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Fourth Erasmus+ discussion: insights from students and parents

On 8 December 2025, another discussion within the ERASMUS+ KA210-SCH project “Social Vibes & Biz: music, technologies and social entrepreneurship” took place at Kaunas First Music School, focusing on themes of students’ creativity, musical expression and social sensitivity. This time, students and their parents took part in the conversation, seeking to reflect together on how students’ musical competences could be used to address social issues, what role the school community can play in these processes, and what fears, expectations and practical challenges are encountered in everyday life. The discussion became a space not only for searching for ideas, but also for a deeper look at what meaning music education holds today.

Parents openly shared their views on arts education in the age of technology. Most of them stressed that replacing arts education with technologies is very difficult, and perhaps even impossible. In their view, people remain “thirsty” for live performances and for being together at a concert, rehearsal or lesson in which a live instrument is sounding. It was emphasised that in such situations the most important thing is the living relationship with the teacher, the instrument and oneself: through music a dialogue is formed, sensitivity is nurtured, and the ability to listen and to be together with others is developed.

Another important direction of the discussion was devoted to the role of technologies in the contemporary school. 

Participants agreed that technologies are an inseparable part of everyday life in today’s world and can significantly enrich the educational process, but they should not become a goal or an end in themselves. It was proposed to understand technologies as a form and a tool that helps achieve educational objectives: to present musical projects creatively, to develop ideas of social entrepreneurship and to provide new possibilities for artistic expression. At the same time, it was emphasised that technologies cannot replace artistic quality, live music-making and genuine communication; rather, they should help to expand these, to make them more visible and accessible.

The discussion also devoted much attention to the question of what musical knowledge and skills give to students. Parents and teachers agreed that the competences developed in a music school have a long-term impact that far exceeds the concert stage or the examination hall. It was highlighted that systematic work with musical pieces develops perseverance and the ability to pursue a goal consistently; that musical activity trains focus and concentration, which are essential when performing on stage; and that performances in front of an audience form self-control and the ability to overcome anxiety. According to the participants, these qualities transfer into other areas of life: studies, future professional activity, interpersonal relationships and everyday challenges.

The discussion also raised questions about how much technology should be included in the curriculum. Participants considered whether it would be necessary to further increase the amount of digital tools used in lessons, or whether the main focus should instead be placed on students’ awareness and critical thinking about technologies. They tended toward the latter view, emphasising that it is important not only to use as many IT solutions as possible, but also to teach responsible use of technologies, digital hygiene, and the ability to distinguish high-quality content from superficial or harmful content. In this respect, the music school could become a safe environment in which technologies are used thoughtfully, while artistic activity helps maintain a balance between the screen and live, real experience.

Another significant theme in the discussion was the change of lesson formats and interdisciplinarity. It was proposed to organise more actively projects in which music, theory and historical context are brought together, as well as to include social dimensions.

It was suggested that semester-long projects could become a natural part of the learning process and a form of assessment. Instead of a traditional exam or test, students could present a concert, an art event or a community initiative that would be an expression not only of their musical progress, but also of their social sensitivity and civic stance.

The ERASMUS+ project “Social Vibes & Biz: music, technologies and social entrepreneurship” discussion at Kaunas First Music School showed that music education can become a powerful platform for fostering social sensitivity, responsibility and a sense of community. Parents’ and students’ reflections revealed that music remains an irreplaceable source of live experience.

Photos: accordion teacher-expert Janė Macevičienė
Text by: piano teacher-expert Dr. Domantas Milius

ERASMUS+ KA210-SCH project „Social Vibes & Biz: music, technologies and social entrepreneurship“.
WP1 Strategic Discussion on Social Entrepreneurship in Music Schools.
A1.1.2 Organization of expert discussions involving students and parents