The project worked to open Opera’s educational departments exploring the huge potential of Opera theatre and its immersive, cross-arts and engaging experience for meeting specific learning needs, in particular those of migrants who need new approaches to be actively involved in the community of European shared values.The project has experienced an innovative approach based on Gardner’s multiple intelligences theory (MIT) to work with Opera’s and Art’s educational projects. The implication of the theory is that learning/teaching should focus on the particular intelligences of each person. Another added value of MIT with regard to inclusive and intercultural education is that it emphasizes the cultural context of the learning process as it shows that every culture tends to emphasize particular intelligences. The project objectives were to:- Develop and test new learning methodologies to be applied to migrants, combining creativity, interculturalism and performing arts;- Apply multiple intelligence theory and practice in the educational and intercultural arts projects developed by the Opera educational departments focusing on the application to cultural and linguistic integration of migrants through Opera repertoire;- Innovate and increase the educational offers of the educational department of Opera houses for the new audiences of a multicultural Europe;-Rethink Opera houses as place for social innovation and open / intercultural / inclusive education Main target group of the project have been Opera educationalists, educators working in Opera houses educational department. Indirect beneficiaries of the project have been migrants which have been involved in pilot processes to test the methodology developed by the project. In particular, the project involved:- 21 Opera educationalists that took part in the training week in Matera, European Capital of Culture 2019- 130 educationalists that have been involved as testers on the social learning platform and 180 users that regularly are using the community online;- over 100 migrants and local communities involved in the 10 pilots of the training methodology and processes developed in the last phase of the action;- 188 participants to the project multiplier events Project activities started with the development of the competence framework (IO1) for Opera educationalists to become facilitators of cultural and linguistic integration.Based on the framework, the partnership developed a training model and package based on MIT and Opera repertoire (IO2) and has tested it during pilot application that happened during the 5 days training event for Opera educationalists in Matera (February 2019) and national pilots involving directly migrants, happened in the last months of the project. Migrants have tested together with Opera educationalists the methodology of the project, during small projects focused on making Opera and Arts as a learning tool for cultural and linguistic integration.To support the training model and create a cooperation platform, the partnership has developed the Social Learning Platform and produced an Open Source Transmedia Manual that are tools open for contributions from all over Europe and from other arts practitioners and educators using creativity for learning. Open Source Manual - (IO4) is a tool available for all those actors working in the Opera sector but not just them as being open to contribution and experience the IO4 is also targeting all those professionals developing training activities through arts and culture and all those that are working on the application of multiple intelligence theory to education.In order to make the project methodology transferable and used in other European contexts and by other actors, the project has developed with its IO5 a policy/manifesto structured by the European networks involved in the initiative to invite other organizations to follow the path opened by the partnership and transfer/receive its outputs.Local communities have been involved in the multiplier events and will had access to Opera houses. The project tried to reduce the distance between these places and the wider public in a process that, by fostering integration of migrants in European communities will also ensure audience development and social innovation.The partnership has been selected in order to ensure to the project the right mixture of competences able to develop, test, disseminate the methodology, the tools, the procedures the action aims realized. An innovative and high quality creative partnership comprising specialists in: creative and cultural industries; Opera houses; theatre companies; intercultural education, and multiple intelligence applied to arts education, migrants integration thus laying the ground for a positive cross-fertilisation among the fields of non formal learning, arts education and migrants’ cultural integration.

EU SMART Composer practical tool will facilitate VET Music Educator-Music Students knowledge transfer to improve their employability. Society has changed significantly over the past decade. Music students learn from their VET Music Educators harmony, creative techniques to compose new music etc during their studies at Music Institutions. Composers are expected to meet with orchestras, ensembles etc interested in commissioning a piece of music. Due to the new modes of exploitation and funding issues of commissioners, an update of the skills is needed in order to have a sustainability of composers projects and their employability. VET Music Educators are essential in the process of the training and subsequent introduction into employment of Music students. VET Music Educators have to be equipped with knowledge, technical competencies, hard and soft skills and practicals tools to meet the new challenges. They demand a methodology to support music students to improve their employability in this new labour market.The objectives of EU SMART Composers are:(1) to develop a methodology to support VET Music Educators in their teaching to music students who compose new music; (2) to enable VET Music Educators to gain new skills in branding, entrepreneurship and digital marketing for composers that will enrich their professional life and continue their professional development; and (3) to create a practical tool to facilitate VET Music Educator-Music Students knowledge transfer to improve their employability. The profile of the participants are: VET Music Educators (teachers, trainers, mentors and leaders): Composition VET Music Educators, Music Performance VET Music Educators, Choral and Orchestra Conducting VET Music Educators, Music Theory VET Music Educators… Who develop their professional career in Musical Institutions (Orchestras, Conservatories, Universities, Schools…) and Independently (private tutors). On the activities of the training week proposed 20 VET Music Educators will be involved.Music Institutions: Orchestras, Conservatories, Universities, Schools…Music Students: New Music Compositions Students, Music Performance/Conducting students who compose new music.EU SMART Composer is a methodology that supports VET Music Educators in their teaching to music students who compose new music and it is designed to face the new labor market requirements. This project will enable VET Music Educators to gain new skills in branding, entrepreneurship and digital marketing for composers that will enrich their professional life and continue their professional development. In relation to Music Institutions it is expected that they will implement innovative teaching programs including EU SMART Composer methodology and specific programs of Branding, Entrepreneurship and Digital Marketing for composers. About Music Students that will improve their employability and the implementation of their projects; acquisition of confidence, independence and self-reliance necessary for a life of changing professional expectations and demands in the participant countries in a local and national level; empowerment of female and male composers to implement their entrepreneurship ideas in the participant countries in a local and national level.The project includes the following activities: Creation of Competence framework for VET Music Educators, development of EU SMART Composer (methodology and tools) and production of Handbook for EU SMART Composer, all of them focused in a) Branding (Find the composer’s voice; Composer’s distinctive values; Strategies to make the audience identify a composer and his/her music) b) Entrepreneurship (Feasibility and sustainability of projects, Business Models, Lean Canvas), c) Digital Marketing( Commercial strategy for contemporary music in digital media, Social Media as a distribution channel, Content development, measurement and analysis for social media). The activities also includes Learning Teaching Training: Training the trainers and EU SMART Composer EU Training for 20 VET Music Educators.The methodology is based in the S.M.A.R.T. (Specific, Measurable, Action-oriented, Realistic with Timelines) Model to Define Career Goals and Tried-and-true goal-setting model for music education. EU SMART Composer methodology is graduated and adapted to the different backgrounds and contexts of Europe (big cities, rural areas, conservatories, schools…) of Music Students. Regarding to social innovation, the project fosters equitable practices for historically underrepresented composers as it is a graduated method to be adapted to students with different backgrounds (demographic, location, diversity, gender, LGBTQIA2s+).

The SPACE project - which stands for 'Strategic Partnership: Agents of Change in Education' - brought together existing knowhow and innovative approaches to the development of future knowledge in a homogenous initiative specifically designed to provide Europe's future educators with the tools they need in order to exemplify how tomorrow's innovators act, interact, think, network, and teach. The SPACE project exists at the meeting point of science, technology, art, entrepreneurship and innovation. Based on the ‘Write a Science Opera (WASO)’ teaching model which has been thoroughly validated in several projects of the European Commission and the European Economic Area, the SPACE project extended the limits of that model in several ways, allowing it to encompass additional fields of learning and knowledge. The SPACE strategic partnership consisted of six partners - among which three higher education institutions located in Ireland, Norway and Belgium - that contributed complementary expertise to the project:Dundalk Institute of Technology (Ireland, higher education institution)Western Norway University of Applied Sciences (Norway, higher education institution)Curso de Música Silva Monteiro (a Portuguese school of specialized artistic teaching of music for students from 4 years old)Speel je wijs (a Dutch-based company specialising in educational innovation)RESEO (European Network for Opera, Music & Dance Education headquartered in Belgium)AP University College Antwerp (Belgium, higher education institution & coordinating partner)In addition, cooperation has been established with the European Space Agency's Technology Center (ESTEC) so as to receive inspiration from ESTEC for interdisciplinary art/science educational activity.The SPACE strategic partnership developed a strong dynamic that led to various activities and outputs:The creation of a European network of young, future educators, who were engaged in exciting, innovative and entrepreneurial interventions that they implemented in European schools.Allowing students and lecturers from the relevant higher education institutions to participate in one-week intensive programmes in different countries in order to become acquainted with the operation of a methodology in different European educational contexts. The development by entrepreneurial groups of higher education students of a musical instrument app on space related scientific topics.The publication of a manual for teachers who want to start working with the Write A Science Opera methodology.The elaboration of a pedagogical framework on STEAM education (Science, Technology, Engineering, Arts and Mathematics). The creation of a digital toolkit - made accessible via a mobile website - which encompasses the knowledge accumulated. Systematic and rigorous evaluation of how the methodology functions in higher education contexts which cross borders. During the SPACE strategic partnership, dozens of students and teachers were initiated into both the WASO methodology & practice and STEAM education (of which WASO can be considered as a pioneer methodology and practice). Participating students implemented the acquired knowledge and experience in their internship context, as a result of which STEAM is currently spreading like an oil slick in various European countries and becomes anchored in educational practice in primary schools. By involving a broad network of partner institutions in the various transnational learning activities for students and teachers, WASO and STEAM were introduced to many other European higher education institutions as well. STEAM education is therefore increasingly finding its way into the curricula of European teacher training programmes, an evolution to which this strategic partnership made a significant contribution and to which the informal network of students, alumni and teachers that was formed in the context of SPACE will undoubtedly continue to make a contribution in the coming years.