This project has been about establishing an informal educational program and curriculum on art and creativity with an emphasis on developing competencies in relation to the creative process, creative and artistic expression and entrepreneurship in the creative sector and as a general ability to realize your ideas. The project has been a collaboration between six educational and artistic institutions from various levels in the educational systems in Scandinavia.“What would an extraordinary, artistic, experimental education look like that would provide the students with a strong foundation for their further artistic practice and life in general?” was the question that guided the development of this program and the various forms it has taken and will take. This question does not seem to lose it’s relevance.What has been developed is a program that aims to give young adults the space for creative and artistic learning and experimentation that will help them in a process of finding their direction further on, whether this be further education or into work-life. This project has focused on developing a new kind of curriculum which can be transferred and applied in various contexts. But such a curriculum is not just an intellectual endeavor and in order to base this development on practical experiences, the activities in the project have been concerned with running three test programs at the LungA School in Seyðisfjörður and through this develop both the curriculum and develop a school in which this curriculum is applied. The project has had several components such as: - Three prototype programs with a total of approx. 45 students. These programs are to test out components for the final curriculum and design and to slowly implement the new curriculum at the LungA School. Each prototype has been full-length which means 12 weeks each.- Workshops done at the LungA School by the collaborative partners. This has been done so that the partners would get an intricate understanding of the LungA School in order to qualify the collaboration on the curriculum development. This has also been done so that the collaborators would be able to understand the foundations of the LungA School and the new curriculum in order to bring that knowledge and understanding with them back to their respective institutions. - Curriculum development workshops with collaborative partners. This has been done both while they have been in Seyðisfjörður and during visits from the LungA School to the partner institutions. - Ongoing evaluation, sparring and conversations with the partners on status on the project and concerning the development of the program and curriculum. - An ongoing communication department at the LungA School, documenting everything that has taken place during the test programs and communicating this to a wider audience through text, images, sound and video. This has also served as a way of promoting the LungA School programme and therefore to put focus on this kind of educational program. - Dissemination seminar in Seyðisfjörður where the new curriculum and the findings from the project was presented to an international audience. Generally, the activities of the project has led us much further than we could have hoped for and the quality of the collaborations has far exceeded our expectations. We have been able to both build a very solid foundation for the LungA School and develop a strong, coherent curriculum and approach to running creative educational programs in general. The impact of the project on both local and national scale has also been greater than we could have hoped for which means that we, locally, have become more and more integrated into the life and culture in the community of Seyðisfjörður and that we are already starting to develop another program which will hopefully start up in the fall of 2017 so we will expand with another 10-12 students pr. program. On a national scale we have been in an ongoing dialogue with most of the parties in parliament which led to a decision in parliament in early 2016 concerning the development of legislation for Folk High schools in Iceland. So in this way we have both been pushing for the recognition of informal education and we have become a test platform for this development process which will begin 2017.The response on the program and the curriculum from both external collaborators and program participants has been overwhelmingly positive and we have started engaging in conversations with a range of educational institutions within the field of arts throughout Iceland and Europe that are showing interest in understanding more about how we are working and designing our programs. The field of arts education as well as the file of informal education are in a process of enormous change these years and many of them want to move in the direction of doing things similarly to what we have been exploring in this project, so the dissemination of the project continues.