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Welcome to the 1st International Symposium,

Sounding ways into creative learning: wellbeing through the arts


October 7-8, 2016


Call for abstracts: dl. June 8th, 2016


This symposium follows a European Music Portfolio –based, international CPD course given in October 3-7, 2016 "The European Music Portfolio – Music, languages and holistic well-being through interaction in multicultural learning communities"in Hyvinkää, Finland


The symposium binds the past European Music Portfolio ( based projects (EMP-Languages 2009-2012, EMP-Maths 2010-2013) together to recreate them towards the future aims with the next step towards a new EMP-based project " EMP-Arts: Cultures, sounds and innovative interaction for the inclusion of various learners in education", currently under process. When observing the various childhood subcultures, and the wide fields of education, including social services and teacher training, good tools for human based interaction tools are strongly needed. Music, languages and holistic wellbeing through interaction can be observed in several kinds of learning communities. They can be integrated with other subjects or genres of arts, to support one's learning processes and wellbeing because of the transversal power of music. We can simultaneously support the professional training at the current fields.

The aim of this symposium is to create discussion on the meanings and impacts of creativity in learning – how can we support childhood through music, sounds and creative artistic approaches, and simultaneously create tools for the use of child-oriented professional groups? A need to construct and develop the methods, contents and aims can also be observed from the phenomena-based Finnish curriculum 2016 or other curriculum approaches. There is a need to find musically oriented communication tools for a long-term basis, especially to support the construction of the child's, adolescents' or student's learning skills and motivation. Creative learning supports wellbeing, and artistic approaches may provide us with an updated education comprehension.

Sounding ways in creative learning may lead us directly in the qualities and results of the working life. The reflections of arts will be shown in the well-being of the individuals, children, families, subcultures and cultures, and phenomena of well-being at the societal level. All the professionals to meet the children with their families are in a key position to affect this, to recreate wellbeing and to diminish malaise. This is inclusive work at its best.

Registration and fees

Registration should be completed latest on 8th of June, 2016 via registration form


In addition to the registration, please send your abstract by email to at the latest on 8th of June 2016.

Conference Fee 250 eur (+VAT 24%)

The fee includes:

  •                   Access to all sessions
  •                   Lunches and refreshments during the scheduled breaks

    Conference dinner (8th of October)


Terms of Registration and Cancellation

Registration is binding. Only cancellations received in writing will be considered. Please contact the regarding all cancellations. Refunding policy: Cancellations received after registration are subject to a EUR 100 processing fee.  

For more details, please contact 
The symposium leader,
Dr. Kaarina Marjanen (music education, early childhood education), Laurea UAS
GSM +358 40 668 2724


Master of Business Administration, Sini Granström, Laurea UAS
GSM +358 40 679 1228


Fri 7.10         

16.00-17.00   Sounding ways into creative learning: wellbeing through the arts -Symposium  registration & refreshments

17.00-19.00   Welcome

Music technology and apps to meet the needs of various kinds of learners. Communication with developers:

Prof. Jukka Louhivuori, music education, University of Jyväskylä: Hand-based & wearable music education technology

Prof. Markus Cslovjecsek, music education, University of Applied Sciences and Arts, Northwestern Switzerland: music-based apps and innovative learning

Pricipal lecturer, Minttu Räty, multisensory space

19.30-21.00  Philomela choir concert: Suden aika (The time of the wolves)

Sat 8.10.       

 8.30               Coffee
Poster presentations available all day
9.00-10.30     Keynote 1: Markku Kaikkonen, Director, Resonaari special music education center

10.30-12.00   Keynote 2: Nikolaos Zafranas, Assistant Professor of Music Education, Department of Music Studies, School of Fine Arts, Aristotle University of Thessaloniki, Greece  

                      12.00-13.30   Lunch

                      13.30-15.00   6 Papers (15 min each) / 2 workshops (45 min. each)

                      15.00-15.30   Coffee

                      15.30-16.15   3 Papers (15 min each) / 1 workshops (45 min. each)

16.15-16.30   Break

16.30-17.30   Panel discussion

20.00-            Closing & Gala Dinner


The State of the Art – Sounds, learning, interaction and well-being

The undeniable meaning of the innate musical appearances, passed on through the generations is well and widely comprehended already (Brown, Merker & Wallin 2000). Music is dialogue and emotions (Juslin & Sloboda, 2010, but also physical and bodily experiences (Bresler, 2004). It is understood cognitively and remains in the long-term memory. Williamson (2014) describes the holistic role of music in the human life, and Dissanayake (2000 -) talks about the general musical and artistic appearances in all the cultures during all ages that we humans carry with us. This starts from the fetal stage with the 12 fetal senses (Chamberlain 1986/1998 -). The mother-child attachment theory (Bowlby 1992; Stern 1977) is directed and supported by the processes described earlier, to lead to the understanding of music, languages, interaction and well-being (cf. Malloch & Trevarthen 2009; Patel 2008; Thompson 2008; Miell, MacDonald & Hargreaves 2005; Mitchen 2005; Brown 2000; Overy 1998 -; Deliege & Sloboda 1996; Huotilainen 1993-).


Among the arts education, we own the keys to offer peak experiences with flow (Csikszentmihalyi 1990). This creates us a position to effectively impact the education performances – aiming to increase and support the learning processes, and the individual needs according to those. The comprehension e.g. of the power and the sensitivity of the arts within a human being and as a tool for connection-based interaction (Marjanen 2009) is one of the most important features and factors to support the students' understanding and learning motivation (Deci & Ryan 2000). The understanding of the sense-based learning environments (Räty 2015[1]) supports us in this process, following the comprehension of learning by Lev Vygotski (1978-) and Carla Hannaford (2004). In teaching and learning, we need to be able to benefit of all forms of knowledge[1], especially including tacit knowledge (Polanyi 1967) to discuss with musical and artistic performances – the abilities to understand the various individual qualities in interaction (Hinde 1997) and in teaching (cf. Gardner 1993; 2011). Through the arts, a sensitive understanding and awareness of the values and grounds to interact and be present can be better acquired. This would be quality from the students' - the individuals in a dialogue with their organizations impacting and reflecting the societies' point of view.  

The development of the initial education is created in the dialogue between the working life, nationally and internationally. The understanding of a nest of music to share (Brown 2000), supports our comprehension of the cultural layers surrounding us. Musical behaviour starts from the phoetal phase in the form of one's own family culture, to be widening with the child's growth and development towards the wider societal groups and layers towards the cultures in the global world (cf. Bronfenbrenner 1979).


Educational interaction and sound education for well-being

We need to bring musical appearances and tools from music education within the social siences, and the human, social life understanding from the social sciences to music education appearances and tools. A special interest is directed towards the effective, qualitative initial training for the fields of teaching and guiding, such as the teacher training (especially clasroom generalist teachers with the variety of their subjects to teach, music teachers, language teachers, kindergarten/nursery school teachers, special education oriented teachers,  but also other), the socionom training (especially the early childhood teacher, families or immigrants, but also any other orientation), and the music pedagogue training (especially early childhood music teacher training) in a discussion with the further professional development within the fields (cf. continuing professional development, CPD). The idea is to respond both, to the needs of the working life demands, and the needs of the initial education demands, to implement, develop, gain and use didactic innovations starting at the field of music as interaction. To make it possible, an understanding has to be created to explore music as a result of something made out of sounds, or a process going on because of sounds, supported by the understanding of music and language education with its connections to wellbeing. This is supported by the new Finnish curriculum (2016[1]). The sound education approach (Cslovjecsek 2011, 2015;  Hug & Cslovjecsek 2015; Marjanen 2014; Marjanen & Cslovjecsek 2014; Cslovjecsek & Inniger 2015) also explains the curriculum in a way. 

A musical culture is connected with the sounds of the native tongue, the way people act and behave, to their self-esteem and their orientation to the world, among other things.  As the very core understanding, the aim is to collaborate towards a deep-level (tacit) knowledge to be able to musically support human, social and educational fields of work. This is long-term slow process connected to attitudes, and there is a delay in the reaching of the aims set, but it is important to start with it.It is especially important in the current socio-economical international crisis with the wandering immigrants and refugees to find tools to support the cultural accommodation and the intercultural understanding between the immigrating people and the new home countries as a ground for the possible future nationality. This is also important in general, with the aims to understand and support the facing of diversity. Music helps us to support inclusion, participation, equality and transversal learning with the musical integration tools.

The aim is maintain a dialogue,  to create and develop tools for teaching purposes because of the understanding gained from the focus of the learning processes, supported by literature, such as practical models, printed and digital/virtual materials (literature), innovative learning environments (eLearning, virtual and sense-based environments), workshops etc. to be benefitted in the development of the initial teacher training and in the Continuing Professional Development courses.

Call for abstracts: dl. June 8th 2016

The real understanding and interaction between the student and the trainer/ the groups of students and the organizations creates the ground for the quality of education, as the theories described before explain. The results maintained in long-term as consequences of this kind of artistic education policies will be shown in such a strong quality of education that is difficult to be reached in other ways. The challenges for the training of the multifaceted group of teachers is exactly this: to understand the special needs and orientations towards the abilities to support the individual children, adolescents and adult students. This might be maintained with the support to the recourses given for teachers by their institutes, support for artistic and scientific collaboration and development, but as well in the communication of the scientific - and the arts-oriented research results, discussions between the artists, the researchers and the teachers (professors, principal lecturers etc.) to find answers to the needs of education development. Also the creation of such structures that would allow the know-how, including tacit knowledge, from the inner needs and understanding orientations, instead of the external decisions with no connection to the teaching oriented core understanding would be phenomenal.

The 1st International Symposium will reserve slots for a limited number of abstract-based podium presentations, workshops and a poster session in which researchers and experts in the field have the possibility to present their latest findings.  

The abstracts should focus on one of the following main topics:

  • Towards the global inclusion: Musical cultures, interaction, sound and education to support wellbeing
  • The development of the teachers and social services during the initial training from the chosen approaches and orientations, such as languages, music, maths, arts, special education, early childhood education, early childhood music education etc.
  • Social, educational, philosophical and artistic factors as comprehension for professional development
  • Learning in virtual environments and via musical integration & artistic experiences 

Keywords: Continuing professional development (CPD), Cultures, Curricula, Day care, Early childhood education, EMP-Languages, EMP-Maths, Interaction, Language education, Learning, Music education, Early childhood music teacher training, Socionom training, Teacher training (languages, music, maths, arts, special education, early childhood- and early childhood music education), Teaching, Wellbeing

All abstracts will be blind reviewed by the Scientific Committee (either acceptance or rejection). Abstracts will only be used for the evaluation of the research or coaching content and relevance to the topics of the symposium. The abstracts will be electronically published. Authors are requested to specify the preferred presentation format (podium, workshop or poster) when submitting the abstract. However, the final decision of the presentation format will be made by the Scientific Committee.

Podium presentations are restricted to a length of 13 minutes followed by 2 minutes of questions (i.e. 15 minutes in total), and the duration of the workshops will be 45 minutes. Posters will be available for the Audience throughout the entire duration of the Symposium. In addition, the first author is required to be present during a specified time, to respond to questions and discuss with the participants of the Symposium in the designated poster session.

The deadline for abstract submissions is June 8th, 2016! Authors will be notified about the decision of the Scientific Committee by August 19th, 2016.

Abstracts are restricted to 250 words (excluding title, authors, affiliations and references). The font size should be Times New Roman 12 throughout the entire abstract. No Figures or Tables are allowed to be included. Submit your abstract either in Word or PDF format. The receipt of the abstract submission will be sent to you by E-mail.

Please submit your abstract by e-mail: by June 8th , 2016 at the latest.

Instructions for the podium presentation, workshop and the poster layout will be provided upon acceptance of the abstract. Abstract acceptance is conditional until the registration fee has been paid.


Receive credits from the 1st International Symposium

For the students of Laurea UAS, the Symposium will be a  part of the optional studies as informed by the symposium leader. Please sign in!

Specific instructions on how to obtain credits will be provided by Kaarina Marjanen  ( Please contact her as soon as possible to get the guidelines and the tasks.

The deadline for your report is December 1, 2016.

Please submit your report by e-mail to Kaarina Marjanen (