Since the early 2000s, education policy in France has strongly encouraged publicly funded conservatoires and music schools to forge partnerships with various stakeholders in sectors outside of specialised music education. This change in the objectives traditionally assigned to music schools and conservatoires has given rise to new ‘pedagogical projects’, among which extracurricular music workshops are quite widespread. This study investigated the views of specialised music teachers in relation to these new pedagogical formats through an analysis of their evaluations of a workshop led in a French school between 2018 and 2019. I interviewed the music teachers who participated in the project (n = 8), those who refused to participate (n = 7) and also the administrative staff (n = 4). The results indicate that far from the ecumenism traditionally associated with policies promoting the democratisation of culture, conservatoire teachers think about and are involved in these projects in different ways, reflecting a wide range of considerations around pedagogy, project quality, purpose or politics.

自 2000 年代初以来，法国的教育政策大力鼓励公共资助的音乐学院和音乐学校与专业音乐教育以外部门的各种利益相关者建立伙伴关系。传统上分配给音乐学校和音乐学院的目标的这种变化引起了新的“教学项目”，其中非常普遍的是课外音乐工作坊。本研究通过分析专业音乐教师对 2018 年至 2019 年间在法国学校举办的研讨会的评价，调查了他们对这些新教学形式的看法。我采访了参与该项目的音乐教师 (n = 8 ) , 拒绝参加者 ( n = 7) 以及行政人员 (n = 4). 结果表明，与传统上与促进文化民主化政策相关的普世主义不同，音乐学院教师以不同的方式思考和参与这些项目，反映了围绕教学法、项目质量、目的或政治的广泛考虑。