CC-ECME: Music and Arts Schools Driving Inclusion Through ECME
Through the CC-ECME project, the EMU is developing practical resources and tools for members across Europe. It also aims to strengthen advocacy for equal access to Early Childhood Music Education for every child.
Early Childhood Music Education: Call for Good Practices
As part of the CC-ECME project, we are collecting exemplary Early Childhood Music Education (ECME) practices that promote inclusion, accessibility, and institutional collaboration.
dialoguing arts – Cultural Literacy for Social Inclusion
As part of the EMU’s commitment to fostering access to high-quality music education, strengthening cultural participation, and promoting exchange and cooperation across Europe, we joined the d@rts (dialoguing@rts) project as an associated partner.
SMS Project: What Remains Relevant for Music and Arts Schools
The SMS project created important resources in Early Childhood Music Education and digitisation. Many of these results are still relevant for EMU members and continue to shape current work.
ARTEMIS Outcomes: What Matters for EMU Members
The ARTEMIS outcomes explore how music teacher education needs to respond to today’s challenges. For EMU members, they offer practical ideas for staff development, curriculum work, and dialogue with institutions and universities.
The TEAM Project – Future Making, Mobility and Networking in Europe
The European Music School Union is joining TEAM, the Teacher Education Academy for Music, Future-Making, Mobility and Networking in Europe as an associated partner.
As part of the CC-ECME project, we are collecting exemplary Early Childhood Music Education (ECME) practices that promote inclusion, accessibility, and institutional collaboration.
As part of the EMU’s commitment to fostering access to high-quality music education, strengthening cultural participation, and promoting exchange and cooperation across Europe, we joined the d@rts (dialoguing@rts) project as an associated partner.
The SMS project created important resources in Early Childhood Music Education and digitisation. Many of these results are still relevant for EMU members and continue to shape current work.
The ARTEMIS outcomes explore how music teacher education needs to respond to today’s challenges. For EMU members, they offer practical ideas for staff development, curriculum work, and dialogue with institutions and universities.
