Purpose: This study, part of an international effort to bring art and culture closer to everyone, aims to analyze interprofessional collaboration between schools and artistic institutions in the development of inclusive artistic spaces. It focuses on identifying opportunities for professional development and student learning. Design/methodology/approach: From the theoretical framework of collaboration and professional development, this study follows a qualitative case study design. It analyses the design, implementation and evaluation of three inclusive artistic projects in Barcelona. An interpretive qualitative methodology is used to collect and analyze data from 30 professionals from artistic institutions and schools, and 85 students. Data were obtained through video recordings, field notes and group and individual interviews. Findings: The results demonstrated a strengthening and stimulation of interprofessional collaboration networks, providing the community with new learning spaces that are more open, flexible and inclusive. Furthermore, sharing knowledge and methodological strategies not only promotes professional development but also positively impacts students' outcomes. Inclusive artistic spaces serve as a crucial platform for this purpose, offering an environment where artistic expression and cultural engagement intersect with educational goals. Practical implications: The findings have two clear practical implications--firstly, to build inclusive artistic spaces in the community based on collaboration between schools and artistic institutions; and secondly, to generate a reference framework for professional development among different types of community institutions. Originality/value: This paper adopts a practice theory approach to study interprofessional collaboration between schools and artistic institutions, giving voice not only to professionals but also to students.