Since 1993, Suzuki School, in Aosta, teaches music according to the Suzuki Method. This method, created by the Japanese musician, philosopher, and educator Shinichi Suzuki, argues that imitation is a fundamental strategy to accelerate the processes of acquiring new knowledge, especially in the early stages of life. In SFOM, teachers encourage children to start as early as possible ( at 3 years old, normally), with musical training and ensemble/orchestra classes.

Students and teachers from Sfom , Suzuki pupils and schools in Italy and Europe.

This is a long term project and experience from the Suzuki SFOM department. Education to music, by learning how to play a musical instrument, starting as early as possible ( at 3 years old, normally), has always been the main goal. Many concerts and events have taken place during the years, and playing in an orchestra has given a strong signal to the students of common design, covering educational purpose under more than music aspects.

• Ear training by constant listening;
• Improving brain and body activity by learning how to play an instrument since early age;
• Improving young children natural imitation skills;
• Sharing music, tone, intonation and musicality through group lessons;
• Learning the discipline aspects that are necessary in the orchestra;
• General enrichment with the sharing of a project with other schools through summer courses, national and international workshops, concerts, events etc;
• Starting, in  a natural way, children’s contact with arts.

Scuola di Formazione e Orientamento Musicale – Aosta: Adriano Coluccio, Fulvia Corazza, Sara Mangaretto, Antonello Peretto, Luca Taccardi, Stefania Ugolin.

• Musical training: Pupils attending the school 2 classes per week:
  • Children Music Laboratory (CML)- Rrhythm, reading and ear training skills. Starting age: 3-4 years old;
  • Instrument classes- They  start at 4-5 years old, with 30 minutes, then, according to skills and programme, the lesson time increases up to 1 hour. Students are selected according to their skills and preferences for the practice and study of a particular musical instrument. They can learn how to play violin, viola, cello, double bass, flute and guitar;

 

• Ensemble/Orchestra classes: every fortnight, they meet to play together;

 

• Chamber Music is also added for teenagers. 

A school year- 27 weeks, plus summer camps and/or workshops.

Fondazione “M.I.Viglino per la cultura musicale”.

1993

Website- https://www.fondazionemusicalevda.it/suzuki

Facebook- https://www.facebook.com/sfomvda

Instagram- https://www.instagram.com/sfom.vda/

Done since 1996, in Aosta-Italy, by SFOM, it takes place every year in the last week of august, and is designed for their and external students, always with the concern of including students with motor and cognitive difficulties.

SFOM teachers, external teachers and national and international artists, provide activities such as “Music in circle”, rehearsals by Cluster Orchestra and individual instrument lessons.

Throughout the week there are also several concerts in the region of Aosta, and at the end, a concert by Cluster Orchestra at a well-known festival.

Students of SFOM and other local institutions, trainees from schools of music, Conservatories, Music High Schools and Secondary Schools with musical orientation. There are no age limits and musical/instrumental skills. Special attention is given to students with motor and/or cognitive disabilities, who are involved with an inclusive approach in all activities.

• Make students live different ways of making and thinking about music those known during the year.
• Bringing students closer to ethnic music, jazz, popular music, not only to ride a modernity trend, but to learn how to play their instrument in a thousand different ways and to learn about the variety of musical languages.
• Encourage the original composition by the teachers, specially packaged for the available instrumental group and student levels.
• Inspire musical practice with an unprecedented intensity and mode, thanks to the involvement in different activities, the social dimension and the full-immersion experience.
• Provide a cooperative learning opportunity among truly diverse people by background, age and training course.
• Provide a monographic thematic background, which frames most of the Campus’s activities, combining imaginary, cultural data and movement experiences.
• Educate to intercultural.

• Cooperative learning / Peer to peer
• Socialization
• Immersive learning
• Ability to link music to other cultural items
• Life-long learning
• Intensive instrumental extra-training
• Improve musical reading ability
• Music listening skills (audition)
• Teamwork
• Study method
• Intergenerational relations
• Interaction with professional artists
• Intense practice of ensemble music
• Engagement

The team consists of teachers of SFOM, external teachers and – whenever possible by project type and economic availability – national and international artists as guests.
The selection of the team gives particular attention to the curriculum and the teaching skills of the musicians called to collaborate.

Given the long-standing history of «Cluster», there has been a progressive evolution and transformation of the articulation of the course.
At the very beginning, twenty-four years ago, it was original and in a sense revolutionary the only proposal of a summer course that was not a “Specialization Course”, with teachers-gurus dispensing their knowledge in a way that recalled what was already experienced in the school year: rigid masterclasses, during which the students follow each other to make the Maestro listen to the pieces prepared for the occasion.

Its originality, therefore, was mainly in being a summer camp aimed at music students of all levels, ages and backgrounds, unlike the masterclasses of the time, aimed exclusively at students of the Conservatory, with professional goals.

The other absolute novelty was that the summer school was dedicated exclusively to the ensemble practice, with specially selected repertoires, written and/or arranged – often also during the camp – for the orchestral complement and students of the course.

These features have remained the hallmark of Cluster over the years, although fortunately the framework of the summer music courses in Italy has, at least partially, changed.
The experience of ensemble music is embodied in two main activities, involving all participants in the Summer Camp:

• Music in Circle, an activity of opening and closing the day, in which all the students are called to participate in a very engaging moment, of percussion, movement and sometimes singing.
• The orchestra rehearsal, the core of the campus, being the center of the annual thematic project and the point of convergence of all students. The Cluster Orchestra is a multi-level and inclusive ensemble. In this case, depending on the level and age of the students enrolled, there may be additional dedicated activity, usually small chamber groups or a small orchestra in parallel, with an appropriate repertoire. In any case, a couple of tunes in the large orchestra are guaranteed to participate.

Of course, there are rehearsals dedicated to instrumental sections, and individual – autonomous or assisted – training sessions.

The further originality of the course is given by its monographic nature, that is, the fact that it is organized around a central theme – different each year – which shapes most of the activities proposed.

Here are some examples of topics covered over the years:

• Symphonic Rock (2013)
• Musical Theater & Musical (2014)
• A cultural revolution: The Beatles (2015)

In recent editions, thanks to the inclusion of Cluster in the «Special Projects» – a package of initiatives with particular value for the territory, financed by the Autonomous Region Valle d’Aosta – it was possible to invite international guests, with whom an original educational project was articulated, which each time included the orchestral arrangement of some of the artist’s pieces and the interaction with him in the live performances.

In particular, in recent years the following artists have been guests:

• Ray Lema, famous Congolese musician, known as a composer and performer, central figure of world music;
• Cezariusz Gadzina, Belgian saxophonist, great jazz player and musical experimenter;
• Roberto Taufic, Brazilian guitarist, singer and composer;
• Andrea Gargiulo, brilliant Italian teacher from Naples, promoter of the Abreu’s Method “El Sistema” in Italy, for a social and inclusive teaching.

Various performances are included during the Summer Camp and in the closing of it, mainly in the Regional territory, in Aosta and in various villages of the Valley ― Arvier, Morgex, Fénis, Saint-Vincent, Châtillon…

Typically these performances include an initial marching band, built with the performance material of «Music in Circle», and the actual concert, in which the orchestral pieces and the interventions of any smaller formations converge.

In recent years, when it was possible, a theme was chosen suitable to be further developed during the next year, becoming the framework of the work of the SFOMOrchestra – which is the largest ensemble of the school.

At the end of the annual project there is usually a two-to three-days campus with the guest artist, followed by a concert in an important festival, often the «Saison Culturelle» of the Valle d’Aosta Region, the main and most institutional concert season of the Region.

The course usually takes place in the last week of August, possibly at the turn of September, from one Sunday to the following.

Cultural Association “Cluster”: 1996 – 2005

Cultural Association “Tamtando” & SFOM: 2006 – 2013

SFOM in collaboration with other partners: 2014 – 2019

Partners over the years:

• Regione Autonoma Valle d’Aosta/Région Autonome Vallée d’Aoste
• Fondazione CRT (Cassa Rurale di Torino) – “Note e Sipari” call
• Cooperativa Sociale “NOI&GLIALTRI”
• Convitto Regionale “F.Chabod”
• Comune di Aosta, Comune di Saint-Vincent, Comune di Châtillon, Comune di Pont-Saint-Martin, Comune di Arvier, Comune di Morgex, Comune di Pré-Saint Didier, Comune di Courmayeur.

First edition in 1996

First edition with SFOM’s partnership: 2006

For six years (since 2014) organized by SFOM as main partner

Ététrad Festival 2011 ― Ray Lema’s World Suite performance

Inclusion in the call «Note e Sipari» (Notes & Curtains) of the CRT Banking Foundation

Inclusion in the «Special Projects» of the Regione Autonoma Valle d’Aosta (Autonomous Region Aosta Valley)

Performance in Aosta, Arvier, Saint-Vincent, Châtillon, Courmayeur…

Website: https://www.fondazionemusicalevda.it/sfom

Facebook: https://it-it.facebook.com/sfomvda/

Instagram: https://www.instagram.com/sfom.vda/

The Racines Project took place in 2019, for the first time, and was an artistic field dedicated to western percussions, their roots, and their evolution.

It involved students and professors of the Sfom, the Conservatoire de la Vallée d’Aoste, the G. Verdi Conservatory of Turin, in Italy, and the Ensemble Artistique de Bolomakoté, in Burkina Faso.

For 18 months, the four institutions collaborated and rehearsed, and at the end, for fifteen days, they met and shared rehearsals, seminars, conferences and concerts.

Students and teachers of the Sfom (Percussion ensemble Sfom), the Conservatoire de la Vallée d’Aoste, the G. Verdi Conservatory of Turin and the Ensemble Artistique de Bolomakoté (Burkina Faso).

With the concert Racines, the SFOM- Scuola di Formazione e Orientamento Musicale and the Conservatoire de la Vallée d’Aoste, wanted to give a strong signal of common design by providing skills and professionalism in the artistic and educational field.

• Professionalism;
• Knowledge of non-european cultures not only from the musical point of view;
• Comparison between African and European musical concepts;
• Parallel between sound and movement in the way balafon and marimba are played;
• General enrichment in the sharing of a project.

• Scuola di Formazione e Orientamento Musicale: Marco Giovinazzo, Antonio Gigliotti, Lorenzo Guidolin, Gabriele Peretti, Andrea Severino;

 

• Conservatoire de la Vallée d’Aoste: Mauro Gino, Etienne Mangaretto, Fabio Saccavino, Riccardo Salvarani, Lorenzo Scanavino;

 

• Conservatorio G. Verdi di Torino: Riccardo Balbinutti, Paolo Bosa, Michel Chenuil, Giulia Giovinazzo, Francesco Parodi;

 

• Ensemble Artistique de Bolomakoté: Yaya Ouattara, Seydou Dembélé, Makan Dembélé, Lamoussa Sanou, Sénimi Koné, Brama Sanou, Bie Ahmed Traoré;

 

• Arrangements: Riccardo Balbinutti, Mauro Gino, Marco Giovinazzo;

 

• Original music from the Burkinabé tradition by Yaya Ouattara.

Racines Project 2019 involved students and professors of the Sfom, the Conservatoire de la Vallée d’Aoste, the G. Verdi Conservatory of Turin, and the Ensemble Artistique de Bolomakoté (Burkina Faso), for 18 months. They were the protagonists of an artistic journey that brought to the stage the roots of our western percussions, their evolution and the interweaving of cultured and oral languages.

First, there is programming and collection of materials in Burkina Faso (in Bobo Dioulasso). At the same time, in Italy, there are arrangements and ensemble rehearsals for students from SFOM and from Conservatories in Valle D’Aosta. In Burkina Faso, the ensemble of Bolomakoté and the Project Manager also have rehearsals. 

After this, there are general rehearsals in Italy, with concerts, seminars and conferences. A total of four concerts were held in three different cities: Aosta, Rivoli and Turin; two conferences, two seminars, and stages and rehearsal sessions, where all the boys had the opportunity to meet with musicians from other schools and with different cultures. A project that intended to bring to the stage the concept of sharing and meeting.

To underline the importance of this initiative and to demonstrate the interest of the two schools in creating networks and making their students live concert experiences also in festivals outside Valle, the Turin Conservatory has included this in its festival this concert, Friday 3 May 2019, at the auditorium of the G. Verdi Conservatory in Turin, one of the most prestigious halls in northern Italy.

Fifteen days

Associazione Culturale Tamtando

2019

Website:

SFOM- https://www.fondazionemusicalevda.it/sfom

Conservatoire de la Vallée d’Aoste- https://www.consaosta.it/

G. Verdi Conservatory of Turin- https://www.conservatoriotorino.gov.it/en/

Ensemble Artistique de Bolomakoté-  http://association.boloarts.wordpress.com/

SFOM Pop&Rock Workshop is a workshop designed to internal and external students of different levels who want to learn in an informal but productive environment.

It’s promoted by SFOM- Scuola di Formazione e Orientamento Musicale della Valle D’Aosta, and it happens during the school year. At the end, there is the production of a music show based on a specific subject.

Students from the school, and external students of any level who desire to grow either as musicians and as human beings in an informal but productive environment.

• Production of a music show based on a specific subject (for example the subject of the school year 2019-20 was the music of the movie ‘The Commitments’) to be played for the SFOM Music Festival ‘Cambio Musica’ and for any other occasion;
• Give the opportunity to the students involved to live the experience of making music together with their peers. This happens regardless of the level of competence of each, putting themselves to the test in a collective context where the sense of collaboration, solidarity, empathy and a fair level of competition prevail;
• Create a solid relationship with the community through the constant realization of good musical projects, involving members of the community itself and that to this are offered, in the form of shows, at the end of each  school year;
• Teach students a methodology for managing a band of their own that means selecting repertoire, preparing material, studying parts at home to get prepared at rehearsals, managing rehearsals efficiently, improving the stage presence on stage, being able to face basic technical aspects;
• Create a virtuous mechanism of spontaneous birth of new musical groups of young people, which are created as a result of the didactic experience and in the wake of the stimuli offered by this.

• Sense of responsibility;
• Respect;
• Empathy;
• Communication;
• Teamwork;
• Initiative;
• Problem solving;
• Organisation;
• Dedication;
• Creativity;
• Reliability;
• Listening (playing together presupposes a deep listening ability of the other members of the group);
• Patience (results come with hard work);
• Relaxation (physical and mental relaxation are both very important to playing and performing);
• Concentration and focus (the less the musician is concentrated, the more he’ll make mistakes);
• Time feel (a band needs to develop a common sense of time to make a good performance);
• Ear training.

A teacher is the principal director and head of the laboratory. At the same time all the instruments teacher of the students involved, collaborate in the preparation of the musical parts during the lectures with their students.

The lab is structured as follows: 

• At the first meeting students introduce themselves and get to know each other;
• The teacher describes in detail to the students the working methods and rules of behavior;
• The team proceed to listening to the repertoire and begin to discuss aspects related to sound, arrangement, instrumentation, etc;
• The group decides the first song from which to begin, listen and together describe the structure of the song;
• The singing teacher will be asked to establish the right tonality for the singers;
• From that moment on, the students will learn by ear their instrumental part with the help of their teacher. Possibly no musical parts will be provided to the students, because one of the specific objectives of this workshop is to develop in them the musical ear;
• Then at each new meeting, the group, coordinated by the teacher, will work on the construction of the song addressing one section at a time, starting first from the rhythm section and then adding the voices. Each section is rehearsed repeatedly until it works, then they move to the next section;
• If there is a wind section or bows, they will be summoned for separate section rehearsals and then progressively inserted into full-body rehearsals;
• From time to time, the instrument teachers will participate in the rehearsals to personally verify the performance of the students, to play alongside them, and to give advice and adjustments to the parts;
• During the school year, the participation of the band in essays or musical occasions outside the school is promoted, to begin to test the song ready, as break-in before the concerts at the end of the year.

This workshop lasts a school year- about seven months from November until May.

SFOM – Scuola di Formazione e Orientamento Musicale della Valle D’Aosta.

2005

The groups of the Pop&Rock Sfom workshop participated in:

• Aosta (Italy) music festival Sfom ‘Cambiomusica’ from 2005 to 2019;
• Aosta (Italy) musical review Sfom ‘Giovani in musica’ 2006;
• Aosta (Italy) project ‘La scuola suona’ 2010, 2011, 2012;
• Aosta (Italy) event ‘SfomPride’ 2012;
• Albertsville (France) ‘Féte de la musique’ 2011;
• Aosta (Italy) festival ‘Aosta Classica’ 2015.

Website: https://www.fondazionemusicalevda.it/sfom

Facebook: https://it-it.facebook.com/sfomvda/

Instagram: https://www.instagram.com/sfom.vda/

In Goian’s Music School, it’s ensured that everyone can study music, regardless of income.

So, to ensure there is no initial investment in the instrument, this school brings together several instruments, with the help of their alumni community and other centers, to lend to new students.

Music School Students.

Ensure that the study of music can be available to all economies. 

• Solidarity;
• Sharing;
• Self-help;
• Equality;
• Inclusion.

School community of Agrupación Musical de Goián, and other centers, such as Tui Music Conservatory.

Agrupación Musical de Goián try to provide the necessary instruments for students who start  the study of an instrument, have the possibility of accessing it, without an economic outlay initial.

The School tries to collect instruments, through your instrument bank, and makes agreements with other centers, like Tui Music Conservatory, with which they can exchange in the form of a temporary loan the instruments, in relation to the supply and demand that each have.

Students stay with the instrument throughout all the training or until they decide to buy their own instrument.

This initiative takes place throughout the school year.

Agrupación Musical de Goián with Tui Music Conservatory.

The exchange of instruments within the band has been happening since its foundation, in 1994. In 2019, this exchange extended to the Tui Music Conservatory.

Website: http://bandadegoian.gal/

Facebook: https://pt-br.facebook.com/bandagoian

Instagram: https://www.instagram.com/bandagoian/

Since 2016, Goian’s Music School has been organizing educational concerts for the galician school community.

With the purpose of awakening children and young people( between six and sixteen years old), to the world of music, increasing their cultural and musical awareness, and filling the lack of musical education in the school curriculum, Goian’s Music School visits schools and performs concerts.

Audience school children, between the ages of 3 and 16, and of course, school community in general.

Bringing the world of music to school children with the intention of awakening their interest in it, because in Galicia there is no musical education regulated in the educational curriculum. 

All the concerts are designed for an audience from 3 years old, and they seek to motivate their lasting attention.

• Cultural awareness in children;
• Musical awareness in children;
• Show the work developed by Agrupación Musical de Goián;
• Take music to new places and to people of all ages.

Teachers’ team of Agrupación Musical de Goián. 

Agrupación Musical de Goián, and their band, visit study centers with pre-school, primary and secondary teaching, in Tomiño, and performing didactic concerts for school children and school community.

All the concerts have a common line that varies each year, but always using a narrator between the plays. The concerts are created and played by the band members and by the school teachers, and usually are held at the beginning or end of a new course, in order to attract new students to the school.

Each concert takes about an hour. 

Goian’s Music School and the schools visited in this project.

2016

Website: http://bandadegoian.gal/

Facebook: https://pt-br.facebook.com/bandagoian

Instagram: https://www.instagram.com/bandagoian/

This musical camp lasts for 4 days, is promoted by Goian’s Music School and was distinguished by Diputación de Pontevedra as a dynamic activity of culture.

Held since 2017, with music classes, and sports and leisure activities, here is worked companionship, interaction, teamwork and respect among students from different schools.

Students, between 8 and 18 years old, and some adult students, from Tomiño music schools, who are in children’s and youth bands.

Three music schools and their directors create two large band formations with the aim of creating groups and possibilities with great potential. The main goal is to motivate all students, concentrating their interest and taste in music and in group musical performance, and encouraging values such as responsibility, collaboration and respect.

At the end of the week, about 130 students show their work at the closing concert.

• Music skills- instruments skills, composition;
• Coexistence;
• Respect;
• Diversity;
• Gender equality- identify and correct gender violence and sexist attitudes and behaviors, and promote equality between men and women;
• Equality;
• Companionship and interaction between students from different schools;
• Teamwork;
• Responsibility;
• Collaboration;
• Cultural values – respect for the cultural heritage of the different schools.

The training team involves three band directors, six monitors responsible for students and leisure activities, and between six and ten teachers, invited to give masterclasses and talks.

In this musical camp, students, teachers and monitors, coexist for three days in suitable facilities with leisure and sports activities. During these days, students relate to each other, encompass a broader repertoire, and receive classes from different teachers and directors. 

In past editions this musical camp received the visit of important Spanish soloists. 

All the students will be able to commission original repertoire for this occasion and make the premiere of the work at the closing concert, as well as count on the collaboration of artists from other disciplines and writers, making music an opportunity for approach to other cultural expressions.

The plan of this musical camp is prepared based on three assumptions:

 

• Change in the methodology developed throughout the year:

Students from different schools will have the opportunity to get in touch with other teachers, (not the usual ones of their schools), as well as with other band directors and classmates. Furthermore, to remove students from the routine of the school year, all the three schools will look for an external location, with the capacity to house the students and teachers, during the three days of the musical camp. It’s defined that during these three days: 

• • Students get out and learn outside the classroom. Limiting teaching practices to the physical space of the classroom is not enough to achieve the development of some skills and competences;
  • Be possible sharing music, learn about other repertoires and improve performances. Intensive string instrument classes, with new teachers from other schools, and collective rehearsals in which all participants play under the direction of the directors (so far, unknown to students from other schools) will enrich each participant;

 

• Take a musical journey through time:
  • The result of the work done during the musical camp, will culminate in a concert with all students, on the last day, open to public, in which the musical repertoire distinguishes:
    • PAST- Contributing to the dissemination of the Galician musical historical heritage. In 2019, this happened through the interpretation of the galician ballad “Negra Sombra”, a composition made by master Juan Montes in 1892, for the well-known text by Rosalía de Castro;

• • • PRESENT-  Promoting the work by current galician composers. This is the case of the composition “Cavaleiros de Santiago” in 2003 by master José Luis Represas;

• • • FUTURE- Debut of compositions by galician authors, interpreted by the new generations of galician musicians. In 2019, they have the collaboration of Andrés Álvarez, who wrote a work specifically for this occasion. He also participated in the camp for a morning, in order to explain to the students the structure and elements of a composition and, finally, he did a final rehearsal with all the students, before the debut of the work.

 

• An opportunity to create synergies between music and literature:
  • In 2018 the director of the Goián Music Band, Pedro Villarroel, proposed to the composer Andrés Alvarez to write a musical work based on a literary work. He sought inspiration in a book known to the participants in the camp (“Escarlatina, A Cociñeira Defunta”, usually recommended in Galician schools as reading for young people), and from a nearby writer, Ledicia Costas, so that she could also explain her creation in the camp itself.
  • Both authors summarize the experience as “very interesting” and “exciting” for several reasons:
    • It is an initiative that enhances the creation of Galician music literature by commissioning the composition of new works;
    • Joint and direct work with composer, director and writer is pedagogically attractive;
    • Allows music to bridge between different artistic disciplines.

This musical camp lasts three days.

Goian’s Music School.

2017

Website: http://bandadegoian.gal/

Facebook: https://pt-br.facebook.com/bandagoian

Instagram: https://www.instagram.com/bandagoian/

It’s a music entrepreneurship course, created by Paideia Galiza Foundation and EOI – School of Industrial Organization, in 2019.

Designed to emerging artists, with musical projects at the beginning, the goal is to increase success in initial stages of their projects, and allow them to put themselves on the market in a short time.

This‌ ‌course‌ ‌is‌ ‌directed‌ ‌to‌ ‌emerging‌ ‌artists‌ ‌with‌ ‌early-stage‌ ‌music‌ ‌projects,‌ ‌and‌ ‌who‌ ‌want‌ ‌to‌ ‌launch‌ ‌themselves‌ ‌on‌ ‌the‌ ‌market.‌ 

Basically, this musical entrepreneurship initiative is a workspace for entrepreneurs and is designed to increase the chances of success of the participating projects, in the early stages of development. 

The main issue of Espacio Coworking Go2Work is to define a business plan, with special emphasis on the management, production, promotion, distribution and financing phases. 

It aims to offer specialized training so that students can identify all the agents working in the music industry, as well as learn about all its areas. 

In fact, the business models of benchmark companies in the music sector, such as “Esmerarte”, “Last Tour” and “Primavera Sound” are studied in depth. Students will also receive training in the Lean Startup methodology, which will be given by different experts in the field. The methodology is face-to-face, dynamic and practical, providing an atmosphere of reflection, dialogue and synergies in a unique learning environment, with renowned professionals in the field of musical entrepreneurship.

• Business-related skills: Entrepreneurship / Business skills through Lean Startup methodology (management, marketing, finances, etc.)
• Musical-related skills: music production, musical events, production, etc.

Music industry professionals in a wide variety of areas, such as music prodution, marketing, law and finances, intervene as teachers and tutors. Almudena Heredero (Primavera Pro), Ángel Carmona (Radio 3), Patricia Gabeiras (Legal Music), Carlos Galán (Subterfuge), Carles Baena (El Segell del Primavera Sound) o Ivone Lesan (Sala Razzmatazz), are some examples.

Coworking spaces for training and individual tutoring: classrooms equipped with the necessary infrastructure and services to facilitate the development of business plans for the selected music projects.

Main features:

• A workspace for innovative entrepreneurs.
• Designed to increase the chances of success of innovative projects in the early stages of development.
• With one objective: to enable entrepreneurs in a short time to put to get their projects up and running.
• A node of the entrepreneurial ecosystem promoted by EOI, with access to networking, training and investment opportunities

 

This initiative is structured through 3 main axes:

• TRAINING

Training programs and workshops are given, with the aim of providing emerging artists with the necessary tools to develop the business plan of their musical project. The best professionals in the music industry sector participate as teachers and tutors.

The School of Industrial Organisation (EOI), the European Social Fund and the Galician Agency for Cultural Industries (AGADIC) are partners of the Paideia Galiza Foundation in these actions.

• PROMOTION

Especially noteworthy is the emerging band contest “Sonidos Mans”, which allows new bands to play at the most renowned Galician festivals, as well as to record in Estudios Mans.

• RECORDING

The recording of artists is done to facilitate their promotion on digital platforms. The Residence program, in agreement with Radio 3, has allowed groups and artists of international stature such as Love of Lesbian, Iván Ferreiro, Coque Malla, Viva Suecia, Morgan or Rufus T. Firefly to develop and record new songs in our studio.

5 months, during 100 training hours, structured in the following way:

• Group training of 60 hours
• Individualized training of 40 hours:

• 10 hours of resident mentor,
• 15 hours of project mentor,
• 15 hours of specialist mentor

• Paideia Galiza Foundation, established in 1986 as an open space for debate and reflection on issues, especially in the human and social sciences. It was born, and was built with the contributions of professionals from psychiatry, education, medicine, philosophy, law, psychology… with a methodological approach, which allowed us to work intensely on the intersection of disciplines, practices, and discourses.
• EOI –  School of Industrial Organisation. Established in 1955, Spain’s School of Industrial Organisation was the first business school in Spain and is one of the oldest in Europe. It was a pioneer in developing specialised training programs on business skills and improving companies.

2019

Wide dissemination in Spanish National Radio channel (Radio 3), which has allowed internationally renowned bands and artists such as Love of Lesbian, Iván Ferreiro, Coque Malla, Viva Suecia, Morgan or Rufus T. Firefly to develop and record new songs in the studio (Residence Program).

Website:

https://www.paideia.es/estudios-mans/

https://www.eoi.es/es/espacios-coworking/padron-8a-edicion

 

Facebook:

https://www.facebook.com/fundacionpaideia/

https://pt-pt.facebook.com/eoi.edu/

 

Instagram: https://www.instagram.com/fundacionpaideia/?hl=es

https://www.instagram.com/eoischool/?hl=pt

 

Youtube:

https://www.youtube.com/channel/UC2kOJSC8HZnGTfOleFoJa-Q

https://www.youtube.com/channel/UCQ-cLpwRZtQlkwMMmJC6uqw

Directed Improvisation Workshop is a workshop designed to musicians and music students, with different paths and levels, promoted by Escola do Rock Paredes de Coura.

It takes place in an informal musical learning context, in order to stimulate motivation, and active, creative and intuitive involvement in the student’s musical process.

Musicians and music students, combining musicians with different academic backgrounds and trajectories, as well as musicians with different degrees of experience. It’s not necessary being a student from Escola do Rock Paredes de Coura.

• Transformation of the musical power / experience accumulated by each of the participants in a collective musical torrent whose experience reverberates indelibly to their personal or group experience in other contexts;
• Rapport with the educational community of the places where it develops, patented both at the family level and in respect for the basic musical training of the students, experiencing great empathy for the personal effort of the participants or attention to their personal expectations deposited in participation in the process. This integration enhances the appearance or reinforcement of synergies between institutions and people present in the territories;
• Development of valuable individual capacities applicable to multiple areas of human activity, once this initiative takes place in a context of informal musical learning, in order to stimulate intrinsic motivation, and active, intuitive and creative involvement in the musical process;
• This workshop aims, through collaborative methods, to develop a set of creative processes such as improvisation and musical composition / creation, where collaboration and interaction between the group is emphasized, and where communication plays a central role in the development of musical creativity.

• Creativity;
• Music composition;
• Intuitive and creative involvement;
• Motivation;
• Communication;
• Collaboration;
• Interaction between students.

Created by musician, and Escola do Rock teacher, Samuel Martins Coelho-, this workshop involves one or two music teachers.

The structuring of the workshop is simple but very effective. It follows this order:

• It always starts with round exercises, which aims to make each participant to be introduced to the group so that everyone knows each other and, from then on, start to build and steght group trust;
• Develop the rhythmic, concentration, choices, action, reaction exercises, so the trainer understand how the group works, and what are its weaknesses, and potentialities, so that throughout the workshop find the best solutions to resolve issues and assign tasks of leadership;

• Division of the group into small groups with specific tasks with an objective- to understand how the group behaves and how they interact in order to fulfill the objectives;

• After this division, each small group presents its material;

• Using Soundpainting Comunication tools, improvisation exercises are performed so that an indication is given and the receiver has to make a decision based on that signal;

• • What is soundpainting?

It’s a sign language created by New York composer Walter Thompson for musicians, actors, dancers, poets and visual artists. The language consists of more than 1200 gestures that are indicated by the composer known as Soundpainter. This is what indicates the type of material that they want to be done by the performers. The direction of the composition is defined by the signaling given by the composer. Here are some examples of signs to register:

• • Pointed indicator: Touch (PLAY);
  • Clenched Fist: Stop (STOP);
  • Left hand opening and closing, and indicator: Create the wave effect (FLASHING)- Only touch when the indicator is in the field of view. When the indicator does not point at anyone, it is not touched;
  • Left hand in V: Play too loud. (HIGH);
  • Two fingers pointing to the eyes: Pay attention and prepare for the next indication (ATTENTION);
  • Secure by hand: Free composition. They are currently the most important musicians in the group (SOLO);

• With the material developed by the different groups, the trainer asks for the interaction of the participants to start creating a possible structure, always making it clear that this structure is always changeable, so the participants can never lose focus because they are not used to a defined form;

• Enhance the qualities of the participants both in technical or creative and leadership issues;

• At the end of the workshop the participants have a good and relevant experience and know tools which are useful for their own projects;

The result of this workshop is shown in a concert during the Escola do Rock Residency, in Paredes de Coura.

This is a one-day workshop, during the Escola do Rock Residency, in Paredes de Coura, and lasts for three hours.

Escola do Rock Paredes de Coura.

2019

Website: https://escoladorock.paredesdecoura.pt/

Facebook: https://pt-pt.facebook.com/escoladorockparedesdecoura/

Instagram: https://www.instagram.com/escoladorock_pdc/

Youtube: https://www.youtube.com/channel/UCt16tuCXfZ2vJqnJwGofHOw

“Tú Cuentas ¿Me Cuentas?” it’s a project born in 2018, and promoted by Colegio San José, in Valladolid and by the non-profit association REA, in Castilla y Léon.

This project focuses on the school community, with the purpose of combating bullying, reinforcing respect, tolerance, empathy and responsibility, through music.

For this, the Spanish music “Tú Cuentas” (You Count), from the folk / rock band “Celtas Cortos”, is used, creating several activities according to the students ages and courses, to reflect and discuss the issue.

All the school community including teachers, training staff and students from all ages.

• To face bullying at schools by making visible and reflect on the respect, tolerance and responsibility through a tool as powerful as music;
• Reflect on school bullying: people involved (victims, aggressors and observers), forms of bullying, consequences, etc;
• To promote empathy with the people who suffer from school bullying and the need to act immediately, by the whole educational community, in order to solve the situation;
• Highlight he important role of the observers in the detection and action against school bullying (direct support to the person who suffers it, indirect support through the notification of the facts, to show our rejection to this kind of violence, etc.);
• To debate about the alternative solutions that can be developed from different groups (students, teachers, families) in order to solve this situation.

• Respect;
• Empathy;
• Tolerance;
• Inclusion;
• Responsibility;
• Teamwork and cooperation;

Colegio San José Valladolid teachers, school group: “Mags+” teachers, and staff from educational centres working with children.

This is an awareness raising campaign against bullying, based on, and whose main resource is the song “TÚ CUENTAS” (You Count), from the Spanish folk / rock music group “Celtas Cortos”. The idea came due to the awareness of the power that music has in children and young people, making them more receptive to the themes presented in them.

 

Colegio San Jose and the REA Association, in Valladolid, took on the challenge of creating the lyrics for a song that would be a hymn against bullying and the soundtrack for the School Day of Peace and Nonviolence.  Thus, the school group- “Grupo Mag+s”, under the leadership of Álvaro Fernández del Palacio, a young music teacher at college, and with the support of the band Celtas Cortos that gave the soundtrack, created this song.

After that, this song became extremely well-known, also passing through various sports venues and clubs in the city of Valladolid.

 

The motto “Tú cuentas”, “¿me cuentas?” is aimed at children who suffer from bullying, but also at their colleagues, friends, teachers and families. With this motto, the importance of communication without stigmas, is reinforced, where the priority is students, giving voice to all who are in a position of fragility.

 

Furthermore, with this song, a series of different activities are proposed, depending on the age / course of the students.  

This initiative takes place throughout the school year.

• Colegio San José Valladolid: Catholic school in Valladolid (Spain). It teaches from nursery school to high school;
• REA, non-profit association from Castilla y León (Spain) for the defense of children and young people.

2018

• Winner of the category ‘Coexistence and Inclusion Initiatives’ in the ‘Great Teachers, Great Initiatives’ Awards 2018-2019, promoted by the Atresmedia Foundation, together with Samsung and the International University of Valencia (VIU) and in collaboration with the Orange Foundation
• Impact: This project has received support from other educational centres, as well as from the world of sport and numerous personalities from the city of Valladolid. The song and video clip created within the framework of the project were used in more than 150 schools, multiplying its impact.

Website: https://tucuentascontraelacoso.wordpress.com/

Instagram: https://www.instagram.com/csjva/

Youtube: https://www.youtube.com/channel/UCOf9oyHFOAOndkqq0W604TA