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, Rhys Sparey1
, Jonathan Davies1
, Caroline Gleason-Mercier1
, Sarah Hughes1
, Susannah Knights1
and Esther Cavett1
Situated in the context of current examinations of inequality and underrepresentation in music education in the United Kingdom, this article offers perspectives on a community music school and outreach initiative based in Southwark, London, where King’s College London music students, mentored by an experienced local teacher, facilitate small group music-making for primary school children who would not otherwise have opportunities for collaborative performance. Due to COVID-19, the project shifted to fully online delivery, and later to a hybrid model, combining virtual and in-person interaction. Based on ethnographic research amongst pupils, parents, teaching assistants and coordinators, we invoke the collaborative ethos of the project and explore its social and affective impact on participants at a time of great challenge and change.
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https://doi.org/10.1386/ijcm_00043_1 Published content will be available immediately after check-out or when it is released in case of a pre-order. Please make sure to be logged in to see all available purchase options.