Unlocking Musical Potential: The Power of Communities of Practice in Higher Music Education

Unlocking Musical Potential: The Power of Communities of Practice in Higher Music Education Author: Jörg Maria Ortwein, 2025 URN: urn:nbn:de:101:1-2506060948266.828016977513 Abstract This paper explores the applicability of the "Community of Practice" concept within the broader context of higher education, with a particular focus on music academies. Introduced in the early 1990s, this concept refers to a "practice-oriented community of individuals who share similar tasks or interests" (Moskaliuk, 2014, p. 348). As a learning theory approach, it describes how members of a community learn from each other through the exchange of experiences and develop within this framework. The foundational idea, proposed by Jean Lave and Étienne Wenger (1991), emphasises social processes within communities as central factors for learning and knowledge acquisition. The concept of a Community of Practice is highlighted as a significant explanatory approach for teaching-learning processes in music education and masterclasses. Various studies are cited to illustrate social learning processes, peer learning, and the development of professional identity within music academies. Overall, the paper underscores the importance of the Community of Practice concept in fostering artistic and professional development within higher music education.