Abstract:

For music education to be strengthened, it is important to promote access to opportunities for creative musical experiences participation and involvement. Those opportunities are needed both for schools and for teacher training. An artistic intervention project was developed and implemented in a university context. It aimed to reinforce formative and cultural dynamics of experimentation, fruition and creation for university students and the local community. Therefore, the project provided ateliers, workshops, open classes, concerts and presentations of artistic products. Those activities were available during the period of one month, involving various artistical domains. They were planned and produced by the university teachers and students and encompassed the participation of local cultural partners. This study sought to understand the contributions of the project activities in the future teachers' learning development. Participants were recruited directly from students involved in teacher education programs participating in the activities provided by the project. Accounts were collected through a survey with open questions. Responses were received from 66 participants in June 2021. Issues that were discussed the most across the dataset were categorized and fall into three main topics: pedagogical skills, music skills, and transferability of the learning experiences to the educational contexts of the community. It provides insights into generalist music teacher education and into the importance of participatory and collaborative music education systems.

Keywords:

Collaborative systems, music education, teacher training.