Εργαστήριο Μουσικής Παιδαγωγικής

Ελισσάβετ Περακάκη (έναρξη Μάρτιος 2021)

Τίτλος: Flipping the music classroom: teaching approaches

Περίληψη:

In the light of technological development, education and school systems should reshape teaching strategies and adjust educational material to meet student learning needs. P/C, tablets, laptops, and smartphones are often used by pupils/students as they are the main medium for communicating and interacting with their friends.

Since 2000, the flipped teaching method has been a matter of much discussion (Baker, 2000). Scholars define the flipped learning model as the model when pupils/students learn the theoretical content of the lesson at home (watching videos or other digital educational material) and then, when they are in the classroom, they collaborate with their peers and teacher (Calamlam, 2016; Doi, 2016; Nagy, 2017; Akbel, 2018;). Based on constructivist theory, it is a learner-centered method with the instructor acting as a facilitator of the learning process (Doi, 2016).

Although the flipped classroom model was first implemented at tertiary education (Baker, 2000), more and more educators all over the world try to integrate it in secondary and even in primary education. In 2009, Bergman and Sams were the first teachers who implemented it aiming to provide to absent students an effective way to catch up (Doi, 2016). Since then, the number of research papers, which focus on teaching approaches, the importance of collaboration, students’ views and the advantages and limitations of the method, has increased.

The present study (in progress) aims to explore the feasibility of applying the flipped or inverted classroom in the lesson according to Greek educational framework. Nine music educators, three from each level (primary, secondary education and music schools) take part, trying to make daily music teaching more creative and cooperative than the traditional face to face method. Although this approach has already been implemented in Music (Duker et al., 2015; Gilbert, 2016; Nagy, 2017; Bernhofer & Wieland, 2018; Jia, 2019), the innovation of this study lies in the fact that it is the first one which outlines the implementation of flipped classroom in music lessons in Greece.