Performative Music Education Pathways: Bomba as a Framework for Music Teaching and Learning

For decades, music education has sought models that move beyond the confines of formal instruction. Performative Music Education (PME) offers a framework for meaningful learning experiences, grounded in philosophical perspectives from diverse fields. PME fosters musical skills, knowledge, and understanding through self-referential processes that emphasize student participation in music creation. This article examines the theoretical foundations of PME while envisioning the integration of Puerto Rican bomba music into formal classrooms through this lens. To explore this, the study analyses the practices of a community music initiative dedicated to bomba. Seen as a cultural territory, bomba provides a space to express ideas, emotions, and affections meaningful to practitioners. Using an instrumental qualitative case study, the research draws on interviews with nine participants and observations. Findings suggest bomba aligns strongly with PME, positioning the framework as a foundation for incorporating traditional music into formal education.