In early June 2025, we had the honour of representing Malta at the 22nd European Association for Music in Schools (EAS) Student Forum held in the historic city of Évora, Portugal. This unforgettable experience was made possible thanks to the recent appointment of my tutor, , as Malta’s national coordinator within the EAS board. Her support opened the door for me to engage with student music educators from across Europe, all of whom gathered under the common theme of “Unlocking Voices – Shaping Music Education Futures.”
The Student Forum, held from 2 June to 5 June, was designed to bring together aspiring music teachers to exchange ideas, learn from each other’s cultural contexts, and reflect on the challenges and possibilities in contemporary music education. From the very first session, it was evident that this would be more than just a conference; it would be a space for creative exploration, honest dialogue, and the formation of lifelong friendships.
Collaborative Music-Making and Workshop Preparation
One of the main tasks we were entrusted with was preparing a one-hour practical workshop to be presented at the main EAS Conference. This workshop would be attended by music educators, scholars, and researchers from across Europe, making it both an exciting and daunting challenge.
We were divided into small, diverse groups and tasked with contributing one activity and one song, ideally drawn from our local traditions or teaching practices. Over several days, we brainstormed ideas, debated approaches, and collaborated on rehearsing our ideas. What was particularly enriching was the way each participant brought their musical background into the space, introducing folk songs, classroom activities, and teaching strategies from countries such as Austria, Germany, Lithuania, and beyond.
Integrating so many perspectives into a seamless, coherent session required careful coordination. Each group’s activity had to flow naturally into the next, and transitions had to be smooth and musically logical. We spent long hours refining the structure, testing activities, and ensuring every participant had a meaningful role. Despite the pressure, there was a strong sense of mutual respect. Every voice mattered, and feedback was always constructive and helpful.
When the day of the workshop arrived, our efforts paid off. The energy in the room was electric. Teachers sang along, took part in movement-based games, and even learned new songs in unfamiliar languages. The applause and cheering at the end were more than just appreciation; they were a recognition of the collaborative spirit that had brought our project to life.
School Visits and Musical Inspiration
At the School of Music, we were introduced to the pedagogical frameworks that guide musical instruction in Portugal. We engaged in dialogue with local educators about curriculum development, community engagement, and the role of creativity in classroom teaching.
However, it was the visit to the public school that left a powerful impression on us. Évora, while rich in culture, faces socio-economic challenges, and the school serves a community with many migrant and low-income families. Despite this, the atmosphere was one of warmth, joy, and artistic vitality.
In one of the classrooms, we met a teacher who had built an entire samba ensemble using discarded household items. Plastic bottles, springs, metal tins, and other “junk” had been repurposed into functioning musical instruments. He demonstrated how each item had a specific role in the ensemble, and the pride he took in his students’ musical creativity was profoundly moving. It was a powerful reminder that impactful music education does not depend on expensive resources—it depends on passion, innovation, and commitment.
The school choir also performed for us. Though not every note was perfectly in tune, the sincerity and confidence with which the students sang was inspiring. Their collective participation far outweighed any technical imperfections. Watching them, we were reminded that singing together cultivates more than just musical skills—it nurtures confidence, community, and a sense of belonging.
Inventive Pedagogy and Musical Play
Another unforgettable part of the Forum was a workshop led by Portuguese music educator Mr Bitocas Fernandes. Known for his unconventional teaching methods, Mr Fernandes introduced us to a range of musical games he had personally created. What stood out was his invention of a low-tech “loop station” made entirely from cups and cardboard cut-outs labelled “play,” “stop,” and “record.” Without a single computer in sight, he demonstrated how to teach rhythmic layering, pattern recognition, and musical structure through hands-on activities that were fun, accessible, and pedagogically effective.
His workshop sparked conversations among us about the role of technology in music education and the importance of making music learning inclusive and tactile. It challenged our assumptions and inspired many of us to rethink how we engage students in sound creation and musical exploration.
Building Community Across Borders
While much of our time was spent working on the Forum programme, some of the most meaningful experiences happened outside formal sessions. Over shared meals, evening walks through Évora’s cobbled streets, and casual chats in the university courtyard, we exchanged stories about our training, our hopes for our future classrooms, and the educational systems in our respective countries.
Food became a cultural bridge. We each brought and shared something traditional from home, creating a mini European buffet that nourished both body and spirit. We learned about climate differences, favourite composers, school music traditions, and how challenges in music education, like underfunding, curriculum limitations, and inequality, are shared across borders.
Most importantly, we made genuine connections. We began the week as strangers from different corners of Europe; by the end, we were friends who had shared something meaningful and personal. The forum offered not just professional development, but also a sense of belonging to an international community that truly values music as a force for educational and social change.
Final Reflections
Participating in the EAS Student Forum was one of the most enriching experiences of our academic journey so far. It provided us with new tools, ideas, and perspectives that we are eager to integrate into our future teaching practice. More importantly, it reaffirmed why we chose to become music educators in the first place: to connect, to create, and to make a difference through music.
To any student teacher considering international collaboration or mobility programmes, we wholeheartedly recommend it. There is something truly transformative about stepping beyond your national context, sharing your voice, and discovering how much can be learned through intercultural dialogue. We return to Malta not only with new songs and strategies, but also with renewed purpose, lasting friendships, and a clearer vision of the kind of teachers we aspire to become.
That said, the journey home was far from glamorous. After an emotional farewell in Évora, we faced an 8-hour layover in Barcelona from 01:30. to 09:15., trying to get some rest on cold steel benches in a quiet but unforgiving terminal. Despite the exhaustion, we couldn't help but smile at the memories made; proof that even the most uncomfortable moments at the airport are worth enduring for such an inspiring experience.
