Coordinator: Fundación Yehudi Menuhin España (Spain).Participating entities: International Yehudi Menuhin Foundation (Belgium), AssciaÇao Menuhin Portugal (Portugal), MUS-E Deutschland (Germany), MUS-E Magyarország Közhasznú Egyesület (Hungary), Caritas del Erzdiözese Wien (Austria) y The Jaffa Institute (Netherlands).Other collaborating entities: The Jaffa Institute (Israel), University of Evora, University of Extremadura, University Complutense of Madrid, University Autónoma of Madrid, University of Budapest, l'Université libre de Bruxelles and Catholic University of Lovain.Project of innovation for equity, diversity and inclusion from a pedagogical-artistic approach and development of emotional intelligence. It allows the improvement of the skills of students and the training of educational professionals in new tools. Creation of a practical methodology to be effective against the growing complexity and diversity of European classrooms, reducing dropout and improving learning through Arts. Implementation of products and methodologies of good practices of permanent exchange between formal and non-formal learning. Application of an interdisciplinary approach.Objectives:1. Creation of a network based on a methodology of socio-educational intervention through art as a tool of transformation that supports the development of individual skills in education and promote entrepreneurship based on a theoretical and practical methodology of competitions.2. Exchange between formal and informal learning that promotes the work by competencies.3. Development of emotional intelligence to encourage imagination, creation and entrepreneurship.4. Preparation of materials that collect the experience and enable the training of future professionals of the national networks of each participating partner.5. Promotion of the entrepreneurial capacity of the participating professionals, in order for them to create networks and models of good practices that promote active citizenship and social entrepreneurship.6. Training of artists, and support the creation of jobs for professional artists in the field of education.7 Supportive collaboration from an intercultural perspective.8. Promotion of cooperation between regional authorities, ministries of education and municipal administrations. Implementation of integrated models of education between participating countries.Project Description:It is an international project that has directly benefited 1339 professionals (teachers, management teams from schools, pedagogical coordinators, psychologists, educators and social workers, artists and technicians of public administration). The project proposes the training of these professionals to implement their work in the field of education in primary and secondary schools to improve social cohesion. The project has an intersectoral character since it implies responsibles for different educational environments: management teams, teachers and parent associations (at school level)), local public responsibles, autonomic, regional and national responsibles, associations and cultural enterprises (training artists), internships and volunteers. The project is linked with the acquisition of new methodologies that foster creativity and entrepreneurship, and is based on a process of learning and service.Each country implemented a training meeting attended by 779 professional members of its national networks. The training was managed by a team of specialized trainers, ambassadors of good practices. This team (composed of 21 people) was multidisciplinary (it will include artistic and pedagogical disciplines) and multi-sectoral. Each trainer provided artistic, social and/or pedagogical specific and differentiated teaching. The training team rotated through all participating countries.Training meetings consist of initial theoretical training (2-3 days). Once the theoretical training has been finished, participating professionals receive practical training (additional 2-3 days) in different institutions of the training hosting country, based on observation and participation in artistic workshops, sessions and training laboratories in schools situated in areas of priority attention. The workshops were held with children, their families and their teachers. During these practical experiences participating professionals learned how to implement the practical application of social and pedagogical tools acquired in the theoretical methodological training.There were also meetings of coordination, planning, monitoring and evaluation of the process, which counted with the presence of partners of the project, as well as experts in pedagogical-artistic methodologies in the field of the European Union.Intellectual products: European methodological guide of socio-educational intervention through arts, Evaluation report, multimedia good practices guide and a WIKI space (http://fyme-erasmusplus.org/arte-motivacion)

INTEGR-ARTE (Integration & Arts) was aimed to create a strong network of educational cooperation between the 4 European municipalities of Rome, Badajoz, Évora and Paterna, enabling the exchange of good practices and improve the professional competencies of teachers who work with Gypsy-Roma children and families (but also of immigrant origin) at risk of exclusion. The project applies a methodology of socio-educational intervention through arts. We have carried out a practical and participatory project that facilitates social cohesion, equality, citizenship and coexistence, favours lower absenteeism rates and implements techniques to improve students’ motivation for learning.INTEGR-ARTE has promoted the exchange of training activities, pedagogical experiences, best practices and educational materials. The project invites to do a research on our cities and our personal realities through the implementation of performances of dance, theatre, visual arts and music that gravitate around the intercultural city in which we all live. Final multimedia products have been produced by children at pre-school and primary school level, during school and out-of-school hours. We worked with artists using innovative techniques to portray different eyes to reality. The produced documentary has the participation of around children of the 4 municipalities. It compares the children’ view of their cities with the their families and their teachers views and thoughts. The final product reflects and deepens into the socio-cultural, affective, emotional and psychological problems of our (mainly Gipsy-Roma) children and their environments, and helps us to overcome their situations of conflict. A free access WIKI space has been developed (website) to foster the participation of the educational communities of the 4 municipalities.INTEGR-ARTE aimed to:1. Develop a proven methodology of intervention through art, which help the prevention of absenteeism, based on a serious and rigorous work that includes evaluating both process and results, in order to transform reality. Art-work is currently often used, but art-work requires the addition of reflection and a methodological process. That’s why we have added to the project 3 universities as partners, and the experience of the MUS-E methodology applied since 1999 by FYME, AYM Portugal and MUS-E Rome.2. Exchange experiences among partners and apply them in schools at risk of exclusion that work with ethnic minorities (principally Roma) in 4 municipalities: Paterna (Valencia), Badajoz, Evora and Rome.3. Implement, based on a methodology of intervention through arts, a practical and participatory work in intercultural education that facilitates social cohesion and coexistence, and improves the motivation for learning of students who live in situations of discouragement, thus reducing problems of absenteeism.4 Improve the training of educational professionals with new social work tools and techniques in the field of education, enhancing social cohesion and learning. The 3 participating universities support this activity.5 Develop an inter-sectorial planning, since the project involves different school area responsibles (parents associations, management teams and teachers), universities, municipal authorities, autonomous public entities, educational associations, volunteers and future educational professionals (trainees of universities).Three trans-national meetings took place and included training, coordination and exchange of good practices activities (held in Badajoz-Evora, Paterna and Rome), attended by members of all 12 participating partners. The training team provided a specific and differentiated artistic, educational and social knowledge. Meetings included actions of coordination, planning, monitoring and evaluation, and will count with the presence of all project partners and representatives of the local and regional educational communities. Educational professionals trained and informed in each municipality reversed their learning to the community, and collaborated in the realization of the planned performances and products produced by our mainly Gipsy children and their families at risk of exclusion.