ABSTRACT

The text deals with dialogic teacher–musician collaborations in school concert visits. Previous research has noted that true collaboration is difficult when artists hold the power to define their visiting practices, and the chapter argues that visiting artists’ practices must be school led and school based. This can be achieved by fostering respectful and equity-based teacher–artist partnerships built on a school’s institutional and pedagogical functions. The aim of the chapter thus is to point out possible paths towards collaboration by underlining common features, as well as productive differences between teachers and musicians within a school context.