This essay offers (1) a brief overview of how various sociological theories articulate the relationship of the individual to society; and (2) an analysis of community and self from a symbolic interactionist perspective in which the focus lies on the "webs of interaction" that shape music schooling as a field in which networks of groups of individuals may or may not share common purposes, meanings, and/or action ideals. The next section then introduces what Etienne Wenger, Jean Lave (and others) have termed community of practice as a useful construct for action also in music education. Akin to but perhaps more concrete than Habermas' concept of the communicative act, a community of practice is characterized by how its fundamental elements of identity, social practices, community, and learning come together in relationship to each other. The essay concludes with suggestions for actions toward building communities of practice in music education that take into consideration the above distinction of geo-political communities, artistic and political special interest groups outside of music education, and interest groups within the field. (Contains 1 note.)