Since the 2006 Recommendation of the Parliament and the European Council, which introduced the framework of key competences for lifelong learning, the European Schools are seeking methodologies and teaching strategies that allow young people, with special attention to those in disadvantaged situations, to develop the eight key competences set out by the Union. The partner schools have identified in Music a transversal tool for developing them.The project objectives are:Propose, experiment and exchange best practices and musical active teaching methods, cross to other educational areas of learning;Optimizing the achievement of key skills;Favor in an optical of inclusion pupils with fewer opportunities;Build a challenging and purposeful route from early childhood in an evolutionary process that respects and enhances the student's nature and involves the psycho-cognitive sphere as a whole;Create a learning environment and research around the best practices;Manifest gradually complementarity of practices in a global perspective and leave tangible results that can also be used by others.The partner schools are 5, 1400 participants will be involved , of which about 200 people with fewer opportunities, will be carried out 80 student mobility (including at least 24 students with fewer opportunities), 68 mobility of teachers and headteachers.They are all public schools, four of which are generalist schools with children from kindergarden through secondary, one, the Romanian, is a gymansium with a focus on arts and music that welcomes children from 6 up to 18 years.There will be 6 Transnational Project Meeting, the first in Italy (kick-off meeting) to start the project, the next 5 will be held concurrently with 5 Short-term Joint Staff Training Events and 5 Short-term exchanges of groups of pupils in the following order: Spain, Romania, Portugal, Poland and Italy againThe activities are divided into five blocks, each headed by a partner with particular expertise on the subject and coordinating, from the Transnational Project Meeting that precedes, the activities that each partner will do in the next quarter and will show in the Training Events and Mobility at the end of quarter, in the country that led the issue.The first block is devoted to the competence in the mother tongue and is led by Spain.The second thematic block is devoted to the scientific competence and is led by Romania.The third block is devoted to the mathematical and digital competences and is led by Portugal.The fourth thematic block is on inclusion and the educational needs of students with fewer opportunities and is led by Poland.The fifth block is dedicated to the competence of learning to learn and is led by Italy.The project focused on the idea to develop the key competences of the European framework through the use of music, it consists in the exchange of good practices already tested by each of the partners, are studied in deep and tested in all partner schools and the impact is evaluated on the pupils' skills. It will be edite a Manual of Good Practices in order to implement the activities in different schools and defined the guidelines.The main results and expected impacts are:On students: improvement in the achievement of key skills, starting from early childhood, in the mother tongue, in science, math, digital competence, learning to learn, in an inclusive approach with special attention to students with fewer opportunities; increased motivation; more artistic and musical awareness; Most civic and European spirit.On teachers: increase their knowledge and teaching skills, focusing to work on skills with active teaching methods, enrichment of educational and motivational tools to use in practice.On the participating organizations: increasing the quality of teaching planning, improvement of the climate and the spirit of the school, acquisition and application of new methodologies that increase the educational effectiveness, improving student achievement, reducing the disparity of results, increased motivation, increase of teachers' professionalism, integration of best practices in the school curriculum, improving the image and attractiveness of the school.The potential long-term benefits could be:Sensitize other schools to innovation of teaching and to exploit the opportunities of European projects;Share what we expect to be a best practice;Improve the spirit and the founding principles of the European Union in their respective countries;Address European policies to a greater appreciation of Music;Future more competent citizens, aware and with a greater sense of civic duty and the European spirit.
From the need to research methodologies and teaching strategies that would allow students, especially those with fewer opportunities, to develop key European competences, partner schools have identified Music as a transversal tool for their development. The project is divided into the exchange and development of good practices already partially tested: active teaching inspired by the dalcroze method, laboratory practices, experiential teaching, cooperative learning. The skills analyzed were: communication in the mother tongue, mathematics and basic science, digital, learning to learn. A focus has been dedicated to inclusion. Objectives of the project Experimenting and exchanging good practices and active musical teaching methods, transversal to other areas of learning Improve the level of key skills Encourage students with disadvantages from an angle of inclusion Building a stimulating and proactive path from early childhood in an evolutionary process that respects the pupil's nature and enhances Create an environment of study and research around good practices Demonstrate the complementarity of practices Leave concrete tools that can also be used by others The partners are 5 public schools, of which 4 are generalists with children from childhood to secondary. The Romanian school, on the other hand, is a high school specializing in arts and music and welcomes 575 pupils aged 6 to 18. The Italian school has about 1,200 students, the Spanish one 160, the Portuguese institute about 700 and the Polish one just over 1,000. Approximately 1,400 of the over 3,600 students have been involved, of which 200 with fewer opportunities. The Polish school is the first experience of European projects, where the other schools have already tried their hand at Eramsus + or Comenius projects. Six Transnational Project Meetings were held, attended by 43 teachers and school managers. The Joint Training Events were 5 for 34 mobility, compared to 20 financed. Short-term student exchanges were 5 for 92 mobility, compared to 80 expected. The project work was divided into 5 thematic blocks, marked by international mobility according to the following timetable: November 2016 Italy First TPM Kick-off Meeting, launch of the first thematic block concerning the competence in the mother tongue led by Spain March 2017 Spain According to TPM, first Training Event and first Student Exchange, conclusion of the first block and launch of the second dedicated to basic scientific competence led by Romania May 2017 Romania Third TPM, second Training and Student Exchange Event, conclusion of the second block and start of the third related to the Portuguese-led mathematical and digital skills November 2017 Portugal Fourth TPM, third Training and Exchange Event, conclusion of the third block and start of the fourth related to the inclusion of a Polish guide March 2018 Poland Quinto TPM, fourth Training and Exchange Event, conclusion of the fourth block and start of the last one referring to the competence to learn to learn led by Italy May 2018 Italy Last TPM, Training and Exchange Event, conclusion of the fifth block and event of final dissemination The teachers shared a methodology through common evaluation columns, which on a scale from 1 to 4 measured the initial level of competence and motivation of the pupils and the final level after the administration of activities with the use of music The main results obtained were Students increase of the average level of competence passed from an initial range of 2.77-3.12 (in the various skills) to 3.27-3.44 and an inequality of the results fell from 18.2% -24.2% to 13 , 5% -17.2%. Similar results were obtained on the sample of pupils with fewer opportunities increase of motivation: from a range of 2.88-2.95 to an interval of 3.29-3.49 Teachers increase of knowledge and teaching skills, focus on working for skills with active teaching methods, enrichment of educational tools, collected in 107 activity sheets realized in the Handbook of Good Practices Participating organizations improvement of educational planning, professionalism of teachers, climate and school spirit, enrichment of educational tools. These aspects were evaluated by school managers with a score of 3.71 improvement of the image and the attractiveness of the school, valued at 4.00 by the managers Lastly, we believe that the project has produced long-term benefits: Raising awareness of other schools adjacent to educational innovation and opportunities for European projects Strengthening and promotion of the spirit and the founding principles of the European Union among local communities Future citizens more competent, aware and with a greater civic sense