Many artists have referred to the relationship between music and visual arts (McBurney, 2006; Flevotomos, 2018). This relationship has been utilized respectively in music and art lessons (Koutsoupidou & Lampitsi, 2010; Patio, 2019; Perakaki, 2015). Performing works of art with sounds enables students to perceive the proportions between the two arts, as well as to develop their imagination and creativity to experiment with sounds. One could even say that it is a democratic way for students to be involved in music creation, regardless of whether they know how to play a musical instrument or not.

In 2020-2021, a collaborative project was created between the 3-year classes of two high schools and their teachers (unit "Visual arts and music... music and visual arts" for the music lesson and unit "Video and computer" for the visual arts lesson). The students of one school imagined soundscapes and painted them. These works were then sent to the students of the other school, who in turn formed groups, each of the groups choosing a work to perform with sounds. The students in their groups thought about how the chosen painting could be "heard" and devised ways in which they could render the patterns, colors, and lines. In some cases the works were rendered as soundtracks, while in others as graphic scores. In some groups students chose to search for ready-made sounds from the internet, in others to use musical instruments, in others to select existing music pieces and mix and edit them, and in others to compose music with computer programs. In the end, one student combined the artworks with the corresponding audio archives in a video editing program.

Similar projects have been implemented in the past by music educators at various levels of education. The originality of this work lies in the fact that, as last year the schools operated mainly remotely due to the pandemic, the music part in all the stages of the project was implemented through the Webex platform. Students had to find ways to share files, search for collaborative tools, and learn how to handle recording, mixing, and editing programs, as all the work had to be done remotely. The capabilities provided by Webex (rooms, chat, screen sharing, files, etc.), as well as a number of audio recording and editing software (Audacity, Cubase, Vocaroo, students' mobile phones) were used to the maximum. There was formative evaluation throughout the project, as the progress of the teams' work was evaluated in each lesson by their own members with the aim of the best possible result. The general conclusion from the final reflection discussion with the students was that they enjoyed the process, the fact that they worked collaboratively and found it extremely creative, despite the difficulties they encountered. The final video was shown to the students involved in both schools.

• Νέοι γραμματισμοί (ψηφιακός, πολυτροπικός, ηλεκτρονική πληροφορία)
• Νέες μουσικές-τεχνολογικές εμπειρίες
• Ψηφιακές μουσικές κοινότητες και εικονικά σύνολα
• Πολυτροπικές δράσεις στη μουσική εκπαίδευση

Olga Zerva is a music teacher in secondary education and a violin teacher. She studied at the Department of Music Studies of the School of Fine Arts of the Aristotle University of Thessaloniki. She is also a graduate of the Thessaloniki State Conservatory and the Musikhochschule Detmold (Bachelor). She also holds a Master's degree in Music Pedagogy from the European University of Cyprus. She has worked as a violinist in the Symphony Orchestra of the Municipality of Thessaloniki and the State Orchestra of Thessaloniki and has taught violin in various conservatories and music schools. She is currently the head of the SIG-String Pedagogy of GSME.