Abstract
Abstract Vulnerability is inherent in both teaching and songwriting. Engaging in either endeavor exposes hopes, regrets, relationships, triumphs, struggles, fears, desires, and memorable stories. Vulnerability and authenticity are inextricably linked. Without authenticity, one cannot truly be vulnerable, and one usually feels vulnerable partly because the previously hidden authentic self is at the forefront of the endeavor. This chapter provides a series of autoethnographic stories describing frighteningly vulnerable yet refreshingly authentic moments that shaped the author’s experiences as a musician, music teacher, songwriter, and music teacher-educator. Through reflective accounts of the journey from obedient music student to country-songwriting professor, this discussion aims to provide music teachers with opportunities to recognize and embrace their own vulnerabilities and those of their students. Each story concludes with a life lesson and set of reflective questions for music teachers to ponder as they consider ways to create welcoming creative learning spaces for songwriting endeavors.
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