The Project STAMP - Shared Training Activities for Music Professionals responds to a need voiced by professionals in the music sector for greater professional training based on the lifelong learning process. The aim was to develop free training for music professionals including tools, guidelines & online training on how to transform one's career with music. These tools were developed to strengthen entrepreneurial skills of mentors, trainers and other music professionals. The project’s specific target group was Central, Eastern and South Eastern Europe, where was discovered a strong need for networking opportunities and support in entrepreneurial thinking. Different aspects that are relevant for professionals in the music sector have been addressed.With the Webinar Series (Online Course) we presented ways to diversify one’s musical career and to know more on specific topics such as social entrepreneurship in music. And to also learn how to produce yourself Webinars with our guidelines “Webinars – an interactive tool”.A model inspired by the existing Young Event Management Programme (YEMP) was developed for festival managers to create a win-win situation for the management and festival volunteers. The Guidelines offer detailed descriptions on how to prepare a YEMP, how to organise the training weekend, followed by work based training and how to prepare your staff for the programme. Additionally we have produced an Event Management Toolbox filled with tips, tricks and helpful links. To adapt one’s communication strategy to one’s audiences in the cultural sector is a real challenge in a fast changing world. A strong communication strategy is needed to attract news audiences but to also keep your regular attendees. This is why we created an Online Handbook to help professionals to review their strategy, their communication channels and manage their different audiences. Another aspect that we looked at was how to further include disadvantaged youth in the society through music. With our Online Handbook, one can learn how to make the best of a multicultural environment through participation in music activities and get step by step tips on how to be more inclusive with disabled youth or minorities and on how transform disabilities into strengths through music.You want to start your international cooperation project but are not sure how? Through the Online Course on Intercultural Cooperation & Networking – developed with the results of our summer course – you will be guided through the process step by step, from developing your idea further, to finding project partners and to building your suitable financial business model. Additionally, a training database was produced to collect information in one place on the available training opportunities in Europe. This tool was developed to increase staff mobility and professional training across Europe.Different models for MOOCs (Massive Open Online Courses) have been developed based on the project results that have been tested during the lifetime of the project. The Online Learning Platform STAMP offers all the learning material and Online Courses developed through the project. It can be used for self-learning or serves as material for teachers and trainers to instruct others. It will remain online after the life time of the project. All details on www.stamp-music.org

This project answers the need to develop collaborative tools, share knowledge and transfer pedagogical innovation in the very specific field of music theory in higher music education institutions throughout Europe by working towards a pedagogical rapprochement. These courses are often the object of pedagogical reflections but there’s a lack of a centralised source and framework to support this reflection by means of cross-disciplinary study at European and international level. A certain pedagogical adaptability must lead teachers to reopen their pedagogical perspective and to teach their students using other methodologies or at least share them. The project intends to tackle the question of the transfer of practices and methodologies between higher music education institutions (HMEI), in particular for music theory courses. Indeed, there is a significant wealth of educational practices from one country to another in this sector, especially in terms of harmonic musical notation and analysis. Nevertheless, HMEI are facing the nonexistence of a European network for pedagogical staff in theoretical subjects such as harmony, musical analysis, ear training, solfeggio, specific to the realities and practices of higher arts schools. University networks exists reserved for university researchers (EUROMAC) while the teachers of theoretical subjects in European HMEI are generally not PhD and even less musicologists. They studied an instrument, or specialized in subjects such as counterpoint, fugue or composition. Musicologists do not practice music and are even for the most part non-instrumentalists. These HMEI, however, have an increased need to develop their internationalisation and therefore to develop a network between teachers to look for other sources and practices and update their own courses content or develop new music theory subjects in their institution.The project, targeting music theory departments' community (institutions, teachers, students and professionals) in HMEI's will pursue the following objectives:- Collect, analyse, share, compare and transfer the pedagogical practices of the music theory courses among HMEI in Europe- Create a meeting and exchange room for teachers of these disciplines in order to encourage the confrontation of practices and the development of joint tools- Create a reference platform for music theory lessons- Maintain and develop the place of music theory courses in the curricula of the various higher education institutions concerned- Maintain, develop, modernise, update and promote music theory courses and their curricula- Develop a network of teachers of theory courses in musical fields- Foster and strengthen the links between higher education institutions, research and professionals musicians in the field of music theory in Europe - Foster and strengthen the internationalisation of higher music education institutionsAs a partnership we aim to develop in this project several outputs and activities to reach results in line with the project’s objectives. We plan to particularly work on innovation in the area of music theory by:-Develop an online exchange platform on harmony and music analysis (IO1)-Develop a dynamic EU bibliography (IO2)-Develop a catalogue of new methodologies and practices (IO3)-Develop a Multi Language terminology dictionary in music theory (IO4)-Organise 1 training for staff and 1 intensive programme for students-Organise 1 dissemination conference and 1 final conference gathering at least 200 participants coming from HMEI across Europe and beyond-Foster transfer of new methodologies and practices into music theory courses-Strengthening the internationalisation of each participating institutionsThe project intends to have a wide impact mainly at national and European level by giving the higher education institutions in Europe providing music theory courses online tools to help the music theory community to find resources, new methodologies and courses content to reinforce the skills of the teaching staff and of the students.Results of the project will be available for free in digital format and integrated into the platform (IO1), to ensure their visibility and a wide exploitation by the institutions organising music theory courses.

"The main focus of the Strategic Partnership project “RAPP Lab – How Reflectiveness and Critical Thinking Empower Musicians to Create New Economic and Cultural Roles and Structures” is on how the reflective methodologies of artistic research empower musicians to creatively respond to the economic-cultural environment with which they are confronted – a more dispersive, multi-layered, dynamic environment than the one the European conservatoire systems were designed for. RAPP Lab is based on the premise that the way of handling artistic material can change through reflection (new practices, concert formats, learning formats etc.). This will have effects on learning and teaching in Music HEI and on the continuous personal self-development of musicians as they participate in the civic and social life of the future. Having gained new knowledge through reflectiveness and critical thinking empowers students, graduates and teachers to create new economic and cultural roles and as a consequence to increase cultural participation. Benefiting in the longer term, RAPP Lab’s potential for an entrepreneurial dimension in HME is not only to support the students’ artistic development but also to equip them with the appropriate ‘meta-skills’. The ‘meta skills’ of adaptability, of going through processes of reflection, of turning obstacles into opportunities and of simply ‘making things happen’ are going to be as relevant in their own way for the musicians of the future as their core musical skills. At the same time, a musician equipped with these skills is going to shape more likely a full and engaged role in society, using their musical and reflective skills not just to promote their own careers but also to be in close contact to the ‘real-world’ around them. These are the main objectives:1. Widening the knowledge of musical practitioners and the scope of their future education through reflectiveness and critical thinking2. Complementing high specialisation in music practice with additional forms of knowledge-production 3. Developing prototypical forms of teaching, learning and continuous self-development (Labs 1-6)4. Empowering musicians to create new economic and cultural roles and structuresSteps towards such goals are the following: As a first step, the RAPP Lab team will define a preliminary draft of standards (Guidelines for the methodology, experimental settings etc.) that will be used to finally agree on a set of shared criteria for the relations of critical reflection, artistic practice and additional forms of teaching, learning and continuous self-development. These standards will lead to four work packages, who will identify the theoretical concept of the project and the different project activities, and are the basis for the evaluation of the respective activities. RAPP Lab consists of a pool of various activities linked together as a puzzle to generate new modules, methods, experimental settings and transferable modules for acquiring artistic skills through critical thinking and reflection-based practice. Each activity takes a different perspective on the meta-theme ""RAPP Lab"" and develops a suitable implementation (Lab 1-6) depending on the specific focus of the activity. Each focus is central to the question of the development of new prototypical forms of teaching and learning through reflectiveness and critical thinking and refers to relevant aspects within the discourse of artistic research. Each LTT-activity (Lab 1-6) will specialize on one experimental setting for/in acquiring artistic skills and will lead or be part of the four intellectual outputs. The Labs will be represented through online-tutorials, interviews and web-based tool-kits on a final web-platform.RAPP Lab’s participants are teachers, researchers, institutional leaders and students (BA/MA and PhD) of each institution of the project consortium, led by the HFMT Cologne. The Strategic Partnership involves various European HME, each of which contributes to RAPP Lab's multi-thematic approach with an individual LTT activity (RAPP Labs 1-6).RAPP Lab is based on these three main pillars:1. Providing reflectiveness and critical thinking through artistic research By: Bootcamps, workshops, experimental settings on: Developing Cognitive skills (Lab 1), Critical Reflection (Lab 2), Phenomenology (Lab 3), Transculturality (Lab 4), Autoethnography (Lab 5), Improvisation (Lab 6).2. New methods of teaching integrated in HME in order to empower students to find and create their own employment opportunities and cultural rolesBy: Creating Guidelines, developing and redefining modules and promoting experimental learning-teaching formats3. Dissemination of that new teaching and understandingBy: Transferable exemplars, tutorials, interviews, web-based tool-kits, interactive web-platform, multiplier events and evaluation"

Higher education institutions (HEIs) play a key role in educating people to understand the underlying values in societies and cultures, which create crucial abilities to foster social integration. To succeed in this, the managers, teachers and students of HEIs need novel ways to increase intercultural understanding and social inclusion. Hence, the project created a comprehensive educational model “Roadmap for Societal Engagement for Higher Education Institutions” which is grounded in experiential and challenge based learning to increase the higher education institutions’ societal engagement (HEISE). The objectives were: first, to develop a toolkit for HEI teachers to integrate challenge based learning methods into their teaching supporting greater societal engagement and impact of HEIs; second, to create model for HEIs with insights on how to understand, manage and evaluate the societal impact of HEIs. HEISE project consisted of two Intellectual Outputs (IO) which are both covered in the final publication of the project. First, IO1 is a participatory learning model for societal engagement for HEIs through a challenge solving course module with an e-publication called “Insights for Teachers”. It introduces the context and insights of challenge based learning; presents its philosophy, practical tips, tools and methods. The material is illustrated with video-clips, examples of methods, guidelines, and original case studies which are the outcome of local challenge solving processes during the project.Second, IO2 is a model for HEIs to evaluate their societal impact and the engagement in societal projects. This outcome of the project can help HEIs to better integrate the societal impact into their strategies. The outcomes of IO2 research activities were integrated into the final project publication, presenting practical insights for managers and current situation in HEIs and in society at large. From a methodological point of view, HEISE project carried out a systematic process including an investigation of the existing participatory learning methods. Based on the results, a challenge based learning model was developed and tested in the international HEISE Winter Academy as well as within locally organised challenge based learning courses. The modules were analysed, contributing to the further development of the challenge based learning model. To create a model for evaluating the HEIs’ societal impact the engagement with society, a similar approach was adopted by evaluating and analysing the project’s societal impact (Semantic Analysis, Google Analytics). This was accompanied with 3 stages of research on societal impact (desk research, quantitative and quantitative study).The knowledge gained from these international surveys are integrated into the final project publication available online as web-resource as well as downloadable e-publication. The final publication enables the stakeholders and interested audience to navigate within a diamond-shaped model get a brief overview of the matter first, and also deeper knowledge from various references, added reports, insights, examples etc. HEISE was a 36-months project with six (6) partners: Estonian Academy of Music and Theatre (Estonia; main coordinator), Sibelius Academy of the University of the Arts Helsinki (Finland), Laurea University of Applied Sciences (Finland), Aalto University (Finland), Estonian Business School (Estonia), Universidad del País Vasco/ Euskal Herriko Unibertsitatea (Spain). The partners represented widely the field of HEIs from art to business and social sciences to economics complemented each other's expertise of social and societal challenges, higher education pedagogy, innovative learning methodologies such as arts based methods as well as evaluation of impacts.One of the main results of the project is a comprehensive publication guiding HEI teachers and managers to integrate art and challenge based learning methods into teaching. This will further result in greater societal engagement and impact of HEIs. HEISE project affected the students and stakeholders of HEI by the challenge based learning methods which resulted in a more active dialogue between them while solving the real-life societal challenges collaboratively. The project had an impact on the management of HEIs and the way they strategically integrate the societal engagement and impact into their operations. The project added new knowledge on societal impact of HEIs and its evaluation to the participating audience of two Multiplier events. The long-term benefits lie in the further development of course content in which the challenge based learning methods are utilized. In addition, the longer-term impact of systematically evaluating the impact of HEIs will increase the importance of the topic leading to broader societal engagement of HEIs, which will further affect the way citizens understand intercultural and social inclusion.

The objective of the project was to develop the Student Film Market app (SFM) (www.studentfilmmarket.com), built on a film market model for student films, which would provide a network for student filmmakers for collaboration, co-funding of projects, crowdfunding; provide means for creating contacts between international film industry representatives and the students; help the students to find opportunities for a traineeship or professional practice and in longer terms help them enter the labor market, with hopes that the contacts formed between film students in the Student Film Market app would later merge into professional collaboration and result in future international co-productions. The Student Film Market was launched at A-category Film Festival – Black Nights Film Festival’s (BNFF) sub-festival PÖFF Shorts in Tallinn, Estonia in 2019. The Student Film Market app was developed in partnership with 4 universities (that have film curricula or curricula closely connected with film), 1 international film festival organization, and 1 international association of film schools (with 170+ member schools), representing 4 countries - Estonia, Bulgaria, France, Portugal.Our project tackled issues specific to film education:•Film schools are seldom able to provide all needed specialties for producing and distributing films. •Film school graduates (who are otherwise ready to go into production with their film projects) lack contacts with the professional film industry, especially on the international level.•The existing international film markets (that provide co-production and funding for professional filmmakers) are designed for film professionals only. The aim of the project was to provide film students the means for presenting their films (portfolio), networking with peers on an international level, establishing contacts with international film industry representatives, finding funding and co-production opportunities.