ABSTRACT
This chapter considers lecturer and student perspectives on the nature of practice-based, research-led teaching within higher music education (HME), what the phrase 'research-led teaching' has come to mean for both the teacher and the learner, and how we can develop strategies to better facilitate the teaching of creative practice within HME through developing effective 'communities of practice'. The chapter was initially envisaged as a consideration of, and meditation on, just what research-led teaching actually is when one's research is practice-based. learning is not merely a form of cognition, but an act of making which takes artistic production as its paradigmatic case. Stoller's work considers the importance of the artistic community not only to thinking, making and doing, but also to the construction of an individual's creative identity. 'Creative teaching' and 'creative learning' in the literature are somewhat nebulous terms, defying rigid classification yet implying quite specific roles and conditions for the processes of creative pedagogy.
