Model in English

Model plan to be modified

Please modify with Your initials. Thanks!
bold cursive: Tapani
italic: Inese (Latvia)

W.P 2

Kick-off meeting (creating a model)
How we did it?

R. (Italy)

By the end of the kick-off meeting, we had created a model that we are strictly following, with all the necessary adjustments and changes.

The first requirement for creating a new musical is to write a story and its libretto. Each country selected a small group of students, who were guided by one teacher from their own country. These students took a three-month online course run by our Spanish partners, which ended with a trip to Spain. There, guided by their teachers, the students finished writing the libretto. More details can be found in the Spanish document (still on Peda Net, Model/W.P. 3° - Libretto).

Then we moved (April – September 2025) on to composing the music. The same method was used to select students from different countries. This entire phase took place online and was led by Belgium and Finland.

So far, all of the music composed is in vocal and piano versions.

We have now moved on to orchestrating and arranging the music that has been written (September – November 2025). Two different scores are being prepared: one for performances in Italy and Belgium, and another for Spain, where there will be a greater number of wind instruments. Italy will carry out the orchestration work, which will involve the student composers and teach them the basics of this complex practice.

Over the coming months (June – December 2025), auditions will continue in all countries to select students to take part in the production and staging of the musical as singers and actors. They will receive training in learning the score; the musical preparation will be handled by Italy, while Belgium will handle the theatrical preparation.

During this time (September 2025 – March 2026), Latvia will work on designing and creating the sets and costumes, ensuring they are compatible with and sustainable within the available financial, production and space resources.

From late 2025 onwards, preparations will begin for the first practical assessment, which will take place in Italy in week 11 of March 2026. This will culminate in an initial performance of the musical without sets or costumes, marking the conclusion of WP3 — the creative heart of the project. Italy will also coordinate the instrumental preparation.

From the beginning of 2026, work will also start on directing and staging the musical. Italy will be responsible for directing and Belgium for staging, while Belgium and Spain will be responsible for staging. This will culminate in mobility events in Belgium (week 18) and Spain (first week of October 2026).

After the first mobility programme in Spain, all dissemination activities were launched, involving students from other educational institutions and all possible stakeholders in the project. These activities, adapted to different educational and social contexts, were always coordinated, following the same models developed thanks to constant coordination efforts.

Same models were used for all the calls to select students in all the Countries.

From the start of the project until its completion, regular and frequent meetings are planned. These meetings will take place between all partners. They will be coordinated by Finland.

Finland has always been responsible for coordinating and controlling the entire project. This is a complex and multifaceted project. It is essential to maintain close and continuous coordination between the different countries and working groups. Otherwise, there is a serious risk of losing the great work that has been done. 


- mobility in Finland on 8, 9 ,10 October, 2024 W.P. 3a
- explantation about the main tasks of the meeting, how to start to build up the model
- How was the testing done?
- Logo competition: How, when, explanation. How many participants? The info On Pedanet Logo competition page
LOGO suggestions
is strongly confusing, because the winning logo is not the accepted one, which is then a strongly modified version of the suggestion number 10. 
-> the LOGO suggestions page should be removed or modified.

The logo competition was attended by school students from Latvia, Belgium and Finland who submitted an ideas project logo, combining the main idea of climate change and its importance, the power of music and art, and finding ways to highlight and solve these problems.. 28 logos were submitted to the vote, of which the project logo was chosen on the basis of the regulations. 


W.P.3 A

Students will be selected through a model of a call. An example of that, is on the Peda Net subpage (https://peda.net/projects/common/resources/call-for-students).
Explanation why and if done differently

8 Online lessons on Thursdays from 4 to 5.30 PM (Brussels time), according to the Spanish schedule
Dates, Short explanation. Reason and Target. How many participants?

Some local lessons for each country
Where? How? Reason and Target. How many participants?

Libretto Mobility in Osuna mobility in Spain 3-7 February 2025

Explanation of the mobility. Results. How many participants?

2 review meetings for teachers

When?
Dates, agenda, results?

From January to April 2025 competitions in other schools (11-18 years old students) to write stories, poems as extra material. The produced material will be materialized and shared in European libraries. Dissemination: https://peda.net/projects/common/dissemination Evaluation: https://peda.net/projects/common/evaluation

Where and what was organised? How many pariticipants?

(Latvia) Poem contest - January, February, 2025.

In January-February 2025, a meeting took place with students and teachers from local primary schools, who were presented with the participation of our school in the COMMON project, its main idea and the planned results. In collaboration with primary school literature and English teachers, a poem competition was launched and organised for students in grades 6-9 on the theme “CLIMATE CHANGE”. The students were engaged in discussions on this broad theme, resulting in around 30 poems. 35 students from different schools took part in the competition. Students worked both individually and in groups. Students of the younger classes composed poems in their native Latvian language, while students of the older classes also composed poems in English. In this way, not only was the currently topic of climate change brought up, but also skills in expressing themselves in English were developed. The final event of the poetry competition was held on 21.02.2025, where students and teachers assessed the results and also received small prizes for participating in the competition. A selection of poems was handed over to a local library where people in the local Community can view and read it, inspired by ideas from young people.

Quantitative results:

- created project material with 28 poems collected in a library accessible to all inhabitants of the local Community;

- the project activities involve 35 primary school students, as well as neighborhood school literature and English teachers;

Qualitative results:

- the project and its current topics of nature conservation and climate change are being updated in other schools and local communities;

- students have developed their creative skills by creating poems;

- an opportunity has been created to discuss the topics of nature conservation and climate change, express opinions and hear others.

We put this information and document with the poems here: https://peda.net/projects/common/w.p.-3-libretto/w.p.-3-libretto/dissemination-libretto/latvia/poem-contest-in-local-primary-schools#top , but maybe we need to move it elsewhere on Peda.net? 

W.P. 3b

composing music

course 1a: online courses on what composing is

Belgium + Finland lead

Dates, Short explanation, Where? How? How many participants?

How Compositions Were Developed

1. Introduction and Guidance (Session 1 - Feb 12)

  • Purpose: Introduce the composition process, the project’s goals, and the roles of the guides (Adam Vilagi and Joris Vanvinckenroye).
  • Process: Participants were likely briefed on the creative vision, the libretto, and the overall structure of the musical. This session set the foundation for collaboration and expectations.

2. Identifying Musical Needs (Session 2 - Feb 19)

  • Purpose: Determine where music is needed within the project.
  • Process:
    • Discussed the structure of the musical and identified key moments requiring original compositions (e.g., songs, instrumental pieces, transitions).
    • Participants may have brainstormed themes, moods, and styles for each musical segment.
    • A structure document was shared to guide the process.

3. Assigning Composition Tasks (Session 3 - Feb 26)

  • Purpose: Assign specific music composition tasks to participants.
  • Process:
    • Detailed music descriptions were provided, outlining what needed to be composed for each segment.
    • A distribution spreadsheet was used to assign tasks to participants from different countries, ensuring a collaborative and diverse approach.
    • Participants were encouraged to share their compositions in a dedicated folder (.xml format).

4. Review and Refinement (Sessions 4–8 - Mar 12 to Apr 23)

  • Purpose: Review progress, refine compositions, and ensure alignment with the project’s vision.
  • Process:
    • Participants shared their compositions and received feedback from guides and peers.
    • The distribution spreadsheet was updated to track progress and adjustments.
    • Final sessions focused on integrating all compositions into a cohesive musical work, as outlined in the final music descriptions.

Collaborative Tools and Outputs

  • SharePoint Folders: Used to collect and share compositions, ensuring all participants had access to the latest materials.
  • Recordings: Each session was recorded, allowing participants to review discussions and feedback.
  • Guided Feedback: Adam Vilagi and Joris Vanvinckenroye provided expertise and direction throughout the process.

Key Observations

  • The process was highly collaborative, with tasks distributed internationally.
  • Emphasis was placed on structure, feedback, and refinement to create a unified musical work.
  • The use of digital tools (SharePoint, Teams, and spreadsheets) facilitated transparency and organization.

Current Status of Compositions

  • Total Songs: 16 songs by 15 students have been developed so far, with 3 songs still to be finalized.
  • Total Music Duration: The current total is 33 minutes of music, which aligns closely with the project’s original goal.
  • Progress: The team is on track to complete the remaining compositions, ensuring the final musical work meets the intended duration and artistic vision.

This demonstrates strong progress and collaboration among all partners, despite the challenges faced. Let me know if you’d like to integrate this with the previous sections or highlight specific achievements!



course 1b: online courses to compose the music Belgium leads

both courses from February to June 2025

Did we have two separate courses? Dates, Short explanation, Where? How?
https://peda.net/projects/common/w.p.-3-libretto/w.p.-3b-composition/sessions

Students will be selected through a model of a call. An example of that, is on the Peda Net subpage (https://peda.net/projects/common/resources/call-for-students). Dissemination: https://peda.net/projects/common/dissemination Evaluation: https://peda.net/projects/common/evaluation

course 2a: Orchestration with 2 different arrangements (Italy – Symphonic Orchestra; Belgium – Chamber Orchestra)

Explanation how this will be organised and why this way. How the students in the project will be involved. What's ther difference between the two arrangements?
https://peda.net/projects/common/w.p.-3-libretto/w.p.-3b-composition/leading-team-report-belgium

September - December 2025

Italy leads

Students will be selected through a model of a call. An example of that, is on the Peda Net subpage (https://peda.net/projects/common/resources/call-for-students). Dissemination: https://peda.net/projects/common/dissemination Evaluation: https://peda.net/projects/common/evaluation

course 2b: Orchestration with arrangement for Spain (Symphonic Orchestra with lot of wind players)

September - December 2025

Finland leads

Explanation how this will be organised and why this way. How the students in the project will be involved. What's ther difference between the two arrangements?

Students will be selected through a model of a call. An example of that, is on the Peda Net subpage (https://peda.net/projects/common/resources/call-for-students). Dissemination: https://peda.net/projects/common/dissemination Evaluation: https://peda.net/projects/common/evaluation

Course 3: creation costumes + scenes

November 2025 - February 2026

Latvia leads

Explanation how this will be organised and why this way. How the students in the project will be involved. 

Students will be selected through a model of a call. An example of that, is on the Peda Net subpage (https://peda.net/projects/common/resources/call-for-students).

From February to May 2025 competitions in other schools (11-18 years old students) for arts (paintings, drawings, sketches, any visual art), all connected to the libretto. The produced material will be shared in European libraries. Dissemination: https://peda.net/projects/common/dissemination Evaluation: https://peda.net/projects/common/evaluation

This is already part of the Work Pack 3, isn't it?

all online

ALL THE ARRANGEMENTS MUST BE DONE BY DECEMBER 2025

??????

 

W.P. 3c

learning music from November 2025 to February 2026

Italy leads Students will be selected through a model of a call. An example of that, is on the Peda Net subpage (https://peda.net/projects/common/resources/call-for-students).

mobility in Italy in March 2026 - at the end we’ll give a Sitzprobe (prova all’italiana), a first open rehearsal without staging, costumes and scenes. This is to test if everything really works.

Possible dates for the public event, 13th or 20th March ( 2 Fridays – week 11 and 12), 2026 Dissemination: https://peda.net/projects/common/dissemination Evaluation: https://peda.net/projects/common/evaluation

Explanation about the plans in more details. What we have to take into the consideration? What could be the challenges?

W.P. 4a

preparation + performing the 1st Musical January - March 2026 mobility in Belgium on week 17 or 18

first complete performance (with the Belgium version of the score), with staging, costumes and scenes

Students will be selected through a model of a call. An example of that, is on the Peda Net subpage (https://peda.net/projects/common/resources/call-for-students).

The vocal coach and choir conductor (Latvia) will give lessons to a local solo and choir, a couple of months before the performance The stage director (Italy) will arrive a few days before to start rehearsing Dissemination: https://peda.net/projects/common/dissemination Evaluation: https://peda.net/projects/common/evaluation

Explanation about the plans in more details. What we have to take into the consideration? What could be the challenges?

W.P. 4b

preparation + performing the 2nd Musical January - September 2026 mobility in Spain week 40 or 41

second complete performance (with the Spanish version of the score), with staging, costumes and scenes

Students will be selected through a model of a call. An example of that, is on the Peda Net subpage (https://peda.net/projects/common/resources/call-for-students).

The vocal coach and choir conductor (Latvia) will give lessons to a local solo and choir, before Summer 2026 (most probably in May)

If needed, the stage director (Italy) will arrive a few days before to start rehearsing Dissemination: https://peda.net/projects/common/dissemination Evaluation: https://peda.net/projects/common/evaluation

Explanation about the plans in more details. What we have to take into the consideration? What could be the challenges?

Local performances of the COMMON Musical will be arranged in Finland, Latvia and Italy (also a selection of the Musical) November + December 2026 closing the project

online