Archive of European Projects

Lazos musicales: Motril–Poitiers
Start date: 01 Sep 2014, End date: 31 Aug 2016 PROJECT  FINISHED 

Inspired by the Nobel Peace Prize awarded to the European Union in 2012, we propose a collaborative project between the Conservatories of Poitiers, France and Motril, Spain, during the two-year span of 2014-16. Through this project we hope to offer our cities and their environs cultural and educational enrichment as well as the opportunity to experience the same values which the Nobel sought to recognize: peace, democracy, the deepening that which unites, the knowledge of that which is different . . . and all this through music, which young adolescents learn at our institutions. CONTEXT In the context of a unified Europe, with a valuable cultural history, France holds a place in the center of Central European classical music; Spain, farther removed from this “center,” nonetheless boasts musical roots that are unique. This cultural difference proves very attractive for the countries in question. The rollout of the project will help to expand horizons and form the self-identity of the participants in the context of a personal encounter. Furthermore we seek to improve the instruction in our centers by gaining familiarity with the best practices of our neighbors, thus joining the best of the French and Spanish systems of music education. PARTICIPANTS The conservatories of Poitiers and Motril will participate (pre-university classes). In the academic visits 80 students and 12 professors will participate. OBJECTIVES Expand the participants’ perspectives on life, training and music Get to know the cultural and musical characteristics of the countries (and regions) of origin. Offer public concerts in the vicinities of the two cities Foster the students’ learning by giving it scope beyond the place of study. Develop the artistic capacities of the students by giving concerts as well as preparing them. Involve students in the responsibility of a long-term collaborative project. Improve students’ level of technical training. Expand the pedagogical and methodological wherewithal of the professors Develop participants’ linguistic competence both generally and as related to music Strengthen participants’ digital competence through the use of digital platforms. ACTIVITIES Our project is divided into 5 academic projects in each school year: 1 Guitar group 2 Mixed French-Spanish chamber groups 3 Formation of a symphonic orchestra during academic visit 4 Collaborative composition 5 Publication and impact of project, communication activities Their phases are: Initial phase: Information and explanations within each center, coordination between the two centers Phase 1: Teaching activities in each center, which are integrated into the academic life of the centers Phase 2: Selection of those who will be participating in academic visits, preparation of visits Phase 3: Reciprocal academic visits, visits will last one week plus two days for travel Phase 4: Evaluation and closure of project, evaluation of the results by the professors as well as the students. RESULTS Final Project Portfolio. Scores, recordings, etc. Reports on the educational details of each center. External conferences for professors on the topic of exchange ANTICIPATED IMPACT +Participating students will: Interiorize the reality of a unified Europe, consider Europe as a common space to develop oneself as a person, improve linguistic and technological skills, define professional vocation, develop artistic capacities. +Professors and schools will: Expand pedagogical knowledge, optimize existing organization in respective teaching departments, broaden educational material. +The communities in which the schools are located will: Gain an enriched cultural offering thanks to the concerts given, as well enjoy social enrichment derived from the visit of students and teachers from a neighboring country. LONG-TERM BENEFITS The schools’ faculty will expand their perspectives on the teaching of music and on education in general which will affect subsequent generations of students. The students will live a cultural and musical exchange during one of the most important developmental phases of their lives. For the schools it will represent an enriching experience that can continue to unfold after completion of the project by maintaining contact through already established channels. The intellectual products will be sustainable since: they will enlarge the libraries of each participating school, they will be at the disposal of professors from not only within the institution but from outside centers as well, and additionally some of the project’s activities could be recreated in later school years (the students’ magazine, the blog and the exchange platforms). Exchanges of this sort will provide concrete evidence to our respective local governments of the power of musical education and, in an ideal scenario, move them in turn to improve musical education through legislation. It is our sincere hope that they will be listening.
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