Citation: Kenny, A. (2020). The ‘back and forth’ of musician-teacher partnership in a New York City school. International Journal of Education & the Arts, 20(3). Retrieved from http://doi.org/10.26209/ijea21n3.
teaching artists are often a central feature of arts-in-education work in north american schools. this article examines a teaching artist’s engagement in one new york city school, with three classroom teachers, as part of the philharmonic schools program. through a qualitative case study approach, musician-teacher partnership within one public school is problematized. data was collected over seven months through in-class observations, classroom teacher and teaching artist interviews, and a teaching artist reflective log. findings reveal how the classroom teachers and teaching artist journeyed together to deliver music in their classrooms, projected musician/teacher identities, negotiated roles within the partnership, created reflective spaces and mutually informed each other’s practice. thus, the complexity of, but also the possibilities and pathways for, dialogic music-in-education partnerships are revealed.
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