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Siin lehel toimub europrojekti QUERKLANG Eestiga seotud tegevuste planeerimine.
Projekti koordinaator Eestis on Eesti Arnold Schönbergi Ühing http://www.schoenberg.ee
Projekti Eesti partnerite koostöödokumendi koostamine toimub lehel QUERKLANG EESTI/Eesti partnerite koostöökokkulepe.


QuerKlang Eesti
Muusika kompositsiooniõpetus koolis


Eeltutvustus: QuerKlang video 2006-2007: http://vimeo.com/30381909

Eesmärk: Muusika kompositsiooniõpetuse õppevahendi ja õppekava väljatöötamine: toimub lehel https://et.wikibooks.org/wiki/Muusika_kompositsiooni%C3%B5petus


PlaneerimisprotsessEdit

Esimese europrojekti (CULTURE, sügis 2014) kirjeldusEdit

Allikas: http://img2.wikia.nocookie.net/parnu/et/images/2/2a/2013_10_28_QK_Antrag_en_ja.pdf

QuerKlang goes Europe

A project for five European schools, contemporary music and border-- crossing experience

I became aware that all sounds can make meaningful language. (Karlheinz Stockhausen)


Europe is a serious Babel. The English language connects those who speak this language most people agreed on as the communing one. A universal dialogue seems impossible – really?

QuerKlang proves the contrary. It enables pupils to compose Contemporary Music–with everything they have and are.

A new, individual expression is found that can be (universally) understood a part from language. Let’s talk music!


QuerKlang is …Edit

QuerKlang is cultural education and education through culture. It proves successful for the last 10 years now being integrated in numerous schools in Berlin, and recently also crossing German borders.

Being part of the school’s everyday, it teaches pupils unconventionally to compose their own, experimental music. Experimental here referring to both the aim and the process.

For six months a teacher, a composer and two students (music and education studies) accompany a class, who substantially influence the process.

Culminating into a public performance within MaerzMusik–festival for contemporary music berlin, the pupils act as interprets and creators of their opus at the same time.


QuerKlang seeks…Edit

QuerKlang is like polyphonic music. It needs all voices to realize the composition. It seeks to give pupils an understanding of contemporary music, being mostly neglected in traditional music lessons.

It seeks to enhance music and education studies through its scientific, continuously extending fundaments. Through the impact of the applied methods it seeks to offer new stimulus for the entire school everyday. Above all QuerKlang seeks to offer self—consciousness for everyone’s own creativity and to improve all kinds of social skills through improvisation and experimental composition: concentration, responsibility, self-control, equality, poise, power of judgement and analysis, being part of a team and listening to each other.

Experimental music is new to all participants, regardless cultural background or musical skills. No advantage, nor disadvantage –every one begins on the same page.


QuerKlang in EuropeEdit

In celebration of the 10th anniversary of QuerKlang’s pilot-project in 2003/2004 it now expands into the world. Sufficiently approved, well trained and founded it is eager to share wisdom and experiences, not interested to monopolise its knowledge in the future.

It is the first time to transfer the Berlin-based project parallel to four other European cities to embrace a common, European space for culture / cultural sphere.

Having established a tight and strong network in the course of the (last) years, and having gained experiences that continuously developed its bases, theories and practices further, QuerKlang takes the challenge.

Continuity does not equal stagnation but approved development, thus not contradicting the experiment, which unites the new, unknown, risk.

The experiment always means adventure – within QuerKlang it is accompanied by experts, catalysed into innovative knowledge.


QuerKlang for EuropeEdit

Europe's countenance has a distinctive profile: It is shaped by diverse cultural spheres, traditions and people on most confined space. These unique features are the principle and method within QuerKlang and they shall be strengthened through early education.

As a space for education outside the established cultural spaces, QuerKlang installs musical and cultural education within the school's everyday, motivating pupils from all social backgrounds for cultural engagement in the future.

Encouraging children to get involved in the arts increasesthe chance to being involved culturally in the future – as audience or as actors.

QuerKlang creates early understanding and acceptance for international, transcultural cooperation and defines curiosity, will and ability for transnational mobility and cooperation in the future.


QuerKlang in Europe – goals for the European amplificationEdit

I am for the birds, not the cages. (John Cage)

Europe is meant to grow together: the Schengen Convention, the common currency, the „common“ studying system. Children are born into a European self-understanding that grown-ups do not share automatically.

But there are children who do not feel "European“ except for the common currency –which at the moment struggles to unite as well. A natural Europeanism and mobility, as its source, are not naturally granted.

Exchange and mobility, open-mindness and curiosity for the neighbours and "fellow citizens", the differences and new visions born out of disparate experiences are fundamental for a common European cultural sphere.

The freedom herefore is given to pupils in Berlin (Germany), Linz (Austria), Leuven (Belgium), Italy and Pärnu (Estonia) by QuerKlang.


MobilityEdit

Let's take Cage's quote and refer it to the birds' movement, elegance, mobility, dynamics and music. The cage's associations – narrowness, closeness, unidimension – block creativity, discoveries and innovation – all being central to Experimental music an QuerKlang.

Thus we create space for movement and meeting. Encounters between pupils and teams at the mid-way reflexions, pre and final concerts and the process-accompanying dialogue on the compositions' creations (online forum, visits, virtual meetings etc.) unite all participants, revealing a sense for a united European cultural sphere and its rudiment.


A universal languageEdit

Although science hasn't accepted music as a language yet, as not being translatable in the linguistics sense, it is the audible facial expression.

Music can display emotional and social processes that can be understood cross culture, comparable to universally coherent facial expressions such as happiness, grief or anger.

Although music doesn't necessarily follow communicative patterns, it still can enable and push an own art of dialogue further.

While most children and young adults across Europe do not share the same language sufficiently to communicate stress-free, through playing music and composing together they can express and debate emotions without reservation or language barrier.

As effort and process are similar in all classes taking part in QuerKlang, pupils have direct access and comparison to their own work and those of the others, often being surprised on how different the outcome can be in a similar process, whose outcome is unforeseen.

This is how QuerKlang issues the dialogue on the language of Experimental music and orchestrates the disparate approaches together with all participants to one, to their common "European" language.

With the skills of experimental composing pupils learn comprehensive methods of mediation and negotiation that acknowledge differences and search for innovative, common paths.

These are the fundaments of living together peacefully, across cultures and nations.


From Audience Development to Actors DevelopmentEdit

While every second theatre has its own visitor survey, cultural agencies have their own use - and interest – studies and the management sector makes a lot of money through Audience-Development-recommendation, QuerKlang decides to go beyond.

Through leading the children up to Contemporary Music and forms of innovative cultural production and including it to their everyday, QuerKlang creates awareness and reception of this multi-functional cultural form called experimental music.Here the fundament for an open-minded, thoughtfull audience is set.

But the future of a creative Europe does not limit to an engaged audience. Therefore QuerKlang's hands-on part, the collective composition, defines active and creative cultural actors and early sensitized cultural producer.

Together with an engaged audience they will build a sustainable, prosperous creative Europe.


Cultural education outside the cultural templesEdit

Art and culture are exceptionally hard to convey. Depending on social background, cultural origin and personal interest children have very diverse access to aesthetical and cultural experiences.

Still they all share a basic open-mindedness for playful and innovative "worlds" or "spheres".

It is therefore that QuerKlang is installed within the school everyday to ensure all children are able to enter and explore those new worlds of art and creativity.


At the edge/conflict of didactics and pedagogics: to understand QuerKlang as a means for self-development in schoolsEdit

Pupils spend more than 20.000 hours at school. Still school as a system faces the same conflicts everyday: to support the individual inside the collective. Financial scarcity, overloaded classrooms and outdated methods cumber individual support. Positive self-development inside schools needs more than this.

QuerKlang stimulates the personal and social resources. Its collective structure and highly participatory and involving approach create a positive atmosphere – the foundation fo an inspiring learning environment.

Developing futureEdit

QuerKlang advances future developments on three levels.

Independent from school system or cultural sphere it defines several tendencies that should be in focus across Europe.

QuerKlang conceives school as a social learning space.

It provides children and young adults through the understanding and work on and with Experimental music next to theoretical knowledge with social skills and agency.

Through the independent work pupils learn to take responsibility for themselves and for others, gaining a key competence for their future life.

They are the upcoming audience: Access and reflexion are approached through the own artistic production immediately and practically.

With QuerKlang not only the children are learners. It is the teachers and professors, determining and designing education and its systems everyday, who are asked and invited to learn as well.

Working together with composers who are used to very different forms of teamwork and work in process, the teachers have to explore and adapt new approaches to music, its creation and mediation.

Creative design,democratic development of contents, process-versus goal-oriented working are core issues for a collective composition that differ heavily from curriculum guidelines, hierarchies and structures in schools.

Those differences can open up new synergies though, establishing sustainable approaches to help pupils develop their personality, social skills, aesthetic understanding and knowledge.

The students of today becoming teachers in the future will significantly shape the schools of tomorrow.

QuerKlang offers them innovative teaching methods and the ability to step up to a serious lectureship and to create a fair and profound school everyday.

The composers' work is comparable to consulting and coaching artistically. Through the cooperation the teachers learn to perceive composing contemporary music as a practical working field, the dialogue opens up new awareness and understanding for the possibilities of New Music.

The practical-artistical influences of the composers and the educational-mediative influences of the teachers thus fuse to paramount art education.

The composers not only use but learn to communicate their expertise and competence to a young, curious audience.


A European Network for QuerKlangEdit

Although the actors from the five participating countries will meet in person at the very beginning of the project, the network – as an online platform – will Invite them to a deeper virtual get-together right from the beginning onwards.

Throughout the installation process of the first year and the evaluation and remixing process of the second and third year it will remain the crucial tie between the participants, their ideas, problems, critique and progress.

It means have to grow beyond Facebook and Google docs and provide a project-related, source-oriented multi-user platform. Functions

- professional, personal and content-drawn exchange
- internal and external (for audience and parents)
- information
- interdisciplinary
- it pictures the ideas, interdependences, co-operations, relations and connections between all actors of QuerKlang
– even the former ones participants/users
- experts and mediators
- current participants and former participants
- (European) multipliers
- recommenders, advisers goals
- feedback, support, exchange (experiences/ ideas), help
- implementing and widening competences
- gathering new knowledge and solutions through experiencing different approaches because of the cultural diversity within QuerKlang


Adding value to EuropeEdit

Europe is facing a turning point. A change goes through its countries, its cities, in fact the whole world. A tipping point where everything could turn right or left. A moment to re-evaluate resources and use them differently.

Culture as a resource has long been discovered, acknowledged and applied.

In Tourism, in Politics, in Economics. In education, our basis for a prosperous future, cultural practice and artistic learning is hardly applied, respectively too little integrated.

Here artistic learning goes way beyond musical education but refers to all kinds of artistic and cultural forms from fine arts to dance, literature and performing arts.

Alhough Italy has a rich cultural heritage, music and fine arts are only taught in primary school.

Sometimes chosen Secondary schools offer a wider choice of cultural/artistic courses, too.

In Flemish Belgium Music is compulsory only up to grade 8 without a fixed amount of lessons. They can differ immensely from schools to cities and communities.

Many projects and studies prove how learning and experiences from cultural practice prepare us for our complex private and professional everyday.

In 2009 the European Union pointed out and underlined the gainful effect of cultural education and life. Although 2009 has been the European year of Creativity and the European Parliament appealed to grow together in musical education, very little interdisciplinary, border-crossing projects have been realised.

The EURYDICE survey (2009) illustrates that music and fine arts are primarily taught in Primary, partially in Secondary school and that professional artist and experts are scarcely integrated in the lessons.

It is time to overcome these differences and to work on a merging Europe through QuerKlang, with one project, in different countries, at the same time.

To enable exchange of expertise and experiences transcultural.


Equality of opportunities through equal educationEdit

Today and in the future professional life will leave behind all borders of countries and language. Mobility, multilingualism, adaptability are essential in most disciplines and professions.

If we educate our children differently good, balanced, open minded, sophisticated, we are weakening their equality of opportunities on the labour market.

Thus combining Good Practice Models and matching approaches to education throughout Europe should be the focus of culture and education in all Europe.


Overcoming integration fatigueEdit

The current economic situation in Europe and in the member states of the European Union unsettles many Europeans.

Solemn inflection and a certain integration fatigue benumb the exchange and cooperation in economics.

In the cultural and education sectors however the nations are growing together more and more.

Here interdisciplinary and intercultural cooperation are widely appreciated as the driving force and sustainer. It is not competition but lop-sidedness they fear. A coalescent Europe starts through exchange.

Social cohesion, shared knowledge, joint innovation derive from cultural practice.

They are to be taught early and to be installed on an on going basis within education co-operations.


Living the European dimensionEdit

We are living in a Union that non of us can hardly know entirely.

A highly complex system of nations, cities, streets, coasts, beaches, legislations, languages and cultures.

Do German pupils know that in Estonia dance and singing is integrated in all education from kindergarten onwards?

Do Italian students think it strange that in Germany Performing Arts can be a common course just like mathematics or physics?

Children – and adults – deal with foreign culture, languages, customs everyday through media but it cannot replace at all the personal contact or exchange with the unknown, foreign.

New aromas, foreign food, unknown landscapes, different bodylanguage have to be lived to see, to accept and to reflect.

To be at home in Europe we have to travel.

Thus mobility is the highest priority in QuerKlang Europe.

Visiting the participating countries, traveling together to the concerts, living in the families of the involved pupils enable deep insights in the school’s and private everyday in foreign countries.

If we in Europe want to grow together, we have to conceive each other.

Without knowing each other, approaching each other culturally, stopping to compete through education and training, it will be a long and winding road.


Benefits for EuropeEdit

Europe does not need another project that can be everywhere but is only home at one spot, the place where it was born.

QuerKlang is attracted to five cities – for the start – where it wants to be and will be at home, too.

It is a project that seems to be similar everywhere but is always localized.

Priorities can change, approaches can turn up side down, details are remixed.

The framework, polished in Germany, is extended by culture-specific approaches and traditions.

The newly gained Italian, Austrian, Belgium and Estonian insights will be collected, presented, evaluated and remixed into an extended, European QuerKlang framework that can be realized in any other European country in the future, developing its structure and learning furthermore.

The local organizations and actors conceive the broader European context they are cultural actors of together enhancing and shaping the future of the children, their and our future all the same.

Their capacity to work internationally and in a broader context is encouraged at the same time.

  • transferability can be focused, reflected, enriched
  • developing commons over differences


ChallengesEdit

- Different schooling systems in all countries
- differing esteem of musical education in all countries
- multilingualism: common language English?
- local or regional innovations: be flexible about them and find the right way to include them
- the added value must be adjusted to the processes and developments at all time (if the project is running for several years)
- further development of the framework in a European (transferable) concept


NOTIZENEdit

  1. Incorporates unorthodox, new, distinctly unique ingredients "an experimental action is one the outcome of which is not foreseen: wir wissen nicht, was aus diesem Transfer wird, aber wir glauben Gutes, dass es sich lohnt, dass das Risiko die Stagnation/Traditionsverbissenheit überlebt"
  2. The projects make intensive contributions to the research, innovation and standardization of Future Internet infrastructure, through both evolutionary and totally novel approaches.
  3. In addition to the technical aspects,the Economic and social implications of the current and future networking architectures and efficient use of radio spectrum are also important.
  4. Furthermore, the Future network infrastructures should provide seamlessly end to end connectivity and access and therefore will have to support the convergence and interoperability of heterogeneous mobile/satellite and broadband network technologies.
  5. QuerKlang seeks European consensus (-for the use and importance of Contemporary Music in schools Europe wide).
  6. It's not a project to tour, having guest performances everywhere with contents, approaches and prospect formed in a certain country, within a certain music tradition for a certain audience known by the actors.

Teise europrojekti (ERASMUS+: COMENIUS, kevad 2016) kirjeldusEdit

Eesti allprojekti kirjeldusEdit

Eesmärk ja rõhuasetusedEdit

Eesmärk: Juurutada muusika kompositsiooniõpetus osaks üldhariduskooli muusikaõpetusest, sealhulgas muusika kompositsiooniõpetuse õppevahendi (õpik + töövihikud) ja õppekava koostamine üldhariduskoolidele. Eesmärk põhineb Kunstiainete riiklikule õppekava punktile 2.1.1 Põhikooli muusikaõpetusega taotletakse, et õpilane 3) mõtleb ja tegutseb loovalt ning väljendab end loominguliselt muusikaliste tegevuste kaudu; 4) kasutab muusikalistes tegevustes omandatud muusikalise kirjaoskuse põhialuseid; (Vabariigi Valitsuse 06.01.2011. a määruse nr 1 „Põhikooli riiklik õppekava” lisa 6.

Rõhuasetused lisaks üldisele eesmärgile:

  1. muusika ja reaalvaldkondade seosed. Kompositsiooniõpetuse õppekava väljatöötamisel pöörata erilist tähelepanu muusika ja reaalainete seostele (Muusikamatemaatika);
  2. muusika kompositsiooniõpetus täiskasvanutele. Tutvustada laiemalt EKA ja EASchÜ koostöös toimunud eksperimentaalsete muusikainstrumentide projekti näitena kompositsiooniõpetusest täiskasvanud mittemuusikutele;

TegevusedEdit

QuerKlang on jaotatud kaheks 6-kuuliseks perioodiks.

Kuue kuu jooksul õpetaja, helilooja ja kaks tudengit (üks muusika- ja üks pedagoogikatudeng) tegutsevad koos ühe klassiga, mis omakorda mõjutab kogu protsessi. Tegevuse kulminatsioonideks on esinemised erinevatel nüüdismuusikafestivalidel, millel õpilased esitavad enda loodud muusikat. (For six months a teacher, a composer and two students (music and education studies) accompany a class, who substantially influence the process. Culminating into a public performance within MaerzMusik–festival for contemporary music berlin, the pupils act as interprets and creators of their opus at the same time.)

Tegevuse ühikud: http://img4.wikia.nocookie.net/__cb20140224151238/parnu/et/images/b/be/140107_QK_work_units.pdf

ProjektirühmEdit

QUERKLANG EESTI/Eesti partnerite koostöökokkulepe


Soovitava projektirühma koosseis selgub projektijuhi assistendi Jennifer Aksu e-kirjast 6.1.2014: The EU hast started the new year with a new program on CULTURE. So also the dates for the first applications are online. For us it is March 1st 2014. Finally we can start with first steps and decisions. We would like to ask you to start contacting the probable partners in your city/ region. Each team needs

- a University that helps coordinating and organising the students for the teams and who works along the project scientifically
- a school that is willing to participate in a project with the same class for two runs
- a musician/ composer
- a festival or any alternative partners that could host/ include the concerts

QuerKlang Eesti projektirühma võiks kuuluda:

Funktsioonide kaupa:

  • Allprojekti juhtimine: Eesti Arnold Schönbergi Ühing schoenberg@schoenberg.ee (Andrus Kallastu (helilooja, QuerKlang Eesti koordinaator) andrus.kallastu@eesti.ee, Kerri Kotta (muusikateadlane ja helilooja, kontaktisik EMTA-ga) kerri.kotta@mail.ee, Gerhard Lock (muusikateadlane ja helilooja, kontaktisik TLÜ-ga) gerhardlck@schoenberg.ee, Hans-Gunter Lock (helilooja, kontaktisik EKA-ga), Tatjana Kozlova-Johannes (helilooja, kontaktisik Georg Otsa nimelise Tallinna Muusikakooliga) helilooja@gmail.com)
  • Partnerülikoolid: EMTA (Helena Tulve <helena@ema.edu.ee>, Margus Pärtlas <margus@ema.edu.ee>), TLÜ (Tiina Selke <tiina.selke@tlu.ee>, Vaike Kiik-Salupere <vaike.kiik-salupere@tlu.ee>, Orest Kormašov <orest@tlu.ee>)
  • Partnerkoolid: Pärnu Koidula Gümnaasium (Indrek Palu (helilooja, muusikaõpetaja) indrek.palu@gmail.com, Birgit Peterson (projektide koordinaator) birgit.peterson1@gmail.com), Pärnu Vanalinna Põhikool (Pille Tahker (direktor) <pille.tahker@gmail.com>). Partnerkoolide ring täieneb.
  • Partnerfestivalid: Pärnu Nüüdismuusika Päevad (EASchÜ: Andrus Kallastu, Kerri Kotta, Gerhard Lock). Partnerfestivalide ring täieneb.

Alfabeetiliselt:

  1. Andrus Kallastu
  2. Birgit Peterson
  3. Gerhard Lock
  4. Hans-Gunter Lock
  5. Indrek Palu
  6. Kerri Kotta
  7. Tatjana Kozlova-Johannes

AjakavaEdit

Seisuga 18. august 2017.


Ajakava plaanid:

2016Edit

10/2016Edit

Collecting the state of the art of artistic and experimental projects in each partner’s context; Project management and communication activities; preparing kick-off meeting; organize travel and accoMmodations for the kick-off-meeting; Kulturkontakte and UdK Berlin will prepare the content and timetable and organize rooms, technical things, materials, reader etc. for the Kick-Off-meeting. All partners internal and all local teams (DE, BE, GR, PT, EE, AU). Preparing KICK-OFF: Kulturkontakte e.V., UdK Berlin

11/2016Edit

12/2016Edit

Local project work: planning the class-room process with local TEAM. Preparing the introductory seminar: Kulturkontakte e.V. and UdK Berlin will prepare the content and timetable and organize rooms, technical things, materials, musical-instruments, inputs, local schools for the first class-room experiences etc. All partners internal and all local teams (DE, BE, GR, PT, EE, AU). Preparings: Kulturkontakte e.V., UdK Berlin

2017Edit

1/2017Edit

7.-8.1.2017: Transnational project meeting - Kick-off meeting (Pärnu). The first meeting to introduce all partners face-to-face, their individual contexts and to mutually decide on details for the proceeding and methods, communication efforts and virtual cooperation, set dates for all relevant steps. Discuss first approach to open access web platform. Planning the steps of public relations for the whole process and set dates of evaluation contacts. All partners (schools, universities, evaluators in Berlin (DE, BE, GR, PT, EE, AU).


23.-29.1.2017 C2: Introductory seminar (Berlin). All partners are trained in the methodology of experimental composing (QuerKlang) as an inclusive, egalitarian, artistic approach to self-initiated learning in schools. Innovation through fusing methods from all partners’ experiences to the fundamental methodology. Implementation and dissemination of the methodology are trained. The teacher’s log book is introduced as a method of (self-)reflection and documentation. Information and dissemination activities. All partners (schools, universities, evaluators in Berlin (DE, BE, GR, PT, EE, AU)

2/2017Edit

First class-room project work with learners as first iteration step for implementing QuerKlang; peer mentoring; project management and implementation activities; ongoing log book documentation; virtual cooperation and feedback techniques; information and dissemination of activities

First steps towards an open access web platform, design and programming

Start of the local project work in the schools.

Start of documentation and evaluation of the local processes.

All partners internal and all local teams (DE, BE, GR, PT, EE, AU)

Anton-Bruckner-Privat-Universität Linz

3/2017Edit

Continuation of first class-room project work with learners as first iteration step for implementing QuerKlang; peer mentoring; project management and implementation activities; ongoing log book documentation; virtual cooperation and feedback techniques; information and dissemination activities. All partners internal and all local teams (DE, BE, GR, PT, EE, AU)

4/2017Edit

Continuation of first class-room project work with learners as first iteration step for implementing QuerKlang; peer mentoring; project management and implementation activities; ongoing log book documentation; virtual cooperation and feedback techniques; information and dissemination activities.

Advance open access web platform, design and programming

Local teams: Organize travel and accommodations for the transnational meeting in Lisbon. Centro de Estudos de Sociologia e Estética Musical will prepare the content and timetable and organize rooms, technical things, materials, reader etc. for the transnational meeting in Lisbon.

C3: Transnational meeting (Lisbon). First mutual reflection on team work, class room process. Collective consultancy. Repeat methods, tools and strategies.

All partners internal and all local teams (DE, BE, GR, PT, EE, AU)

Kulturkontakte e.V.

All partners internal and all local teams (DE, BE, GR, PT, EE, AU)

All partners (schools, universities, evaluators in Lisbon (DE, BE, GR, PT, EE, AU)

5/2017Edit

Continuation of first class-room project work with learners as first iteration step for implementing QuerKlang; peer mentoring; project management and implementation activities; ongoing log book documentation; virtual cooperation and feedback techniques; information and dissemination activities

Advance, finalise and launch open website.

Preparing and organizing the local concerts in DE, BE, GR, PT, EE with o local concert-hall or festival-partner. Preparing the technical needs and the public relations for the local concerts and the live-recording and live-time-broadcasting of all concerts through the internet and in cooperation with local media.

All partners internal and all local teams (DE, BE, GR, PT, EE, AU)

Kulturkontakte e.V.

All partners internal and all local teams (DE, BE, GR, PT, EE)

6/2017Edit

local presentation of class room work process (local concerts) Fill in first insights onto webplatform. Organize concert invitations etc. through website and present documentations of the process on the platform. All local teams with local concert-partners

7/2017Edit

Evaluation of first iteration phase; local reflection meeting; reporting and analysis of the first process-phase and defining gaps, preparations and improvements for the second phase as an internal reflection; sharing the improvements with the other partners and define the focusses of the mutual reflection of the first phase for the Transnational meeting in September in Athen.

All partners internal and all local teams (DE, BE, GR, PT, EE) and Anton-Bruckner-Privat-Universität Linz

8/2017Edit

Internal idea of conception of the local transfer of the experiences in the pedagogical conception of music in schools in every country

Local teams: Organize travel and accomodations for the transnational meeting in Athens. School of Philosophy, Faculty of Music Studies University of Athens will prepare the content and timetable and organize rooms, technical things, materials etc. for the transnational meeting in Athens.

All partners internal and all local teams (DE, BE, GR, PT, EE)

All partners internal and all local teams (DE, BE, GR, PT, EE, AU)

9/2017Edit

C4: Transnational meeting Mutual reflection of first phase (Athens). Review of log books, evaluate and support others. Recognise and celebrate the achievements of individuals and teams. On this basis innovate formats, methods and procedures. Impulses on transferability questions from experts. All partners (schools, universities, evaluators in Athens (DE, BE, GR, PT, EE, AU)

10/2017Edit

Meta-Evaluation of process and first outcomes. Second class-room project work with learners as continuous iteration to implement QuerKlang into local/ institutional context; peer mentoring; project management and implementation activities; ongoing log book documentation; virtual cooperation and feedback techniques; Anton-Bruckner-Privat-Universität LInz with all partners individually All partners internal and all local teams (DE, BE, GR, PT, EE)

11/2017Edit

Update on Financial controlling and processing KULTURKONTAKTE e.V. with all partners individually

12/2017Edit

Second class-room project work with learners as continuous iteration to implement QuerKlang into local/ institutional context; peer mentoring; project management and implementation activities; ongoing log book documentation; virtual cooperation and feedback techniques; Local teams: Organize travel and accommodations for the transnational meeting in Pärnu. Eesti Arnold Schönbergi Ühing will prepare the content and timetable and organize rooms, technical things, materials etc. for the transnational meeting in Pärnu. All partners internal and all local teams (DE, BE, GR, PT, EE)

All partners internal and all local teams (DE, BE, GR, PT, EE, AU)

2018Edit

1/2018Edit

Second class-room project work with learners as continuous iteration to implement QuerKlang into local/ institutional context; peer mentoring; project management and implementation activities; ongoing log book documentation; virtual cooperation and feedback techniques;

C5: Transnational meeting Mutual reflection of first phase (Pärnu). Review of log books, evaluate and support others. Recognise and celebrate the achievements of individuals and teams. On this basis discuss and help plan the mini-conference.

All partners internal and all local teams (DE, BE, GR, PT, EE)

All partners (schools, universities, evaluators in Pärnu (DE, BE, GR, PT, EE, AU)

2/2018Edit

Second class-room project work with learners as continuous iteration to implement QuerKlang into local/ institutional context; peer mentoring; project management and implementation activities; ongoing log book documentation; virtual cooperation and feedback techniques;

All partners internal and all local teams (DE, BE, GR, PT, EE)

3/2018Edit

Second class-room project work with learners as continuous iteration to implement QuerKlang into local/ institutional context; peer mentoring; project management and implementation activities; ongoing log book documentation; virtual cooperation and feedback techniques;

Preparing and organizing the local concerts in DE, BE, GR, PT, EE with o local concert-hall or festival-partner. Preparing the technical needs and the public relations for the local concerts and the live-recording and live-time-broadcasting of all concerts through the internet and in cooperation with local media.

All partners internal and all local teams (DE, BE, GR, PT, EE)

4/2018Edit

local presentation of class room work process (local concerts)

All local teams with local concert-partners

5/2018Edit

Local evaluation efforts and reflection sessions; reporting and analysis of the second process-phase and defining gaps, preparations and improvements for the conference and the final documentation and evaluation as an internal reflection; sharing the improvements with the other partners and define the focuses of the mutual reflection of the second phase for the Transnational meeting and the conference in June in Leuven.

Local teams: Organize travel and accomodations for the transnational meeting and the conference in Leuven. MATRIX will prepare the content and timetable and organize rooms, technical things, materials etc. for the transnational meeting and the conference in Leuven.

Final preparings for the conference in Leuven with invited stakeholders

All partners internal and all local teams (DE, BE, GR, PT, EE) and Anton-Bruckner-Privat-Universität LInz

MATRIX, Kulturkontakte e.V., Anton-Bruckner-Privat-Universität Linz

6/2018Edit

C6: Transnational meeting Mutual reflection of second phase (Leuven). Review of log books, evaluate and support others. Recognise and celebrate the achievements of individuals and teams.

Mini-Conference. Lessons learned and future outlook.

All partners (schools, universities, evaluators in Leuven (DE, BE, GR, PT, EE, AU)

7/2018Edit

Evaluation and documentation. Financial processing.

All partners: Scientific personnel, teacher and composer/ musician and evaluators.

Controlling: Kulturkontakte e.V.

8/2018Edit

Evaluation and documentation. Financial processing.

All partners: Scientific personnel, teacher and composer/ musician and evaluators.

Controlling: Kulturkontakte e.V.

9/2018Edit

Evaluation and documentation. Financial processing. Publications.

All partners: Scientific personnel, teacher and composer/ musician and evaluators.

Controlling: Kulturkontakte e.V.

10/2018Edit

Evaluation and documentation. Financial processing. Publications.

All partners: Scientific personnel, teacher and composer/ musician.

Controlling: Kulturkontakte e.V.

EelarveEdit

Projekti eelarve koostamine toimub onlain.

Eelarve algversioon lehel https://docs.google.com/spreadsheet/ccc?key=0AnAj74GqwJL5dFc3ejM2WVF3TmlpM1RyaHNaUG1pQlE&usp=sharing

Eelarve 20.2.2014: https://docs.google.com/spreadsheet/ccc?key=0Ag9xph5AIWG_dDNTaVNuTHFBeENUM25YQWpQUVhIQ2c&usp=sharing

Eelarve 22.5.2014: https://docs.google.com/spreadsheet/ccc?key=0Ag9xph5AIWG_dDFlVngtclZNODlhQzJfN19ESy1aX0E&usp=sharing

Eelarve 1.9.2014: https://docs.google.com/spreadsheets/d/1_NYdH43qzj_4JOr60CtrzHzFDMgTpuG5CGgfQYxfxPE/edit?pli=1#gid=623205067

Eelarve 25.2.2016: https://docs.google.com/spreadsheets/d/1ETqSdxo9TDjhv0JzTm6FAgi_eRj9NS1H0qYd8lyRKX0/edit?usp=sharing

DokumentatsioonEdit

KoostöösEdit

Saksa projektirühmEdit

Austria projektirühmEdit

Belgia projektirühmEdit

Eesti projektirühmEdit

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