Abstract

Literature is needed to address lifeworlds of music teachers outside the scope of K-12 public school settings. This article presents narrative inquiry investigating the experiences of a teaching artist musician. I employ a social phenomenological framework and draw on literature involving sense of self and work–life balance. With a former research participant, I inquired into earlier issues of work–life balance and multiple music teaching roles. Data were collected through interviews and observations, which took place in person and online. I drew narratives from data in discussions with the participant. Themes included that a re-prioritization of music teaching and musical roles might be a continual process requiring flexibility and risk. This study supports nuanced understandings of a broadly defined music teaching profession and the challenges associated with sustaining such a career. Implications point to a consideration of what preparation might be helpful to a music teacher outside a K-12 public school setting and what professional choices are available for teaching artist musicians.

摘要

需要文献来解决K-12公立学校设置范围之外的音乐教师的生活世界。本文提供叙事探究，以调查一位教学艺术家音乐家的经历。我采用社会现象学框架，并借鉴涉及自我意识和工作与生活平衡的文献。我曾与一位前研究参与者一起，调查过早期的工作问题-生活平衡和多种音乐教学角色。数据是通过访谈和观察收集的，这些访谈是通过亲自和在线进行的。我在与参与者的讨论中从数据中提取了叙述。主题包括重新分配音乐教学和音乐角色的优先级可能是一个需要灵活性和风险的持续过程。这项研究支持对广泛定义的音乐教学专业的细微理解，以及与维持这样的职业相关的挑战。暗示着需要考虑哪些准备工作可能对K-12公立学校环境以外的音乐老师有所帮助，以及哪些专业选择可供教学艺术家的音乐家使用。