Children learn a lot at a young age through hearing. Therefore, the first resources to be used are the music, the songs that can be audited, repeated and that the children can remember. The songs are usually accompanied by movement, they determine us to use body language and gestures. Children are on the constant move, they cannot sit as adults can,therefore we associate the learning process with dancing. Secondly, from a visual point of view, music creates a connection between word and image. There are many ways through which we consolidate the acquisition of a foreign language,but the most important ones are the music and the role-play in which learners play a certain role, in which each one plays his or her part, and in this way they manage to accomplish a specific meaningful act of communication.At first, both the young and the adult learners develop the ability to understand. Before being able to communicate, children will understand, will assimilate a lot. OBJECTIVES 1. promote language learning and increase the voluntary participation of early-age learners in learning process 2. allow the sharing of best practices between English teachers across Europe 3. enable English teachers to develop themselves professionally 4. improve the language acquisition process and the development of students’ communicative skills 5. develop the self-esteem and confidence of the young learners by using English 6. cultivate respect for foreign people, intercultural friendships and tolerance. NUMBER AND PROFILE OF PARTICIPANTS Teachers- pre-primary and primary English teachers. In each transnational meeting we will involve 2 teachers from each country. They are teachers at primary level and their work in the project will be in the center of attention. They will participate directly in the project, by attending the mobilities, but also indirectly, by organising activities with young learners before and after each transnational meeting. Young learners - are interested in the project's communication and interaction online, including music into their English courses. In our schools , young children will be at the center of the events at their school's transnational meeting. They attend online conferences before the mobilities where they speak about their own country with their peers. In each transnational meeting 5 students from each partner country will be involved. MAIN ACTIVITIES We will organize 5 exchanges, each dedicated and hosted by each partner involved in the project : C1: Person-Centred Approach-hosted by Belgium C2: Suggestopedia-hosted by Turkey C3: Communicative Approach-hosted by Spain C4: Learning by doing-hosted by Italy C5: Community Language Learning-hosted by Romania METHODOLOGY Teachers work with learners In order to prepare for the specific topic of the mobility, perform and test musical activities. Based on the feedback provided by the students, teachers choose the practices and extend it to host students during LTTAS. In C1, C2, C3 and C4 the organizers coordinate activities such as round tables and seminars on the themes such as Person-CentredApproach,Suggestopedia,Communicative Approach,Learning by doing and Community Language Learning,in which participants analyze the conceptual dimensions of using songs in language courses,conceiving a specific lesson plan for each theme. In C5, partners compile the practices from the previous mobilities and modify the final content product–a catalogue of European songs. All partners organise a regional workshop with teachers from EFL. RESULTS Outputs: They carry out comparative analyzes in C1 between partner countries regarding their educational systems, EFL curricula. We will create 5 sets of lessons plans as a result of C1-C5, which will be posted on an open access platform and they will also be presented at national conferences . Other products include learners’ work, presentations of the partner countries, language portfolios, websites, social media pages, evaluation and effectiveness reports, development plan, five regional conferences to disseminate the final products, leaflets , the final output “Singing our life,,(DVD project ),students’ travel journals ,the eTwinning space ,Europass mobility documents , certificates of attendance IMPACT AND LONG-TERM BENEFITS Schools will improve their human capital resource because well-prepared English teachers are developping an European network that can connect beyond the schools. Learners will improve their knowledge of English and thus will have better results in school competitions. Educational institutions without previous Erasmus + projects will get the necessary experience in carrying out their future international projects.
Several countries have decided to meet around the same theme: music. Each partner was convinced that working on this subject would present numerous advantages for daily teaching practices and that this experience would be enriching on several levels: personal, professional, individual, collective and systemic. It is scientifically proven that children learn a lot from a young age through hearing. One of the first resources to use is therefore music. Additionally, music provides a range of benefits for children's overall development, from improving cognitive and language skills, to encouraging emotional and social development, to strengthening motor skills and creativity. It can also be a source of joy and fulfillment for children. Goals 1. Promote music learning to increase the voluntary participation of young learners. 2. Enable the sharing of practices between teachers across Europe. 3. Allow teachers to develop professionally. 4. Improve the language acquisition process and the development of students’ communicative skills through music. 5. Develop self-esteem and self-confidence through rich and varied musical activities. 6. Cultivate respect for others, intercultural friendships and tolerance. Activities We organized 4 European exchanges, each dedicated and hosted by each partner involved in the project. C1: Global approach to learning music, organized by Belgium C2: Approach centered on learning music in the service of learning a language organized by Turkey C3: Approach centered on musical rhythm organized by Spain C4: Learning the history of music and traditional music, organized by Romania In each transnational meeting, 5 teachers (primary or nursery) from each country were involved. They participated directly in the project, by participating in mobilities, but also indirectly, by organizing activities with the students before and after each transnational meeting. Students were at the center of events during their school's transnational meeting. They participated in online conferences before the mobilities during which they had the opportunity to talk about their own country with their peers. Teachers worked with their students to prepare for the specific theme of mobility, carry out and test musical activities. In C1, C2, C3, the organizers coordinated round tables on themes such as the musical approach in general, the approach to musical rhythm and learning the language using music. In C4, the partners compiled practices from previous mobilities and modified the final product: a European catalog of relevant musical activities. Results We have carried out comparative analyzes in C1 between partner countries concerning their educational system but also concerning their way of teaching music. Several activities were created following C1, C2 and C3. These are published on the open access platform. Other products include student work, presentations from partner countries, activity portfolios, videos and photos of activities experienced, etc. Expected benefits Participants had the opportunity to improve their musical skills through interaction with musicians and teachers from other countries. They learned new techniques, musical styles and artistic approaches, which helped them become better teachers. Participating teachers made connections with other music teachers. These relationships could undoubtedly lead to long-term musical collaborations. Since this project involves different countries, the participants improved their language skills, which will be an asset for their careers and personal lives. This experience encouraged the discovery of new cultures and brought new perspectives. This cultural openness enriched the participants' understanding of the world. Traveling abroad, immersing themselves in a new culture and working with people from different backgrounds helped to strengthen the participants' self-confidence and develop their resilience in the face of challenges. challenges. Educational institutions participating in an Erasmus project for the first time gained the necessary experience to carry out their future international projects.