This Roundtable is related to the objectives of the Conference regarding different environments as factors in the co-construction of music learning values. The discussion focuses on the philosophy of the Music Schools (MS) institution as an educational framework that ensures the balanced co-existence of music and general education, forming multidimensional learning environments. Simultaneusly, it is part of the "Curricula and Critical Approach" axis, focusing on the structure, challenges, creative aspects and innovations of the Curricula in MS of Greece and the possibilities for reform. Through a fruitful dialogue among teachers/researchers working in MS, it is attempted to highlight important characteristics of the institution, explore contemporary pedagogical approaches for enhancing students' artistic expression and formulate viable proposals for Curricula’s functionality and enrichment. Moreover, an interaction among the presenters is attempted, as there is a 'common ground' between different Curricula, and therefore this interaction and osmosis can lead to a more innovative, multi-dimensional and creative implementation.

The first contribution refers to the concept of “multi-modal” artistic expression and its manifestations in the institution of MS as an innovative element that promotes the creative collaboration of music with other arts, discussing its realization within school and subject contexts and highlighting various multi-artistic works and events. 

The second presentation focuses on Music Ensembles’ position in Curricula, their challenges and prospects for their development and proposals for sustainability and enhancement of their educational value. 

The third presentation refers to the existing Curriculum in Music Theory, which offers a comprehensive approach to music education, but needs modernization to meet contemporary pedagogical requirements. 

The next presentation focuses on the transmission of elements of traditional culture to students in MS today through the triptych of Greek traditional music lessons (theory and practice), the traditional instrument taught in most schools (tambouras) and Greek traditional dance lessons. 

The fifth presentation refers to the Curriculum of Compulsory and Optional Piano as a “legacy” of diverse ideas and practices, but also to the prospects of a sustainable implementation according to piano teachers' and students' views.

The last presentation, given the absence of a Curriculum for the accordion in MS and facing the challenge of developing one from scratch, puts the content at the centre of reflection, in the light of the philosophical background that dictates the respective choices made in each case, containing pedagogical, cultural, moral, ethical, aesthetic, social, political and self-referential justifications that constantly reshape the parameters of the teaching-learning diptych. 

Therefore, as a broad music education requires diverse educational environments and multiple musical experiences, MS inherently carry the dynamics of a unique extraversion and diffusion (Tsimpouri & Koliadi-Tiliakou, 2024), contribute to the formation of a musical culture and identity (Theologos, 2021), affect school-family relations (Siasos, 2019), while the examination of past "elements" and the present-day experience of MS can lead to the future without "erasing pieces" of vital importance (Zepatou, 2021). The presenters put to dialogue diverse aspects and issues as a basis for the sustainable upgrading of Curricula, highlighting multiple possibilities for musical interactions with sensitivity, aesthetics and meaning.

• Curricula and critical approaches

Anthoula Koliadi-Tiliakou: Doctorate in Music Education (Music Department/University of Athens), MA in Music Education (University of Reading, UK/IKY Scholarship), Degree of Philosophy-Pedagogy-Psychology (University of Athens), Diploma in Fugue and Degree in Piano Teaching. She works as piano teacher (Music School of Rhodes) and as music educator (kindergartens and conservatories). She has been trainer/mentor in groups of kindergarten/preschool teachers, music teacher (Primary Education), teacher of Greek Literature (Secondary Education), developer in IEP's Curriculum for Piano in Music Schools, lecturer in seminars/conferences, author, member of the Board of Directors of GSME and head of GSME’s Working Group for Music Schools.  

Vasiliki Zepatou

Alimos Music Secondary School Piano Teacher. Athens Conservatory Piano Diploma, NTUA Civil Engineer Diploma and PhD (Engineering). Presentations/publications: 1st Music Schools(M.S.) Conference (1995), EAS Conference (2000), Music in the First Degree journal (2008), 7th - 9th GSME Conferences. Music Integrated Curriculum Framework & Programme of Study: PI Arts’ Project (1997-2000), EAS member/contact person (2000-2004). Education Ministry: M.S. Workgroups’ Secretary for Syllabi of Music (2000), M.S. Videoconferencing Network Development Coordinator (2000-2002), ICT Teacher Training Project member (2001-2004), M.S. Artistic Committee Secretary (2010-2013), M.S. Piano Syllabus and Teacher’s Guide Evaluator: IEP “New School” Project (2014-15), Alimos M.S.S. Music students’ Training Coordinator (2015-today).  

Konstantinos Kerasovitis is a musicologist, music teacher and PhD candidate in music pedagogy at the University of Thessaly. He is a graduate of the T.M.S. of the Ionian University, holds a Master's degree in ‘Music Pedagogy’ from the University of Nicosia and a degree in Advanced Theory (Fugue), Piano and Accordion. In addition, he holds a degree in ‘Studies in European Culture’ from the School of Humanities of the Hellenic Open University. Since 2002 he has been teaching music in private education, in public Primary and Secondary Education, as well as in Adult Education. His research interests focus on music teaching, and on socio-cultural and anthropological approaches to music education. He has published papers in scientific journals and conference proceedings.

Anastasia Stavroulaki is a graduate of the Department of Music Studies of the School of Fine Arts of the Aristotle University of Thessaloniki, and holds degrees in Music Theory, Trumpet and Byzantine Music. She obtained a Master's Degree from the Department of Primary Education of the University of Crete. In 2015, she created the blog  "Paizomemousiki!". She has participated as a trainer in music education seminars, has presented at conferences and workshops, and has published articles in journals. Her scientific and research activities focus on the fields of Music Pedagogy and Distance Learning.

Spyros Siasos is a PhD candidate of the Department of Music Studies of the Ionian University. The subject of his Doctoral Dissertation is the art and pedagogy of tampouras. He studied Musicology (University of Athens), Pedagogy of Music (South-West University “N. Rilski” of Bulgaria), MEd. in Education and Culture (Harokopio University of Athens), MSc. in Counselling and Vocational Guidance (ASPETE). Also, he studied Byzantine Music and Music Theory (harmony, counterpoint and fuga). He studied Turkish saz with Ross Daly, Mehmet Erenler and Erdal Erzincan. In 2002 he started teaching in Primary and Secondary education schools.

Polyxeni Tseligka: Musicology (BA) at the NKUA, and Music Psychology (MA) at the University of Sheffield, UK (IKY and Voudouri Foundation Scholarships).  She also holds degrees in European Music Theory, (Harmony-Counterpoint-Fugue) and the Accordion.  Active participant in courses, seminars, and master classes conducted by renowned artists, as well as in seminars in Music Therapy, Special Education and Art Therapies. She has performed in many concerts and festivals, theatrical plays, discography, and other events. She has been teaching the accordion in MS since 2010. Current member of GSME’s Working Group for Music Schools and  PhD candidate at the University of Macedonia, on the Teaching of the Accordion.