Abstract
This document explores the relationship between music education and music performance in order to facilitate stronger relationships between performance-based musicians and music educators. First, the supplemental research in the literature review identifies the divide that often exists between music education and music performance by examining the difference in perceived value, the development of identity construction, and the difference of perceived social status. To neutralize these stereotypes, the lecture recital associated with this project was programmed with composers who participated in public-school music programs during their own K-12 education. The composers selected have significantly contributed to the repertoire that professional performance-based musicians play. In addition, each composer responded to a questionnaire or interview to examine how participating in a public-school music program influenced their own career and compositions. The goal of this research is to generate qualitative data that produces personally relevant connections between professional performance-based musicians and music education and public-school music programs. Building stronger communities and musical organizations starts with strengthening relationships within our own industry. To do this we must build greater mutual respect between individuals, whether performing or teaching, in order to understand that we are in fact two sides of the same coin.