The examination of musical learning and teaching through the 4E Cognitive Sciences [4ECS] approach is steadily gaining ground in cognitive science. It is considered that self-organization and the development of the musical identity of an individual is a phenomenon in which cognitive processes are associated with the dimensions of 4E “learning”: embodied, embedded, extended and enacted cognition (Schiavio & Van der Schyff, 2018). This also applies to learning a musical instrument, in which sense-making is accomplished through processes and a dynamic set of interactions between brain, body and the physical and social environment. Music education environments should be considered as self-organizing and autonomous systems in their own rights (Schiavio & Van der Schyff, 2018). This paper proposes an original way of organizing and utilizing the physical space of a piano studio as a learning tool in piano lessons at Music School, with the targeted use of selected pictures hanging on the studio walls. The implementation of this practice at Alimos Music School is presented with a description of the selection procedure of the pictures, ways of using them during the flow of the lesson in context with teaching strategies, their association with elements of the Programme of Study for Piano and the feedback from pupils. This feedback was recorded through observation and brief questionnaires filled out by 12 pupils, aged between 12 and 16 years. Results and facts ascertained from the teaching practice are presented. It is shown that the “picture gallery” enriches the musical experience of the piano lesson, encourages a positive stance and disposition of pupils towards the piano and music, develops their skills of communication and expression and their imagination, and helps them connect “the world of music” with their personality and their own musical skills. It is ascertained that “purposeful” utilization of space may contribute constructively to the building of musical meaning, the acquisition of enactive experiences and the development of interpretative intentions by pupils, in the course of formulating plans of execution which will lead them to desired renditions and performances of works of music on the piano – namely processes that are considered complicated and demanding (Sidiropoulou, 2021). The outcomes from the practice are in accord with those from other studies on the use of visual arts in the teaching of music and piano (Roels & Van Petegem, 2014, Tsaliki, 2015). Additionally, the relevance of the practice with the 4ECS framework is traced. Finally, a future extension from physical to virtual space is proposed, with the creation of a corresponding virtual environment using the tool Virtual Tour (360) available on the educational platform e-me of the Ministry of Education and Religious Affairs. 

• Μουσικές εμπειρίες στο σχολείο, στο ωδείο και στην κοινότητα
• Πλουραλισμός και ιεραρχίες αξιών στη μουσική εκπαίδευση
• Σύνδεση της μουσικής εκπαίδευσης με την καθημερινή ζωή
• Η μουσική διδασκαλία-μάθηση σε τυπικά, μη τυπικά και άτυπα περιβάλλοντα
• Πολυτροπικές δράσεις στη μουσική εκπαίδευση
• Διδακτική μουσικών οργάνων και μουσικών συνόλων: φιλοσοφία, μεθοδολογίες και καλές πρακτικές

Vasiliki Zepatou: Piano Teacher at Alimos Music Secondary School. Piano Diploma of the Athens Conservatory, Civil Engineering Diploma and PhD in Engineering from the National Technical University of Athens. Presentations/publications: 1st Music Schools (M.S.) Conference (1995), European Association for Music in Schools (EAS) Conference (2000), Music in the First Degree journal (2008), 7th & 8th GSME Conferences (2015, 2018) et al. Activities: Integrated Curriculum Framework for Music & Programme of Study for Music: Pedagogical Institute Project for Aesthetic Education (1997-2000), EAS member/contact person (2000-2004). Ministry of Education & Religious Affairs: Steering group secretary for the M.S. Workgroups for the Syllabi of Music subjects (2000), Coordinator for the development of a videoconferencing network for M.S. (2000-2002), Workgroup member of the project for in-service training of teachers in ICT (2001-2004), Secretary of the Artistic Committee for M.S. (2010-2013), Evaluator of M.S. Programme of Study and Teacher’s Guide for Piano: “New School” Project of the Institute of Educational Policy (2014-15), Alimos M.S. Coordinator for Practical Training of students from the Department of Music Studies of NKUA (2015-today).