Using Engagement Theory to Establish Musical Collaborative Opportunities within School–University Partnerships

Abstract

School–university partnerships continue to be of growing interest across the United States, especially in music education. This article examines a specific case of how engagement theory was used as a framework for establishing a musical collaboration in a current school–university partnership. As a result of this collaboration, the school, the university, and the community have equally embraced Instrument Night. The process from inception to delivery is described, and quotes are included from the director, superintendent, and preservice teachers in the program. When constructed carefully and thoughtfully, collaborative opportunities can be valuable connections that are mutually beneficial for universities and school districts.