Bunt, L et al

Flying over the windmills: creative arts therapists, teachers and researchers work together towards supporting young people’s wellbeing in schools 
 

Leslie Bunt, Anna Rita Addessi, Viggo Krüger, Eunice Macedo, Alexandra Carvalho, Malle Luik, Eha Rüütel, Cathy Warner
 

STALWARTS (Sustaining Teachers and Learners with the Arts) is a second Erasmus+ project, evolving from LINK (Learning in a New Key – Clough et al., 2017). Arts therapists and researchers within five European universities are collaborating with teachers and other professionals within local education settings in developing accredited modules on how the transcendent capacities of music and the arts can help vulnerable young people who repeatedly encounter social, educational and mental health issues.

Presentations from members of the partnerships explore how:

a) therapeutically informed music and arts practices are being introduced and trialled in educational settings, connecting with inclusive educative practice

b) teachers are collaborating in evolving small classroom-based inquiries, including neuroscientific informed knowledge, forming part of the university-based modules

c) music and the other arts can be developed within education curricula focused on ethical and aesthetically humanising experiences

d)each partnership is addressing specific social-cultural-health perspectives with learning understood as social practice, with a particular focus on transitions between activities (Krüger & Stige, 2015)

e) innovative university curricula are being implemented for teachers

The presentations address observed changes. There is an underpinning action-based methodology with associated shifts within each evolving partnership in response to the needs of the young people. Vulnerable young people with past adverse life experiences require support so as not to foster disengagement and early school leaving (McFerran & Rickson, 2014). Music and other arts have the capacity to transform images and overcome obstacles. They can contribute imaginatively to an overall school climate and facilitate education, including vocational learning, and develop emotional and social skills. The presented narratives will illustrate what the Organisation for Economic Cooperation and Development (OECD, 2015) describes as life-long learning. The premises are that individual freedom, support from adults, involvement of peers and community belonging are crucial to formal and informal learning processes. 

 

Biography and Recent Publications & Conference Presentations

Leslie Bunt:  Professor in Music Therapy, University of the West of England, Bristol, UK and regisgtered music therapist.
 

Anna Rita Addessi, Associate Professor in Musicology and Music Education at the University of Bologna, Italy. Vice-president of ESCOM (2010-12).

Clough, N., Tarr, J., Stachyra, K, Addessi, A.R, & Katarzyna, M. (2017). Exploring teacher competences for relational health in schools. Educação, Sociedade & Culturas, 50, 15-32. Retrieved from https://www.fpce.up.pt/ciie/sites/default/files/ESC50_Nick_etal.pdf
 

Viggo Krüger, Associate Professor at GAMUT, University of Bergen, a music therapist and researcher for Aleris Care Norway, chair of Norwegian Association for Music Therapy

Clough, N., Tarr, J., Macedo, E., & Krüger, V. (2018, September). Exploring Different European Perspectives about the Contribution of Music and Arts-based Classroom Practices to the Implementation of UNCRC. Paper presented at European Conference on Educational Research (ECER) Network 25. Research on Children's Rights in Education. Bolzano, Italy.

Krüger, V., & Stige, B. (2015). Between rights and realities–music as a structuring resource in child welfare everyday life: a qualitative study. Nordic Journal of Music Therapy, 24(2), p. 99-122.

 

Eunice Macedo, Associate Professor and researcher, Porto University, Faculty of Psychology and Educational Sciences.

Clough, N., Tarr, J., Macedo, E., & Krüger, V. (2018, September). Exploring Different European Perspectives about the Contribution of Music and Arts-based Classroom Practices to the Implementation of UNCRC. Paper presented at European Conference on Educational Research (ECER) Network 25. Research on Children's Rights in Education. Bolzano, Italy.

 

Alexandra Carvalho, Social worker, researcher at Porto University, Faculty of Psychology and Educational Sciences.

 

Malle Luik, Arts therapist/music therapist, supervisor and lecturer in music therapy, Tallinn University, Estonia.

 

Eha Rüütel, Psychotherapist, creative arts therapist, supervisor, professor of creative arts therapies at the School of Natural Sciences and Health, Tallinn University, Estonia.

 

Cathy Warner, Senior Lecturer, music therapist and programme leader, MA Music Therapy, University of the West of England.

 

References:

McFerran, K. S. & Rickson, D. (2014). Creating Music Cultures in the Schools: A Perspective from Community Music Therapy, Gilsum: Barcelona Publishers

OECD (2015). Skills for Social Progress, The Power of Social and Emotional Skills DOI:10.1787/9789264226159-en