Flexible Music Teaching and Risk

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.