<< Background >>The Council’s Recommendations on key competencies for lifelong learning in 2018, emphasizes the importance of acquisition of competencies in Science, Technology and Engineering and Maths (STEM). Focusing on the Erasmus call 2021, the integration of ARTS in the STEM approach is one of the main objectives of the European Union in Education. Moreover, nowadays, most of the schools among Europe are multicultural with students coming from different cultural, socio-economic and religious backgrounds, a fact that intensifies the need of finding alternative ways of teaching curricular subjects to achieve better motivation of students, more inclusive education and better engagement of the students in the learning process. Another important aspect that enhanced the idea for the implementation of M2-Cm project is the Maths phobia that a lot of students (and also adults) experience. ”Math Phobia may be a feeling of tension, apprehension, or fear that interferes with math performance. An individual with math phobia doesn’t necessarily lack ability in mathematics; rather, s/he can’t perform to her/his full potential thanks to the interfering symptoms of anxiety..” Among the suggested methods that can be used as ‘remedy’ for the Maths Phobia is “....to be shown to children that math is a CREATIVE subject. Learning math is more almost like learning music or art than it’s to learning history or biology” (Mahapatra, P.K, 2020). The integration of Music and Creative Movement into Maths learning procedure will additionally bring more fun and interaction among students and teachers that will definitely lead to positive academic results.In Viksjöforsbaletten for more than a decade the local dance teachers have supported learning curricular subjects with cultural expressions in the dance school. AMusEd is an organization that gives special emphasis in the importance of integrating music in curriculum subjects. Both organizations acknowledge the importance of integrating arts into curriculum subjects, and they have experienced first hand the positive effects of it on students’ wellbeing and academic results. Music and Creative Movement are inseparable and they directly connect with the embodied cognition philosophy, since through Creative Movement and Music we can help learners receive and gain new knowledge through their engagement of their whole body (embodied cognition). TUC/MUSIC as a technological University it gives special attention in the development of STEAM competencies in young people, that will help them not only during their student life but also in their future life as adults for that it participated in several Erasmus+ projects and focuses on innovative pedagogical approaches integrating Arts and promoting STEAM in European Schools. Mavromataki Private school is also focusing on the STEAM approach and more specifically in the connection of Maths with the other school subjects since Maths is a foundation in all professions and activities in people’s lives. All involved partners bring a different expertise in this project and they all have special interest in promoting the STEAM approach, elements that will bring added value to the implementation of M2-Cm project. We strongly believe that the Production of Project Results will help teachers to gain new knowledge that will improve their teaching skills in STEAM approach and the students, who are the final beneficiaries, will be introduced to a more effective way of learning Maths.<< Objectives >>As mentioned above, teachers nowadays need to find alternative ways of teaching curriculum subjects that will enhance a more inclusive education for the multicultural classrooms they teach and also help students to overpass their often encountered Math Phobia feeling. Through this project we aim to achieve the following: > Enhance STEAM pedagogical competences in the field of integrating arts in mathematics; > Enhance skills and efficacy in music and creative movement; > Adopt innovative teaching methods by embracing the effective use of music and movement techniques; > Increase students motivation and engagement in the learning process, fostering creativity and critical thinking through a more experiential approach of learning; > Create a positive classroom environment, by enhancing team building and collaboration that contribute to learners wellbeing; > Increase awareness of the effective integration of music and creative movement in Maths across Europe.<< Implementation >>The duration of the project is planned for 30 months. During this time period the consortium foresees to schedule five transnational meetings that will enable the partners to have better communication and right planning of the activities. The transnational meetings will be progressive meetings among the partners and their goals will be to present the current status and main results of the PPR up to that date. Partners will discuss future activities and actions. Further they will discuss and clarify potential issues related to financial issues. Most of these meetings are combined with the training activities (see below) in order to avoid unnecessary mobilities of organizations’ staff for ecological reasons. Further, the combination of transnational partners meeting with the training activities will give the opportunity to the consortium to have the trainees during their progressive meetings who will be able to give their valuable insight for the future development of the project. Since, the project focuses on developing an online teachers’ training course to educate them in alternative methods of teaching Maths, three training activities will be organized. The first training activity will be delivered to the partners organization staff, in order to help them understand the importance as well as the ways that both music and creative movement can be integrated in Maths. This first Training (M9) activity will be really important for the future development of the project Results. The second and third training activity focuses on the training of school teachers and the direct involvement of students from partner countries. These 2 trainings (M15& M24) are planned in such a way to cover all the project results, get direct feedback from both teachers and students and produce material that can be used for the online training. The direct involvement of students and teachers from different cultural backgrounds will give the opportunity to the researchers and trainers to continuously improve the production of project results and to be more effective to teachers among Europe and beyond. Apart from the training activities, the consortium plans to have one multiplier event in each partner county that will focus on the presentation of the project to teachers and stakeholders in each country and try to establish local teachers communities who will be educated from the online platform and apply the suggested teaching techniques in their classrooms. This will help the dissemination but also the sustainability of project results. The final conference will be organized in the last month of the project, in Sweden and will contribute to the dissemination of the final project results towards target groups. The partners have planned the implementation of training activities and the final conference, that demand mobility of people, to be the same time with the transnational project meeting in order to minimize the travelling of involved staff members for ecological reasons.<< Results >>Through the implementation of this project, the consortium plan to produce the following project results: > PR1: Teachers Guide: This guide will include research done that proves the relevance as also the importance of music and creative movement in Maths within the overarching framework of STEAM teaching and learning. Further, it will transfer to the teachers the general theoretical knowledge of Music and Movement that matches the Mathematical concepts as well as the historical and intercultural connections of these three subjects. The PPR1 will be translated in partner's countries languages. PR2: Repository of activities and other useful sources for the teachers. Examples of activities that can directly implemented in real classrooms, step by step guides on how to create a song that will bring an added value to the class, sources where teachers can find similar examples from all over the world as also a repository of world music/dance that can be connected to mathematical concepts and examples that can be used for the purpose of enhancing the integration of arts in Maths. Translation in partner's countries languages will be applied wherever possible. PR3: Online Networking and e-learning Platform. Through this PPR we aim to bring and network teachers across Europe in order to enable them to exchange ideas and practices in Maths teaching and give them the opportunity to be educated in an online environment and see a lot of examples of activities in real classrooms. Apart from the planned Project Results, that are tangible, some intangible outcomes are expected to be achieved through M2- Cm. These outcomes are: > Expansion of the partners’ knowledge as it concerns didactic methods applied in Maths.> Improvement of management skills in European projects and possibility for future collaborations.> Increased motivation of students to learn.> Increased intercultural awareness. Through music examples participants will have the opportunity to learn about others’ countries' music culture.> Contribution to the professional development of participating educators.> Help students to cross barriers. Students who are not familiar with Music or Movement (dance) are given a route into these Arts or students who are shy with Maths will find a new way to experience it.> Improvement of students' reaction towards Maths subject.

The project “S.T.A.DY DANCE: Skills and Tools to Address Diversity in Dance Training” is focused on the creation of a common framework model based on creative and active training techniques for dance trainers and choreographers in order to address diversity in formal and non-formal dance education. This partnership is made up of 6 entities who provide dance training to different target groups: a College for further education (U.K.), a dance company (Portugal), a company organizing salsa festivals (Germany), a dance school (Sweden), an institute for vocational training (Greece) and a cultural organization (Cyprus) who share a strong interest in promoting better awareness of the educational opportunities and identifying gaps in dance training in the respective partner countries. Rapid changes in the labor market and the increasing diversity in society require improved skills and an enhanced capacity of adaptation therefore all partners acknowledge the need of creating an inter-cultural dialogue on dance training that will lead to the improvement of the competences of professional trainers in managing educational paths and activities at a European level. Based on the principle that Dance is an Art form that is in constant interaction with other Art disciplines we intend to develop an interdisciplinary approach by the use of acting, movement analysis and music interpretation. Through the exchange of practices, teachers’ training in all dances (classical, contemporary, improvisation, multicultural etc.) and pilot implementation of training students we will distill the best practices applicable to a variety of diverse trainees (professionals, newcomers, beginners, amateurs, dance students, seniors, children, immigrants, disabled etc.). The teachers' training will run on two parallel levels. Firstly all partner institutions will do pilot implementation of their training techniques to the maximum of various groups of learners from different backgrounds within their organization for a specific period. Secondly all partners will organize joint staff training events in each country in order to transfer knowledge and experience in particular training modules to the dance trainers involved in the project. Both initiatives will produce a number of multicultural approaches which will undergo assessment and evaluation from all stakeholders in the partnership. In the end of the development of the suggested techniques we will share and disseminate the best practices that can be applicable both in VET and CVET. Through the exchange of practices we aim to utilize individual and collective experience in order to provide dance trainers with training tools applicable both on formal and non-formal education and training. Furthermore the project-based transnational collaboration will respectively facilitate the access of diverse groups of learners to high quality education and training. The partnership will increase synergies and links among dance training providers (dance companies, institutions of vocational training, cultural centers, dance schools, Colleges, companies) and promote the concept of lifelong learning. The knowledge provided by the project will enhance the effectiveness of dance trainers and choreographers, will create conditions for employability and stimulate their (re)-integration into the labor market. The richness of methods to be applied in the project will highlight the ethnographic values and cultural identity not only of the participating countries since a pool of ethnic dances will be used as a module for promoting innovative training techniques.

"e-ARTinED is about learning curricular school subjects with cultural expressions. Teachers, artists and pupils in pilot schools have been involved in the project.We have performed:- systematization of materials of the research in each partner country- piloting in schools- staff training- didactic set created in three subjects: ""Social inclusion through the arts"", ""Exploring nature through the arts"" and ""New Media Arts""- online training program for teachers and artists: webinar sessions about learning curricular subjects in school with music, dance, visual arts, literature and new media arts. The course included one week introduction + three weeks course per subject, total 15 weeks, see http://e-artined.eu/o5-online-course-.html- final conference in Edsbyn, Sweden, see http://www.viksjoforsbaletten.se/ In e-ARTinED we were five partners: Viksjöforsbaletten, Sweden. A voluntary freetime organisation.The Mosaic Art And Sound Ltd., UK. A private company in London.The Fondazione Nazionale Carlo Collodi, Italy. A non profit organization.International Yehudi Menuhin Foundation, Belgium. A non-profit association.Technical University of Crete, Greece. A centre of research, development and teaching.The project has been greatly appreciated by teachers, artists and pupils who have been involved into piloting activities and by target groups reached through dissemination. The piloting in Sweden ended with a public Grand Final in June 2016. The short-staff training event held in the forest of the Ardennes expanded to become a great local event with the participation of about a hundred attendees, mainly children, who enjoyed the activities prepared by the workshop leaders of the various arts: dance, music, visual arts, literature and new media arts. Overall, more than expected at application stage has been delivered.The partners completed the research phase, the enlargement and systematization of materials and a vast piloting experience. The partners produced repository and reports accordingly. An extra domain area, in addition to the ones indicated in the application, was added at the start of the project in cooperation with Internetstiftelsen (webbstjärnan): http://artinedviksjofors.se/e-artined/. (+ http://e-artined.eu/ and http://eartined.coursevo.com/ and www.viksjoforsbaletten.se)The partners have developed extensive piloting with students and teachers, see https://artinedviksjofors.se/e-artined/achievements/2-educational-programme/The partners have been adapting materials for the Online Training programme, have designed its structure and contents and performed the course for teachers and artists, see http://eartined.coursevo.com/ The partners held the International Conference in Sweden August 16th-17th, 2018 where good examples of our project were shared.Dissemination has been constant and reached quality results (radio, newspaper articles, webbs and social media). Monitoring and evaluation activities have accompanied the whole process.http://eartined.coursevo.com/ is our commonly created platform that will continue for further educational actions in upcoming projects MUSILIB and rhythm4inclusion.The longer term benefit is continuation of exchanges in the network, pedagogical work with international input and also follow up exchanges and strengthening of partnership within Erasmus+ - all for the good develpment of learning in isolated countryside and in urban city areas in cooperation."

"Foreign language learning has been of high priority in Europe since the millennium. In 2002, the Barcelona European Council meeting called for greater actions towards foreign languages learning in an early age and it also established the ""mother tongue language plus two""- strategy, which encourage pupils to know at least two foreign languages. In 2017, data from Eurostat shows that 59% pupils speak two foreign languages in upper secondary school, though most pupils in primary schools only learn one foreign language: English. In countries such as Denmark, Sweden, The United Kingdom and Czech Republic the numbers of foreign language learners have decreased since 2010.ARTinLANs objective is to develop a teaching methodology that incorporate art in foreign language courses in primary school and establish an international teacher network that exchange experiences and inspire to try several art-activities in the classes. Hereby, ARTinLAN aims to increase young pupils’ motivation to learn foreign languages through art forms such as dance, music, painting, theater etc. Through creative learning, ARTinLAN wants to develop the attitude that foreign language learning is fun and introduce a learning methodology that includes all pupils in the classroom, also those who normally may find language learning difficult for instance: refugees, immigrants and pupils with dyslexia. Studies show that positive experiences with foreign language learning from an early age increases pupils’ motivation to learn more than one language, which sustain through adolescence (Artsed 2009, Saunders, C. M. 1998, Robinson, D. W. 1992, Genesee, Cloud, F. and N. 1998).The primary target group is foreign language and art teachers, who teach pupils in primary school. Five teachers from each country will participate (30 in all). The secondary target group is their pupils aged 6-11, who either are learning a foreign language in their country of origin or are learning a foreign language and the national language of their host country. To achieve these objectives, the ARTinLAN will: - Develop ARTinLAN activities Based on an initial survey that determine the pupils' specific needs, ARTinLAN will develop activities engaging a particular art form in each class i.e. dance, theatre, music etc.- Develop the Global Virtual VillageThe Global Virtual Village will serve as an online platform, where the teachers can exchange their experiences of implementing the ARTinLAN activities into their foreing language classes. It will also be the platform for the Online Event, where the pupils will share their end products of the ARTinLAN activities, which will be exhibited on the platform afterwards. - Write the ARTinLAN methodologiesBased on the teachers and pupils user and learning experiences of the ARTinLAN activities and the Global Virtual Village, the ARTinLAN methodology and good practice will be written. At the end of the project, the teachers would have experimented on incorporating creative learning into their foreign language teaching. They would have cooperated with the local art teachers and also developed an international network with whom they can exchange experiences and good practices on the online platform “The Global Virtual Village”. The pupils would have tried new learning activities and they have established an European network among pupils during the Online Event, where they have shown each other what they have learned. The ARTinLAN methodology that has been created during the project will be accessible on the Global Virtual Village, which is an open platform. This will enable external teachers to access and take part in the network and ARTinLAN activities in the future. The project seeks to uphold and cherish the diversity of European languages and ensure that they are passed on and advanced by the next European generations. ARTinLAN contributes to the European Year of Culture 2018 by sustaining, promoting and celebrating the European language heritage and culture through education."