Agreement Number: 2017-1-UK01-KA203-036723 STALWARTS (Sustaining Teachers and Learners with the Arts) is a second Erasmus+ project, evolving from LINK (Learning in a New Key – Clough et al., 2017). Arts therapists and researchers within five European universities are collaborating with teachers and other professionals within local education settings in developing accredited modules on how the transcendent capacities of music and the arts can help vulnerable young people who repeatedly encounter social, educational and mental health issues. Presentations from members of the partnerships explore how: a) therapeutically informed music and arts practices are being introduced and trialled in educational settings, connecting with inclusive educative practice b) teachers are collaborating in evolving small classroom-based inquiries, including neuroscientific informed knowledge, forming part of the university-based modules c) music and the other arts can be developed within education curricula focused on ethical and aesthetically humanising experiences d) each partnership is addressing specific social-cultural-health perspectives with learning understood as social practice, with a particular focus on transitions between activities (Krüger & Stige, 2015) e) innovative university curricula are being implemented for teachers
Addessi A.R. (2019). STALWARTS – Sustaining Teachers and Learners with the Arts: ‘Relational Health in European Schools’.
STALWARTS – Sustaining Teachers and Learners with the Arts: ‘Relational Health in European Schools’
Addessi A. R.
2019
Abstract
Agreement Number: 2017-1-UK01-KA203-036723 STALWARTS (Sustaining Teachers and Learners with the Arts) is a second Erasmus+ project, evolving from LINK (Learning in a New Key – Clough et al., 2017). Arts therapists and researchers within five European universities are collaborating with teachers and other professionals within local education settings in developing accredited modules on how the transcendent capacities of music and the arts can help vulnerable young people who repeatedly encounter social, educational and mental health issues. Presentations from members of the partnerships explore how: a) therapeutically informed music and arts practices are being introduced and trialled in educational settings, connecting with inclusive educative practice b) teachers are collaborating in evolving small classroom-based inquiries, including neuroscientific informed knowledge, forming part of the university-based modules c) music and the other arts can be developed within education curricula focused on ethical and aesthetically humanising experiences d) each partnership is addressing specific social-cultural-health perspectives with learning understood as social practice, with a particular focus on transitions between activities (Krüger & Stige, 2015) e) innovative university curricula are being implemented for teachersI documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
