The study Maker Movement Practices in the “Theory of Music” Course at a Conservatory Setting in Greece: Preliminary Findings from an Educational Intervention, co-authored with M. Papazachariou-Christoforou, was published in Musical Pedagogics through EKT ePublishing. The paper examines how maker culture can transform music theory into a more experiential and creative learning environment within a conservatoire.
The intervention was carried out with four children aged 6–7, with Synth4Kids serving as the main digital environment. Analysis focuses on the learning process, children’s perceptions and the knowledge and skills developed during the intervention. Findings indicate meaningful and enthusiastic participation, expansion of musical and technological skills and elements of computational thinking. Activities used making and experimentation to connect abstract theoretical concepts with direct musical experiences, listening and creation. The study thus offers a different perspective on the early stages of music-theory learning, in which knowledge is constructed through action, collaboration and problem solving rather than through the reproduction of predetermined exercises.
