Peace and Democracy Our aim was to convey knowledge and understanding of the EU and its values by engaging young people with several core values—above all democracy and peace. Sixty young people from four nations came together for two project phases to jointly explore a conflict-ridden history, exchange experiences and personal perspectives, and creatively express these through music, texts, and culture. The focus was particularly on the European dimension of the question of what enables peaceful coexistence between peoples as well as within societies. Cultural Creativity The young people went through a process in which they developed their own definitions of the values of democracy and peace and expressed them in creative outcomes. The process was open-ended and shaped by the participants themselves. Creative work reflected young people’s everyday realities and gave them the opportunity to contribute their own skills, to reflect, and to develop further in an age-appropriate way. Foreign Language Skills The project was conducted primarily in English. In addition, through language animations, participants were playfully introduced to new vocabulary in various languages, which they were able to apply immediately in practice. English was also the dominant language during leisure time. Translation was provided when necessary. Historical Knowledge By exploring the participants’ own family histories and their integration into broader historical contexts, we connected the young people’s everyday lives and value systems with European history. In this way, alongside local and regional identity, a link to the development of a European consciousness was created. History thus became an effective learning method. Individual biographies were placed within a social and historical context. Skills Key Competences and Methods Our focus was on non-formal learning and on promoting the personal and social development of the participants. As described in the Youthpass Guide, our project fostered the following key competences: learning competence (“learning to learn”), social competences, cultural awareness, and creative expression. We oriented ourselves toward the needs, interests, and abilities of the participants rather than presumed deficits. Making music in the orchestra and performing pushed them to their limits and beyond. In doing so, we strengthened their self-confidence and sense of responsibility. This contributed to holistic personal development, encouraged active participation in societal processes, and enabled young people to find their way in an increasingly internationalized private and professional environment. Intercultural Learning The multinational composition of the project enabled intercultural exchange. The intercultural learning potential inherent in cultural differences—when guided appropriately from an educational perspective—led to new insights into both one’s own culture and others. Alongside an interest in neighboring cultures, addressing these differences formed the basis for reducing prejudices and developing a differentiated, multi-perspective view of other cultures. This was particularly important for counteracting nationalism and other prejudices in relations between the participating countries. Attitudes European Citizenship Creative methods demonstrated that people can influence politics and that social action is therefore possible. Through activating activities on stage and in workshops, we encouraged young people—within the framework of European citizenship—to participate and show civic courage. With the help of further activating methods and motivating options, they learned in concrete terms how to engage actively in society. In this way, radicalization and extremist attitudes were prevented as a precaution. Appreciation We showed the young people positive appreciation, among other things through the Youthpass, the public presentation of the music, and discussions with decision-makers. They received direct feedback and were able to engage on an equal footing with people to whom they would otherwise have had little access. Through the active and shared responsibility given to participants, they became acting and decision-shaping subjects.