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dc.contributor.authorKrüger, Viggo
dc.contributor.authorMacedo, Eunice
dc.contributor.authorWarner, Chatrine
dc.contributor.authorCarvalho, Alexandra
dc.contributor.authorAddessi, Anna Rita
dc.contributor.authorRuutel, Eha
dc.contributor.authorBunt, Leslie
dc.description.abstractThis project report describes policy, practice and theory related to a cross-sectoral international project funded by the European Union’s Erasmus+ programme. STALWARTS– Sustaining Teachers and Learners with the Arts: Relational Health in European Schools–aimed to promote relational health in schools through engagement with the arts. The project was developed in five European countries: Estonia, Italy, Norway, Portugal, and the UK. The local partnerships between five universities and community-based schools are diverse in terms of their locations in the European region and the populations they serve, in terms of age, social status and learning conditions. In this article we focus on the link between ELET policies in each country and local context. We ask: How can identified ELET policy initiatives in the five partner countries relate to the achievements of the STALWARTS partner schools when working with the expressive arts? Some related theoretical background underpinning the practical aspects of the project brings this report to a conclusion.en_US
dc.publisherGAMUT - Grieg Academy Music Therapy Research Centre (NORCE & University of Bergen)en_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.titleLearning how to learn: the role of music and other expressive arts in responding to Early Leaving from Education and Training (ELET) in the STALWARTS projecten_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.rights.holderCopyright 2020 The Authorsen_US
dc.source.journalVoices: A World Forum for Music Therapyen_US
dc.identifier.citationVoices: A World Forum for Music Therapy. 2020, 20(3)en_US

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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal