In order to facilitate learners’ development and help students attain personal well-being, music education needs to integrate the new social models of the twenty-first century. One way to do this is through project work, which allows teachers to tailor curricula to learners’ needs, open a window on the world beyond the educational environment and, in general terms, help learners become empowered. This paper takes benefit of music projects in different countries in which contrat social and cultural environments, including a Spanish project which involves the composition of operas, a project in Nicaragua focused on musical interpretation, the organization of concerts in Uganda, and an orchestral project in Israel. All of them are shown to share basic features which indicate that music education in this new century must emerge from social needs and issues that concern us. The projects were also designed within non-formal learning environments and are characterized by the organizational and methodological flexibility that often accompanies this learning.

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