This article examines Indigenous/non-Indigenous artistic relationships and how artistic collaboration in relationship can inform music education meanings and values. Our collaborative storying explored our individual experiences as Indigenous (Sherryl) and non-Indigenous (Danielle) artists engaged in the Where Waters Meet project with the Canadian Chamber Choir, through analysis of the written score, rehearsal process and performance practice. We ground our analysis in Nêhiyaw knowledge epistemology. Themes included the teaching ‘sing the song until it becomes a part of you’ and the Cree concept of tâpwê (‘truth’).
Sewepagaham et al. (Sun,) studied this question.