Building european bridges under the rhythm of music!

In his multiple intelligence theory, Gardner states that the superiority in musical intelligence emerges before all other areas of human intelligence. Music, in particular, is a great opportunity for inclusive education. Studies have proven that education with music helps students memorize information more easily and that teaching foreign languages with music is more effective than other classical teaching methods based on memorization. With this project, we used music as a tool to improve mathematics and foreign language skills, combined and integrated musical activities with different disciplines and included them in our school curriculum. Before starting the project, foreign languages were taught using traditional methods. This situation made it difficult to learn the subjects, and the language education course became chaotic for the students. Four partners came together for the same purpose and wanted to use music in language and mathematics skills. With this project; We used music to improve language and math skills. We developed interdisciplinary competence and skills through music activities. Students improved their ability to express themselves through music and rhythm. By appealing to more than one sense, the student's le

The goals we want to achieve with this project are: -Increasing students' math skills with music -Improving students' foreign language skills with music -To develop interdisciplinary competence and skills through musical activities -To develop self-expression skills through music -Improving students' foreign language skills with music -To make the student's learning level permanent by appealing to more than one sense. -To develop musical intelligence and create a love of music. -Creating a perception of European identity -To enable them to express their emotional states through music -Creating an inclusive education approach with music. -Improve their creativity and skills in listening, decision-making and focusing. -Improve mental, physical, psychological, social and language skills.

Activities implemented during the project: -Erasmus+ corners were created in schools. -Project logo studies were carried out with the students. -Spanish students introduced the CLIL system. -Project partners introduced the curriculum and procedures in their countries. -Project partners introduced the cultural characteristics of their countries. - Our NGO partner gave training on "Music and Mathematics". -Lesson observations were made. -Applied music concepts course was held. -Activity examples on the use of music in mathematics education were shared practically. - Our NGO partner provided training on music and foreign language education. -Activities were carried out on the use of Orff instruments in mathematics. - A book was prepared on the use of music in language and mathematics teaching. - Music schools were visited and practical training was provided.

At the end of our project, our students' learning skills in mathematics and language education improved. We made learning these skills permanent and easy by using music. Moreover; Teachers learned different techniques and transferred these techniques into their course curriculum. Disadvantaged students and refugee students actively participated in the project activities and thus it was easier for them to adapt to school. Our book, which was the outcome of the project, became a guide for making permanent changes in the learning process. In addition to participating in the activities, the students also managed the process themselves. In this way, they learned to work collaboratively.