Rap and Parkour have a very wide audience, especially in the young world, although they continue to be practiced by disadvantaged groups of young people from the economic, ethnic, urban and cultural context, implying the dissemination of values ​​and behaviors that are not educational: the line between art, display and vandalism are always subtle. In addition, spontaneous initiatives are often found among young practitioners who, if not properly prepared and performed as safe practices, can lead to serious accidents.
Music education means the development of instrumental skills and understanding of music, but also education in creativity, respect for rules, listening to others, a whole series of transversal elements, typical of each discipline.
Music supports and accompanies young people to deal with difficult tensions: individualization, autonomy, relationship with others and with themselves. Rap was chosen because it is in tune with parkour and has a very high degree of diffusion in the partner countries among the younger ones.
As for Parkour, according to a recent methodology developed by Natalia Ivanova, a Danish professor of physical education, her philosophy demands not only to challenge herself but to develop the best behavior: drugs and alcohol can give a distorted view of things, Parkour teaches to calculate far distances, to have a concentration and a definite perception of reality. Rap and Parkour can also help young people understand each place as a place, a place to practice, preserving it from destructive acts, becoming a way to combat vandalism in cities, which produces significant monetary damages.

The challenge of the ЯAPKOUR project is to create a methodology that integrates the creativity of youngsters in the local communities, in order to design an educational path that strengthens the sharing and promotion of urban spaces, creativity and physical/sporting activities. The aim is to promote rap and parkour in correct and legal contexts, that can bring positive values, stimulating artistic expression and participation and develop civic and social skills. The involvement of youngsters from marginal situations, or of social and cultural disease, with ‘street’ disciplines, allows them to be used to promote ideas such as: social inclusion, fighting discrimination and intercultural dialogue, encouraging the sharing of ideas, knowledge and skills, through informal and formal learning path. This allows us to use the new expressive languages of youngsters, as a resource for the community, and promote them as they are capable of cultural and economic innovation.Through the use of rap and parkour, the specific objectives of the project are:

• develop effective methods to reach marginalised youngsters, promoting inclusion, emancipation,participation and active citizenship of youngsters with less opportunities and at risk of social exclusion,
• promote first rate social/educational activities aimed at supporting the capacities and professionaldevelopment of the educators and of the youth workers to improve the learning of those that come from disadvantaged contexts.

The participants of the project are youth workers, learners and those stakeholders involved in the multiplier events and in the other promotional activities. In particular the following will be involved in the educational activities:

• 9 youth workers: 3 IT, 3 PT, 3 FR
• 18 youngsters: 6 IT, 6 PT, 6 FR

The project includes activities linked to the production of a set of intellectual outputs, amongst which guidelines for the two types of training activities selected: workshop for operators and courses for young learners.Amongst the intellectual output we have included:

• a social platform,
• an educational/documentary film.

One workshop in Italy and two courses in Portugal and France, all transnational, will be used to test the methodologies developed.
The participants of the courses will set up multiplier events and performances in Italy, Portugal and France.

The main results that we want to obtain are to:

1. Improve the quality of the opportunities for youth education,
2. Support the trans-sectorial and trans-national dialogue and collaboration to promote the socialinclusion of youngsters,
3. Increase the skills of youth workers,
4. Render the methodology obtained a European reference product in terms of specifications,significance and use,
5. Increase the number of courses that use the methodology, both those organised by the partnersand those organised in the respective countries.

The most significant impacts will be the improvement of:

• skills and opportunities for professional development of the youth workers,
• understanding and response to the physical and sensorial differences and predispositions,
• empowerment of youngsters that run the risk of social exclusion,
• synergies and relations between the different sectors of education, training and youth at thenational level.

The project aims to create a complete product, consisting of various integrated elements, that can become a European level reference standard. The aegis of the Erasmus+ program will provide the added value to ensure a high quality product with great visibility and strong impact.