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Teacher Education Academy for Music, Future-Making, Mobility & Networking in Europe is a pan-European collaborative research & development network

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TEAM Workpackage 4: Mobility / Eramsus in Music Education

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TEAM Workpackage 4: Mobility / Eramsus in Music Education

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WP 4 - Mobility in Music Teacher Education

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The Teacher Education Academy for Music, Future-Making, Mobility and Networking in Europe is a pan-European collaborative research and development network.

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TEAM Workpackage 5: School Interships Abroad and Mentoring

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TEAM Workpackage 5: School Interships Abroad and Mentoring

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The Teacher Education Academy for Music, Future-Making, Mobility and Networking in Europe is a pan-European collaborative research and development network.

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In our study we realized that this tool is helpful but it doesn't yet adress MUSIC sufficiently so far. --> What is missing?

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Exercise 1: Cultural Tree (Exercise for self-reflection) | PRACTICE

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---> PLEASE post your contact & institutional Link (School or Music Teacher Education Institution) if you want to be informed about the development of the TEAM-IN Network and become part of TEAM-IN.

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---> PLEASE post your contact & institutional Link (School or Music Teacher Education Institution) if you want to be informed about the development of the TEAM-IN Network and become part of TEAM-IN.

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Rubina Filipa Pereira Fernandes

rubinafpfernandes@gmail.com

Escola Básica e Secundária Gonçalves Zarco - Madeira Island, Portugal

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Is this design principle relevant for you? What is missing? 

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Is this design principle relevant for you? What is missing? 

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Designe Principle III - Curriculum and Course Design

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Designe Principle III - Curriculum and Course Design

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universities have different programs: have pre-fixed courses at hosting universities which offer students going abroad to take these courses (more flexibility for host university)

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no need for a curricula alignment: but you need clarity for BA / MA courses

also provide examples of courses with explanations (very clear course descriptions in English)

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No. 7: Courses (hosting university) are not clearly phrased (e.g. composition 1, 2, ...)

Course descriptions (levels of difficulty; or whether the are structured content-wise)

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Interest in learning the language to get to know the culture - even if they can speak a little English. Might help to avoid isolation between local and exchange students. But hard to learn the language while still in your own country, especially when working/busy in your own country. Could do online, but still difficult.

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Phrasing "Academic Course" change it to sth more musical "Artistic Profil"

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Students want to find artistic courses (offer different profiles of courses)

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requirements for Music educational students need to be adapted to students' needs (education courses should not be restricted but more be tailored to education)

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Difficulty around family circumstances - ie. brining partners

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Could choose to do language courses for free - but very challenging work and time wise. Optional for many people. Different for many students - ie. going to UK, versus non-English speaking country. But even in UK, there are different dialects.

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Courses in English (in Denmark) but still interested in learning the language for everyday life, ie. supermarket. Learned through Duolingo.

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hosting university have to open their curricula to students from abroad (be flexible so that students can choose which courses fit them best)

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Students needing to learn English for exchange. Staff member gave lessons for free before the students travelled. Gave basic information also. And then for students to continue learning when they arrive - even basic sentences/phrases.

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Students feeling concerned about speaking other languages - both English, and other languages. But builds confidence if they can learn prior.

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Students would like to have an extra course to learn the language - BUT even better if it includes credits and counts towards the degree, and they learn before travelling. Good to know in advance which language to learn - ie. student needing to choose courses earlier, but then end up going to a different country, although will move to a different country after completing study (for example learning in Germany, exchange in Norway, move and work in France).

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"balanced work-load"

rather "focused work-load"

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How does the university you go to structures their courses...

you apply but then the courses are changed... / second round for getting credits

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Social cultural awareness and engagement

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Social cultural awareness and engagement

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Are they helpful? Yes! Super important. Example someone in Hungary, and was told not to say 'good morning' to bus drivers - they weren't aware of this and thought Hungarian people are not nice, but that actually wasn't the case, it wasn't normal to say hello to bus drivers. Small things to need to know about the culture, and not expecting them to react to your own norms. Maybe a guide would be useful.

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people from music education department (coordinator) as a addressee for problems with specific causes

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for people arriving at university abroad (who is part of educational department)

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Social cultural awareness and engagement - small cultural differences

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Social cultural awareness and engagement - small cultural differences

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Good to know from day one! A guide and practical tips to have before them. Greetings, manners, public transport (ie, fast closing train doors!)

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from hosting packages needs to be aligned with home university

... by hosting & home university to be designed together

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Social cultural awareness and engagement - prior knowlegde

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Social cultural awareness and engagement - prior knowlegde

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Should utilise feedback and experiences from returning students to develop the tips for future students.

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grading system is a pain of who can you translate grades from one system into the other

be careful not to downgrade your former grades

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Pass on experiences of students who did an exchange in e certan country to those who go next to the same country

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Social cultural awareness and engagement - local contact

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Social cultural awareness and engagement - local contact

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Having a person to continue develop understanding and knwoeldge. Potentially a teacher AND a student to connect with.

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specialization in instrumental teaching or more classroom teaching?

clarify this point!

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second point: not needs rather evolving insights, new...

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Social cultural awareness and engagement - local engagement

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Social cultural awareness and engagement - local engagement

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Missed the connection with local students - only with other exchange students. Locals perhaps didn't want to meet the exchange students because they are only there for a short time.

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Social cultural awareness and engagement & language

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Social cultural awareness and engagement & language

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Mix with local students/students who aren't exchange students to develop relationships beyond the exchange group.

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Discussion from roundtable about the Cultural Tree

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Discussion from roundtable about the Cultural Tree

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-There is no sense of music education in the tool. How might we imagine prompts and ideas about reflecting on the role of music education?

There is also an iceberg metaphor - getting to know myself depending on the situation.

Perhaps the roots are the family background in music, and the branches are different branches with the different ideas relating to music, e.g. learning by ear

There is a visible part and also an invisible part.

When thinking about myself as a student, I think how I came into music. So I dont think about 1 root / route but also how I spread outwards to connect with others. We all have alot of layers, and even if we have common experiences, we also have many differences.

Perhaps we don't need to be too prescriptive.

It's great to have a visual of yourself and your cultural understandings. And it's great that it's not a linear process.

The tool works with prompts -what kinds of prompts should be there to include their musical biographies?

background / CONTEXT (Root): Develop own ideas and associations

What have you experienced in your own school path?

Beyond schools (concerts / socialisation), parental impact, musical traditions, cultural traditions, local musics.

OWN MUSIC EDUCATION: What does your music education look like? Mapping your music education. Sometimes students replicate what a music teacher looks like in their own context.

Psychological dimensions/ social dimensions: Trigerring emotions and music, musical memories (e.g. songs I used to listen to, attached to specific memories)

e.g. SITUATIONS where I listened to music.

making meaning and feelings of social bonding and belonging.

PERHAPS THE TREE CAN BE REVISED WHEN THEY COME BACK? Thinking in terms of what is important for them? The ideal tree is a blooming tree, have this comparison before and after or work with different colours.

(take two colours with things you can improve in and two colours with things you are really good at).

Take notes before and after of your expectations and then how and if these were met.

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Social cultural awareness and engagement - preparation

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Social cultural awareness and engagement - preparation

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One student had a meeting with locals beforehand who gave small tips, like using bikes rather than public transport. International office organised this. The practical tips would be country specific, and needs to come from someone who knows the two countries - knowing these things in comparison.

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June 6 Notes -

Head of Teacher Training - NL - Good, that language is not an issue so much - Internships to Dutch schools in Caribbean - students bring back many cultural ideas...but it is expensive...not possible for Erasmus funding - students want to do internships abroad, but not always possible - but there are some culture funds from the government, but the institutions must be educational - at least 2 months and and NL scholarship, and only for undergraduate levels...there is no graduate training for teachers in NL...only Bachelor is needed to teach...

Sweden - When internships are done abroad, in South Africa, it is for 5 weeks, there is some funding, but it doesn't cover everything...always looking for scholarships for students...there is no standard way - it is an obstacle sometimes

So, looking for more standardization

Solutions? Erasmus+ outside of Europe is possible, scholarships from the university (but limited)

Interest in TEAM-IN from NL and SE, Primary interest from Training School in AU

Difficult to find schools for internships -

Difficult to find students to do internships abroad because they are already working

Unis offering "goodies" to internship schools like offering free concerts, access to the uni libraries, etc... (for domestic internships) - AU

Unis give lectures for free to internship school as appreciation

Sometimes, the internship school director (possibly mentor teacher) receive some payment...

Highlighting Erasmus+ internships abroad with posters around unis...

The use of non-verbal music teaching...

"Speak less, do more"