ABSTRACT
This chapter describes a series of teacher–composer collaborations within a partnership project involving scientific researchers and a contemporary music group working with secondary school–age pupils. It describes how the professional learning of key participants was challenged by their participation in this work. Three domains of professional knowledge are identified and discussed: composerly thinking knowledge, which is mostly the property of composers; pedagogical content knowledge, which is by and large the property of the teachers; and, lying at the intersection of the two, what we call subject domain knowledge. These are found to be significant in a consideration of composer–teacher partnership projects.
