Exploring flipped learning practices in piano and music theory: A case study of two music teachers in Greece

Abstract

Flipped learning has gained significant traction among educators across all levels of the education system (primary, secondary, and higher education) and is heralded for its benefits and challenges. Research in the field of music education has focused on music theory and musical instrument instruction in many countries and educational settings. As Greek studies examining flipped learning in music education remain limited, this study explores the applications and challenges of implementing the approach in Greek music schools (secondary education), specifically in the domains of piano (one-to-one tuition) and music theory (18th-century harmony in Western music) group lessons. Data collection methods encompassed semi-structured interviews, teachers’ observation keys, and reflective diaries. Results showed that the application of flipped learning provided valuable in-class opportunities for creative activities and discussions, fostering active participation within the classroom and enhancing teacher–student communication. Challenges were associated mainly with music teacher preparation, which demanded more time than traditional teaching methods, and students’ participation in the pre-class phase. The study highlights important implications for implementing flipped learning in Greek music schools. It emphasizes the need for curriculum design, music teacher training for technology integration, equitable access to technology, fostering student engagement, and promoting communication between music teachers and students to encourage a collaborative atmosphere.