This sound project of musical life stories (HdVM) is the result of the workshop given at CRIF Las Acacias in Madrid in March 2021, a workshop developed in virtual mode, like so many other things in that period.

When Natalia from CRIF contacted us to do a teacher training workshop on our way of working, the first thing we thought of was to do it in a practical way: that the participating teachers would develop a group research project to experiment with the [musical life history] format (https://play.antropoloops.com/documentacion/la-historia-de-vida-musical) and then be able to think about how to apply and adapt it with their students in their own contexts.

It has been a pleasure to work with 16 primary and secondary music teachers from different public schools in the community of Madrid and to learn about their life experiences and motivations, their experiences with their students and their daily reality. We know that for them to be able to share these experiences and reflections in the workshop has also been an interesting experience at a time dominated by distance. You can listen to their work in the project developed.

We started the workshop with an introduction to our work at CEIP San José Obrero developed from 2017-20 with Fundación Carasso, in which we shared how we have used the HdVM to work on cultural diversity in the classroom. After an initial listening to some of the HdVM that the students recorded we generated a description of the format from their own impressions after listening: see document.

After this introduction we challenged them to use the HdVM as a tool to explore the group's own relationship with the music. The starting point was twofold: to think about music in their experiences with students and in their experiences and motivations as teachers. We divided the group into 2 groups and each was in charge of coming up with questions to interview their colleagues.

*interview questions focused on the teacher's experience with the student body: Interview questions focused on the teacher's experience with the student body: Interview questions focused on the teacher's experience with the student body

1. You can introduce yourself. How did you get here?
2. what was the last song you used in class, what was your experience with it?
3. do you have a piece of music that always works for you in the classroom, do you share music with your students?
4. what have you gained musically with your students? Have any songs that they (students) have suggested to you moved you or have you enjoyed that you would never have heard before?
5. could you tell us about an experience in which you have been able to reach a student emotionally through music? Or have you been surprised by a student's way of transforming his/her emotions?
6. what kind of musical dynamics (vocal, instrumental or movement) help individual or group growth?
7. have you participated in any vocal or instrumental exchange projects with other centers?
8. how has your students' vision of the arts (music, dance, painting) changed after confinement?

*interview questions focused on the teacher's life experience:* Interview questions focusing on the teacher's life experience

1. what motivated you to go into teaching and at what point in your life did you decide to go into teaching?
2. what is your personal and/or professional relationship with music?
3. do you remember anything or anyone in particular that awakened your desire to learn (music or the discipline you teach)?
4. could you highlight two important moments in your professional teaching career?
5. would you be able to relate each of those moments to a song?
6. what connection could you make between the way you experience music in your personal and professional life?
7. what relationship do you think your students have with music and how does it influence your experience as a teacher?
8. If you had not dedicated yourself to this discipline, what would you have done?

Once the questionnaires were prepared, we developed the interviews in pairs with the technical challenge of doing everything online and collaboratively, both the recording and the subsequent audio editing (using Zoom and Bandlab for editing and editing the HdVMs). Once each of the pieces were edited we used our online remix tool www.play.antropoloops.com to place them in different maps, in the community of Madrid, in the videoconference screen itself and in a collage that we made together in the virtual session using a Google drawing.

After the workshop we asked the participating teachers if they saw possibilities of developing the tools worked on in their own centers and also about the possible challenges of implementation, these were their answers: see document

We would have loved to have had more time and space to discuss about all the topics that came up in the conversations and about aspects that we are very interested in, such as the productive tension between teachers' and students' musical imaginaries, but that will be another time, for the moment the map is already in place..

Thanks to all of you