The RESONANCES research project is an in-depth exploration of the impact of international educational exchanges on music teaching and practice, based on qualitative research attentive to the current and future directions coming from intercultural encounters in music education.

Education in the field of "classical music" is perceived by practitioners and researchers as being based on Euro-centric methods, emphasising the individual to the detriment of constructive group interactions (Baker, 2016; Bond, 2017). Moreover, in the age of globalisation, there is a need to integrate multicultural perspectives, particularly concerning the relationships between teachers and students, but also considering repertoires, to foster intercultural understanding in the practice and teaching of music (Barton & Riddle, 2022; Hess, 2015; Thumlert & Nolan, 2019). Most young musicians are attentive, connected and increasingly well-informed about this lack of response on music education.

Drawing on a team of experts in music education and sociology, our research seeks to better understand the role of sharing experiences between young multicultural musicians on their musical practice and their own teaching methods, focusing geographically on Central Europe and Latin America. Started in July 2024, our two case studies outline the mutual sharing bonded by diverse voices in contexts of intercultural exchanges: (1) between the Haute école de musique de Genève and NEOJIBA in Salvador da Bahia; and (2) the international programme Academy for Impact Through Music, which focuses on training young music teachers from all continents to enhance their ability to contribute to the personal and collective development of students from disadvantaged socio-economic backgrounds.

At the end of 2025, we will organise an international conference and present a report on these subjects, using the concept of resonance (Graber & Sumera, 2020; Nijs & Nicolaou, 2021; Rosa, 2019) as a key analytical lens. This conference is a great occasion for sharing preliminary results.

This presentation introduces a student-centred music education initiative to promote inclusivity, diversity, and social cohesion in South Tyrol’s multicultural school settings. Known for its rich cultural diversity, South Tyrol has recently seen an increase in migrant students, making culturally responsive education more essential than ever. The project provides weekly music lessons where singing acts as a bridge, fostering social connections and helping migrant children adapt to their new communities. These sessions encourage creative engagement, allowing students to explore and express their unique musical identities.

The initiative demonstrates the profound impact of singing and collaborative music-making in building cross-cultural understanding and a shared sense of belonging. Through carefully crafted lessons, students reflect on their cultural heritage while connecting with the diverse backgrounds of their peers, fostering empathy and mutual respect. By nurturing students as active creators, the project equips them with essential tools for self-expression and connection in an inclusive and supportive environment. The presentation will outline the project’s design, outcomes, and practical strategies, offering educators effective methods to celebrate diversity and build cohesive communities.

This presentation reports on ethnographic research conducted with pupils from two primary schools in South Tyrol, Italy, where all students come from migrant families. South Tyrol’s linguistically segregated education system presents significant challenges for implementing inclusive education initiatives and complicates relations between migrant communities and the host society. The two selected schools provide a unique opportunity to reflect on the broader impact of segregation in education. Children educated in ethnically homogeneous environments often encounter greater difficulties adapting to a diverse and interconnected world. The project’s true strength lies in using music as a dynamic tool to help children navigate the complexities of multicultural environments.

Background: Research on the non-musical benefits of music education and musical ability has increased, showing improvements in general cognitive skills, visuospatial abilities, and language. Studies specifically link music education to language development, suggesting shared characteristics despite distinct neurological pathways. Positive associations with vocabulary, phonological awareness, and reading are frequent. Music intervention programs targeting children from disadvantaged backgrounds also show promising language skill improvements, though research on this specific group remains scarce.

Aims: This study seeks to investigate: the relationship between music education, musical ability, and language skills in a sample of socioeconomically disadvantaged Portuguese children; and the relationship between specific aspects of musical ability (melody, rhythm, memory) and language components (oral comprehension, reading, grammar).

Method: This longitudinal study involved 102 children aged 6-7 years attending second grade in public schools identified as Priority Education Intervention Territories in economically disadvantaged areas of Porto. Classes were randomly assigned to either the music or control groups. Children's abilities were evaluated before and after a year-long weekly music program led by qualified music instructors. Measures included: a) a Portuguese language test developed specifically for this study; b) a musical ability test (MBEMA; melody, rhythm, memory); and c) a brief version of WISC-III.

Results: After controlling for IQ and musical ability, the findings showed that music education improved oral comprehension (β=.24). Musical ability also predicted language skills, particularly reading and writing (β=.24) and oral comprehension (β=.20). Within musical ability, melody and memory significantly predicted language skills, specifically reading and writing (β=.21).

Conclusions: Our study found a positive effect of music education on oral comprehension. However, it found no associations with grammar and reading. Regarding musical ability, results show a positive association with reading and oral comprehension. These findings suggest the potential of focused musical interventions to promote language development in children from disadvantaged contexts.