ABSTRACT
Music education discourse often dichotomizes musicians as poor teachers versus music teachers as poor artists. Widening our conception of what constitutes learning may prove a viable way to resolve this predicament. From the empirical perspective of pop/jazz academy students also learning to teach, the chapter analyzes whether a deep interest in one’s own as well as others’ historical and ongoing artistic development constitutes valuable resources for developing educational interest and practice—and vice versa. Taking Lave’s (1996, 2011) social practice theoretical analytic perspective, the chapter will discuss dissolving conventional dichotomies of teachers’ and musicians’ artistic and educational competences.
