This presentation outlines the findings of a qualitative research study conducted with music teachers who possess over a decade of teaching experience in Greek primary education. The aim of the study was to explore their perspectives on how educational policy affects their professional work and the overall quality of music education in Greek schools (Conchas et al., 2017).

The results reveal that the role of the music teacher extends beyond classroom instruction, encompassing multiple dimensions of school life throughout the academic year. In many cases, aspects of music’s presence in the school setting were highlighted as significant by participants, yet remain unsupported by a coherent national music education policy framework.

A notable concept emerging during the interviews, the phrase “single-seat music school” emerged, encapsulating the situation in which a music educator, through their individual teaching practice, strives to transfer elements of quality and experiential learning- like those found in Greek "music schools" - into the general school environment. In doing so, they informally shape aspects of educational policy (Schmidt, 2019).

The research revealed a substantial volume of educational materials and teaching aids produced by the music teachers themselves. There is a distinct dynamic at play: educators proactively create teaching resources rich in creativity and aligned with the curriculum, covering multiple facets of school life. This raises the question of how this dynamic could be integrated more systematically and productively into broader educational planning and policy.

Highlighting these dimensions inspired the participants to formulate concrete proposals for the improvement of music education, grounded in their own lived experience. As these proposals are field-tested and practice-based, they could meaningfully contribute to the development of a coherent framework for educational policy (Velzen & Louis, 2012), and more specifically, to a music education policy, capable of delivering substantive benefits to the entire educational process.

• Music and sound education experiences, values, and practices

Dimitrios Sarris is a teacher of the D.P.E. of Messinia (ΠΕ79.01-Music, ΠΕ80 – Economics) and a Visiting Professor at the Ionian University. His research interests focus on the Music Course in the Greek Public Education System and on Educational Policy. However, he has researched the relationship between Music and Cultural Studies and Sound Studies through several articles, publications and scientific work for which he has been honored by scientific associations. The interested scholar and reader will find his published work through the Educational Sound Lab and its Publications. With many years of teaching academic work as well as staff work in Education, he is currently in the classroom for research in the field.