ARTEMIS was a European project led by AEC that explored the future of music teacher education in Europe. EMU was involved in the project through SCHEME, together with EAS and AEC, contributing the perspective of music and arts schools.
The project looked at how music teacher education needs to change in response to today’s challenges – including digitalisation, inclusion, wellbeing, migration, sustainability, and changing expectations in education. The outcomes are especially relevant for music and arts schools, because they focus on the competences future music educators need in order to work successfully in diverse contexts. At the same time, they provide EMU members with a useful basis for dialogue with national partners such as music universities, conservatoires, and schools.
Some of the most important points for EMU members are:
- Music educators need a broader skill set than before. Alongside artistic and pedagogical skills, teachers increasingly need competences in digital media, inclusion, intercultural understanding, collaboration, and student wellbeing.
- Teacher education should become more connected to real-life practice. ARTEMIS highlights the importance of preparing teachers for the realities of classrooms, music and art schools, community settings, and diverse student groups.
- Inclusion is one of the key themes. Future teachers need strategies and resources that help ensure access to music and art education for all learners, regardless of their background, abilities, interests, or learning needs.
- Lifelong learning for educators is becoming more important. Initial teacher education alone is no longer enough; educators need opportunities for continuous professional development throughout their careers.
- ARTEMIS also stresses the need for stronger collaboration between institutions. Music and art schools, schools, universities, and conservatoires should work more closely together in order to create clearer pathways for students and better preparation for teachers.
- Future-oriented teacher education should also reflect wider societal topics such as sustainability, wellbeing, diversity, and social cohesion. These are increasingly seen as part of the role of music and art education and not as separate topics.
For EMU members, these outcomes are valuable because they can help shape staff development, curriculum discussions, and future priorities within music and arts schools. They also provide useful arguments and practical recommendations that can support advocacy and collaboration at national and local level.
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