ABSTRACT

Conceived in response to earlier research confirming the consistent and long-standing trend of low musical confidence among primary school teachers in the United Kingdom, this chapter examines the concept of “partnership” between primary class teachers and visiting musicians. Using Christopher Small’s concept of “musicking,” issues of expertise, musical identity, musical confidence, and power within the musician–teacher relationship are examined and presented for critical debate. In turn, a specific model of dialogic partnership for music education within the primary school is proposed in order to challenge the persistent issue of low musical confidence among many primary teachers.