The flipped classroom method is a modern pedagogical model that combines face-to-face teaching with asynchronous distance learning. It can be applied to all subject areas and across all levels of education. Although it was officially introduced in 2000, it had been informally implemented earlier in higher education. In 2008, it was used in secondary education as a delayed instruction method for students who were absent from class, marking the beginning of the development of this new educational approach. 

This study presents the application of the flipped classroom method in music education in two primary schools, from Grade 2 to Grade 6, starting from the return to in-person schooling after the COVID-19 pandemic until today.

More specifically, the study analyzes how the method was integrated into the music education of students in these two schools, the process of preparing educational materials, and the technological requirements that emerged. Special emphasis is placed on the role of technology in facilitating the transition to this model and how students utilized available digital tools to enhance their personal engagement in the learning process.

Additionally, the study examines the extent to which students responded to the flipped teaching approach, as well as the changes it brought to their understanding of music, skill development, and overall learning experience.

Furthermore, the transformation of the teacher’s role is discussed—shifting from a mere transmitter of knowledge to a facilitator who supports the learning process (moving from a teacher-centered to a student-centered approach), encouraging critical thinking, collaboration, and active student participation.

Finally, the study presents the challenges encountered during the implementation of the flipped classroom, the strategies used to address them, and the benefits this method has brought to the specific learning environment.

• Curricula and critical approaches

Stefania Papatziki holds a Piano Diploma (class of S. Kassaras) and a Degree in Advanced Music Theory (class of K. Siempis) from the State Conservatory of Thessaloniki. She studied lied accompaniment and correpetition with Ul. Rademacher in Germany and holds a Master’s degree in Music Education (MA in Music Education) from the Institute of Education, University of London.

She has worked as a piano teacher at the Music School of Serres, and since 2003, she has been a music educator in Primary Education. For the past nine years, she has been the music teacher at the Primary Schools of Asvestochori (Thessaloniki) and serves as the artistic director of the Primary Schools’ Choir Festival, which has been organized by these schools for 27 years.

She has attended seminars on choral conducting, piano, solo singing, music therapy, and music pedagogy in Greece and abroad. She participated as a speaker at the 6th Conference of the Greek Association for Music Education in Athens in 2009 and conducted a workshop at the 7th Conference of the same Association in Thessaloniki in 2015.