rubinafpfernandes@gmail.com

Escola Básica e Secundária Gonçalves Zarco - Madeira Island, Portugal

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

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

rather "focused work-load"

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

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

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"

be careful not to downgrade your former grades

clarify this point!

• 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.