ABSTRACT
This chapter explores how music teacher identity developed within the creative ecologies of a community music-making project called “Friends in Concert” (FIC). The research questions are:
How have the community music-making experiences within FIC (in face-to-face contexts before the pandemic) impacted teacher-participants?
What were the conditions within FIC that influenced the growth of music teacher identity?
Data were gathered through semi-structured interviews with four FIC participants. Findings suggest that (a) a symbiotic relationship exists between participants’ musical and teaching identities; (b) transformative moments in FIC contributed to participants’ musical flourishing; and (c) friendship is a primary condition for the transformation of music teacher identity in FIC.
