"Sounds Matches" is a 36-month project between three art education establishments (EEA) in France, Sweden and Spain. It is aimed at participants aged 12 to 18 with a minimum of 4 years of instrumental or vocal practice, as well as their teachers. Three types of mobility are planned: they will bring together each time 20 students per host country and 60 students per host country, that is to say 100 students per mobility. 300 students over three years will therefore be involved. Participants will, as far as possible, stay with locals: they will be able to discover another culture (habits, cooking). In addition, the project will benefit these host families who will also be able to discover another culture. Finally, local partners are associated with this project, stakeholders in the fields of early childhood, inclusive education and the reception of people with disabilities in order to allow distant audiences to benefit from the project. The objectives of "Sound Matches" are as follows: - On the basis of exchanges of good practices, allow young musicians to exchange sound material and acquire European cultural landmarks. - Set up workshops based on social diversity and social inclusion on this basis - Carry out stage productions and publish a visual and sound travel diary in the form of a booklet and mp3 put online. - Bring the participants to understand European culture and develop their civic consciousness through the discovery of territories and different musical repertoires, as well as the meeting of artists and inhabitants. - Allow teachers to exchange methodologies (example: mixing acoustic and amplified music), know-how and repertoires, allow them to acquire tools for welcoming people with disabilities. - Allow people with disabilities and the structures accompanying or welcoming them to access the artistic offer of the territories. - Allow the inhabitants of these territories to discover, through workshops, concerts and the welcoming of participants, the musical cultures of these three countries. These objectives will be achieved through the activities listed below: - Visits to emblematic sites of each country (natural sites, historic districts, art museums) allowing to acquire cultural landmarks and to establish a link between music, arts, landscapes and habits of each country, - Language workshops (introduction to the languages of the three countries), - Musical rehearsals, creative MAO, for making sound postcards, - Music transmission workshops and concerts Finally, here are the impacts expected: - New cultural, linguistic, musical, civic and methodological skills - More openness, curiosity, motivation for the implementation of musical projects, social inclusion, cultural and international exchanges, both by students and teachers but also local partners and residents participating in the project - Better visibility on the different territories allowing distant audiences to appropriate the artistic education offer existing near them.
1. For artistic education structures and local partners : - Opening up at local and European level - Creation of 1 network for exchanging know-how - Musical/pedagogical/linguistic knowledge linked to the psycho-affective development of young people 2. for the pupils : - Autonomy (playing pieces in a variety of styles and styles, helping less experienced students; speaking to other audiences) - Knowledge of languages - Opening up to local/European areas - Long-term links with Europeans - Musical progress 3 For other young people - Access to music/foreign languages - Discovery of artistic teaching facilities - Meeting Europeans - Being informed about Erasmus+. Note from A.Keay, Swedish coordinator: our objectives were organised in 2 parts: 1. Exchanging ideas and approaches from an administrative and teaching perspective in relation to the parameters of the project. 2. to put these exchanges of learning perspectives/experience into the hands of the students/teachers involved in these exchanges at 1 micro level, and to put the fruits of these exchanges into the hands of the participating institutions as a whole at 1 macro level.
Concerning the EMM (France): The team identified needs for which it was possible to find answers through an internationally oriented project. - The team is constantly thinking about how to improve its educational proposals. In order to do so, it needs new musical models and repertoires. - Project dynamics and openness to Europe are 2 essential axes to motivate young people and help them to develop as citizens. - This school wishes to integrate more people with disabilities/social difficulties. Developing a project with social inclusion as its main focus gives more visibility to this issue. Note from Uppsala Kulturskola (Sweden): We were approached by the EMM with a proposal to join an Erasmus+ programme included artistic events aimed at reaching out to new target groups, the sharing and exchange of music elements, visiting places of cultural interest and thereby creating a contact net that has remained in place even after the conclusion of the project. After reviewing information regarding Erasmus+ and the focus that is placed upon democratic inclusion, diversity and learning; we felt that this would be fantastic for our students/teachers to be a part of a project that eludes eminent values and possibilities for all involved.