Educational and social inclusion from Art

The MUS-E® Program began in Spain in February 1996, when the agreement was signed between the Ministry of Education and Science, the Yehudi Menuhin International Foundation and Master Menuhin himself, starting the collaboration for learning and artistic practice as source of balance and tolerance is an educational intervention project through Art, which starts from the use of the arts as a tool for work in educational centers and contemplates the development of emotional intelligence, as a source that aims to promote social cohesion , and fight against the possible exclusion of children living in disadvantaged environments. It is a Program through Art that combines different facets of work: artistic, social, cultural and educational, resulting in a useful tool as endorsed by the external evaluation carried out.

The MUS-E® emphasizes the importance of dialogue and interaction as well as the development of creativity and imagination in educational practice for the improvement of learning, the self-affirmation of minors, the improvement of their self-esteem and the promotion in users of entrepreneurship and initiative through creativity.

Created by Yehudi Menuhin in collaboration with Werner Schmitt, based on the idea of ​​Zoltán Kodály (1882-1967) who considered that music should be part of education and be accessible to all, Menuhin expanded the concept to the intercultural framework and incorporated the work with all arts.

The work is carried out through workshops taught by active artists, from different cultures, with high artistic training and pedagogical experience. It begins in Primary and Secondary schools, throughout the school year, within school hours and in the presence of the tutor teacher, and continues in after-school hours, carrying out work with families and the environment, in a coordinated interdisciplinary work teams, and approval by the cloisters and incorporation into the General Annual Program of the Center.

It raises workshops and training meetings on Artistic Pedagogy and social intervention techniques in the classroom, so that teachers, artists, social workers, mediators and other social agents know the MUS-E Methodology and the possibilities and advantages of the Program (see training section).

All the work is accompanied by a beginning, process and final evaluation, applying the MUS-E® Evaluation Model in collaboration with the Ministry of Education, the Complutense University of Madrid and ECOKIMIA SL, which is available on the website of the FYME.

The Program is implemented in 11 Autonomous Communities, plus the autonomous cities of Ceuta and Melilla. It is established based on agreements and / or agreements signed between the different regional administrations and the FYME. There is an agreement with the Ministry of Education, and with the Ministry of Education of the Junta de Andalucía, the Government of the Canary Islands, the Junta de Communities de Castilla La Mancha, the Generalitat de Catalunya, the Xunta de Galicia, the Junta de Extremadura, the Community of Madrid, the Region of Murcia, the Basque Government, the Generalitat Valenciana and the Principality of Asturias, which joined in mid-2018.

The work is carried out in combination with two lines of action that is summarized in the expression ‘Art y Craft‘:

  • Knowing how to do by incorporating instruments and tools for programming, evaluation, educational techniques, without losing in any way the spirit and key elements of the MUS-E® Methodology. Job.
  • Art as a central element we refer to artistic sensitivity, the development of creativity, the integration of artistic dimensions as the engine of social, educational and cultural dimensions. There has been a strong commitment to integrating methodological reflection on all these aspects.

Some facts about the Program

The MUS-E® Program has consolidated a significant presence in the Spanish educational system in students, schools, artists and collaborating teachers, and reaches more than 30,000 students in educational centers Primary, Secondary and Special Education, in 156 centers, in 1,228 groups and classes in 12 Autonomous Communities and Cities: Andalusia, Asturias, Castilla-La Mancha, Madrid, Valencian Community, Catalonia, Murcia, Canary Islands, Galicia and Extremadura, and the Cities Autonomous of Ceuta and Melilla.  

  • 136 teachers are involved: tutors, music teachers, physical education teachers, coordinators and members of management teams.
  • 130 active artists with training and experience in the MUS-E® Methodology collaborate, with great personal and professional involvement.
  • With regard to families, more than 1,500 people are currently involved, participating in workshops and conducting training.


The Program collects and applies the MUS-E Intervention Methodology, developed for more than 25 years in Europe, where those key elements in the intervention to achieve success have been collected, the framework used has been:

  • Art as a tool in education.
  • Development of Creativity and Imagination.
  • Diversity in its many facets (cultural, physical, psychic,) as wealth and potential to grow.
  • Emotional intelligence development.


  • Art as an engine in the construction of people, groups and societies.
  • Strengthen the educational community.
  • Development of the critical sense.
  • Group intervention: breaking clichés and teaching values.
  • Commitment: make the message go beyond the sessions.
  • Participation: role of the student and teacher in the activities.
  • Social inclusion: embracing functional and ethnic diversity.
  • Utopia as a reality that generates the feeling of change.

Work core

Dimensions worked

  • Social: we address exclusion, understood as the individual’s break with his group for personal, contextual or structural reasons.
  • Artistic: it is the artist who will direct the session allowing it to be developed freely. The important thing is the processes, not the results.
  • Educational: the construction of personal identity is forged through social ties, interaction and experiences. We will work with values ​​that we see that the group needs. Likewise, key elements in our proposed educational model are: coexistence, diversity, citizenship, gender equality, the cooperative approach (teamwork), comprehensive human training and / or the commitment to exclusion and incorporation of the approach competences (functional diversity approach).
  • Gender equality, transversal approach of the entire Program.
  • Cultural dimension: the objective is the structuring of a community, creative and open with a participative self-organization. In the words of Toni Puig: “It provides people, with unmet needs and desires, the possibility of meeting in a group to start a joint process, setting those goals that they want … and achieving them”.
  • Transversally, our point of incidence is group interaction mediated by creativity, strengthening coexistence, respect, cohesion, solidarity, educating attitudes towards diversity and enhancing creativity.

Artists and MUS-E® centers

The work is carried out through sessions and workshops given by active artists, from different cultures, with a high artistic training and pedagogical experience, in which it is tried that the participants channel their creativity, reinforce their self-esteem and improve their learning, undoubtedly a motivated child is a child who learns.

The MUS-E sessions are held in public primary and secondary schools, throughout the school year, within school hours and in the presence of the tutor teacher.

Network work

The MUS-E began to be developed in Switzerland in 1994 and is currently implemented internationally in 800 schools in 11 countries in Europe, to which Israel must be added. About 1,000 artists participate and almost 2 million boys and girls have passed through the MUS-E classrooms since its inception.

MUS-E documentation

MUS-E assessment