians/teaching artists could face in educational contexts, as well as discuss how visiting musicians could contribute to music-in-schools. Finally, in Part III (Working towards Partnership), the teachers' perspectives and possible contributions to partnership are also included. This part of the book challenges some dominant narratives and perspectives in the field, critically discussing musician-teacher collaboration as a field of tension. The book finishes with a reflective offering from the editors to draw connections and drive the conversation forward for musician-teacher collaboration
