ABSTRACT
Teaching artists who carry out the work of multiple cultural organizations in multiple settings and with a range of specific missions for music education face a variety of tensions with regard to nurturing individual partnerships with classroom teachers while pulled in many different directions. The resulting nomadicism invites questions about how teaching artists might negotiate with space, place, and people. Through personal reflection on experiences with partnership, this chapter explores the perspectives of a teaching artist about her nomadic condition and will highlight the concerns faced in developing relationships with classroom teachers while navigating a highly individualized career path.
