The Flipped Classroom has been widely used to enrich teaching practices with digital tools at all
levels of education, underlining the enhancement of students’ learning implications and
experiences. According to this blended learning teaching approach, a video or any other digital
material is posted on a platform (Learning Management System) before the lesson. Students study
the material in their time (pre-class phase), and in the class (in-class phase), queries are
answered, and clarifications are given. Consequently, the majority of teaching time connects
theory and practice and contains more creative and collaborative activities. Thus, students
achieve learning outcomes that belong to lower Bloom taxonomy levels in pre-class, and during
the in-class phase, they achieve learning outcomes such as applying, analysing, evaluating, and
creating (higher levels). This symposium proposes implementations of the inverted classroom in
Primary and Secondary Education in Greece and answers the following questions: a) Is the music
lessons’ content suitable for the flipped classroom application? b) What are the obstacles and
limitations of this approach? c) To what extent does music instruction in class focus on the higher
levels of Bloom’s Taxonomy? d) How do pupils/students respond? Music teachers filled out an
observation form based on the four pillars of the flipped classroom and reflective diaries and
participated in semi-structured interviews before and after the implementation. As a result, the
flipped classroom can be applied in Music lessons, demonstrating pupils/students’ active
participation; however, watching the educational material during the pre-class phase is very
beneficial. In addition, it offers efficient time for music educators to deepen on various issues and
include more creative activities in their lessons, which are based on analysis, creation, and
evaluation. At the same time, it enhances students’ interests and preferences and promotes
participation and involvement in their learning process.
Perakaki, E., Andreou, H., Kotsira, L., Tsitas, G., & Zepatou, Ch. (2023). Flipped Classroom:
implementation, teaching approaches, and challenges in music education. In Th. Raptis & E.
Perakaki (Eds), Music Education in a Changing World: Identities, Values, Experiences. 9th
Conference of the Greek Society for Music Education (pp. 483-496). GSME.