The MM Degree
A program designed to enable you to make a meaningful impact in instrumental & vocal teaching
Why MM?
A Program with a difference
The program “Innovative and Inclusive Instrumental and Vocal Pedagogy” constitutes a genuinely innovative joint Master’s degree developed through the collaboration between the Department of Music Studies of the Ionian University and the School of Music of the University of Kentucky.
Despite significant advances in music pedagogy—particularly in general and special education—systematic academic training in instrumental and vocal pedagogy within inclusive frameworks remains internationally underdeveloped.
In this program, “inclusive education” is understood in its broadest sense: not only as special education in the narrow definition, but as a comprehensive pedagogical approach addressing diverse learning contexts, including learners with difficulties, refugee populations, correctional settings, and educational environments spanning both youth and adult learners.
This programme is designed to enable you to make a meaningful impact in instrumental and vocal teaching.
Who is it for?
A program designed for you
The program is designed for professionals and academics that wish to make a difference, in particular:
- Instrumentalists & vocalists seeking to deepen their educational profile
- Music educators with a strong performance and teaching background faciing the challenges on designing inclusive music lessons.
- Instrumental/vocal pedagogues ready to expand their practice
- Graduates with a strong interest in research in inclusive music education
- Performers aspiring to teach and design programmes in inclusive contexts
- Musicians ready to think, play, and teach beyond the “norm”
Program Outline
General
• Joint Degree (EU–USA): a truly international qualification
• Flexible Study Paths: full-time or part-time, tailored to your needs
• Personalised Learning: adapt your studies to your artistic and pedagogical profile
Experience
- 4 semesters online with dynamic synchronous & asynchronous learning
- 10-day Summer Academy in Greece: masterclasses, workshops, seminars & concerts
What you gain
- Strong foundations in inclusive pedagogy
- Hands-on, specialised training by instrument or voice
- Real teaching experience with expert feedback across diverse contexts
Program Outcomes
The program combines academic rigor with practical application, offering a coherent and internationally competitive framework of study in the emerging field of inclusive instrumental and vocal pedagogy.
Graduates will have a range of diverse opportunities to:
- Acquire Teaching experience in inclusive instrumental and vocal environments
- Gain Performance experience playing solo or in various professional, or not, music ensembles
- Study and analyze selected pedagogical repertoire
- Design and conduct graduate research in various fields.
ACADEMIC CALENDAR
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In Brief
The programme is structured around two main orientations and is designed for both instrumentalists and vocalists. It offers two modes of study: full-time and part-time.
The curriculum combines required courses and electives, providing a solid academic foundation alongside opportunities for individual specialization, depending on the chosen mode of study.
- Required Courses: (* indicates in person teaching during summer academy)
Foundations in Music Education; Inclusive Music Principles and Practices; Music in the Community; Instrumental/Vocal Pedagogy; Instrumental and Vocal Masterclasses*; Research Methodologies and Practicum - Elective Courses: (* indicates in person teaching during summer academy)
Assistive Technologies in Music Teaching; Instrumental Informal Learning and Improvisation; Arranging and Composing Music for Inclusive Performances; The Healthy Musician: Foundations for Efficient and Sustainable Practice and Performance; From Ear to Body: Alternative Approaches to Aural Training*; Ensemble Performance (variety of ensembles)*; Free Improvisation*; Assistive Instrumental Pedagogy* - Master’s Thesis:
A supervised academic thesis to be completed during the final semester of either mode of study.
The Course Structure
Coursework: FULL -TIME attendance
1st SEMESTER (16-24 ECTS, depending on electives’ registration)
Required Coursework:
- Foundations in Music Education (8 ECTS)
- Inclusive Music Principals and Practices (8 ECTS)
Electives (0-8 ECTS)
- Assistive Technologies in Music Teaching (8 ECTS)
- Instrumental Informal Learning & Improvisation (8 ECTS)
2st SEMESTER (18-26 ECTS, depending on electives’ registration)
Required Coursework:
- Music in the Community (8 ECTS)
- Instrumental / Vocal Pedagogy I (10 ECTS)
Electives ( (0-8 ECTS)
- Arranging & Composing Music for Inclusive Performances (8 ECTS)
- The Healthy Musician: Foundations for Efficient and Sustainable Practice & Performance (4 ECTS)
SUMMER ACADEMY (18-26 ECTS):
Required Coursework (10 ECTS):
- Instrumental and Vocal Masterclasses (10 ECTS)
Electives (8-24 ECTS)
- From Ear to Body: Alternative Practices of Aural Training (8 ECTS)
- Ensemble Performances (Variety of ensembles) / (8 ECTS)
- Free Improvisation (4 ECTS)
- Assistive Instrumental Pedagogy (8 ECTS)
3rd SEMESTER (24 ECTS)
Required Coursework:
- Research Methodologies (8 ECTS)
- Instrumental Pedagogy I / Vocal Pedagogy I (8 ECTS)
- Practicum (8 ECTS)
4th SEMESTER (30 ECTS)
MASTER’S THESIS (30 ECTS)
Coursework: PART -TIME attendance
1st SEMESTER (8-16 ECTS, depending on electives’ registration)
Required Coursework:
- Foundations in Music Education (8 ECTS)
Electives (0-8 ECTS)
- Assistive Technologies in Music Teaching (8 ECTS)
- Instrumental Informal Learning & Improvisation (8 ECTS)
2st SEMESTER (10-18 ECTS, depending on electives’ registration)
Required Coursework :
- Instrumental Pedagogy I / Vocal Pedagogy I (10 ECTS)
Electives (0-8 ECTS)
- Arranging & Composing Music for Inclusive Performances (8 ECTS)
- The Healthy Musician: Foundations for Efficient and Sustainable Practice & Performance (4 ECTS)
SUMMER ACADEMY (18-26 ECTS):
Required Coursework (10 ECTS):
Instrumental and Vocal Masterclasses (10 ECTS)
Electives (8-26 ECTS)
- From Ear to Body: Alternative Practices of Aural Training (8 ECTS)
- Ensemble Performances (Variety of ensembles) / (8 ECTS)
- Improvisation (4 ECTS)
- Assistive Instrumental Pedagogy (8 ECTS)
3rd SEMESTER (18 ECTS)
- Inclusive Music Principals and Practices (8 ECTS)
- Instrumental Pedagogy I / Vocal Pedagogy II (10 ECTS)
4th SEMESTER (16 ECTS)
- Music in the Community (8 ECTS)
- Practicum (8 ECTS)
5th SEMESTER (18 ECTS)
- Research Methodologies (8 ECTS)
- Thesis preparation (10 ECTS)
6th SEMESTER (20 ECTS)
MASTER’S THESIS (20 ECTS)
| Semester 1 | Courses Code | Core Courses | Credits |
|---|---|---|---|
| Foundations in Communication & Critical Thinking (12 Required Credits) | IBS301 | International Business Management | 3 Credits |
| BUS109 | Introduction to Microeconomics | 3 Credits | |
| MKT200B | Principles of Marketing | 3 Credits | |
| BUS308B | Strategic Management | 3 Credits | |
| Accounting | BUS325B | Introduction to Operations Management & Decision Science | 3 Credits |
| FIN305 | Introduction to Corporate Finance | 3 Credits | |
| BUS110 | Introduction to Macroeconomics | 3 Credits | |
| ACC101 | Introduction to Accounting | 3 Credits | |
| Management | BUS100A | Introduction to Business | 3 Credits |
| BUS211C | People and Organization | 3 Credits |
Course Descriptions
Foundations in Music Education (8 ECTS)
This asynchronous graduate-level on-line course examines the historical, philosophical, psychological, and sociological foundations of music education and their influence on contemporary practice. Using Critical Issues in Music Education: Contemporary Theory and Practice as a central text, students will engage in critical analysis of key issues shaping the field, including the purposes of music education, teaching and learning processes, and the role of music in society. Emphasis is placed on reflective inquiry, scholarly discourse, and the development of a coherent personal philosophy of music education grounded in research and professional values. Through readings, discussion, and written work, students will synthesize interdisciplinary perspectives and apply them to real-world contexts in teaching and learning. Student learning outcomes include the ability to explain and contextualize major historical, philosophical, psychological, and sociological foundations of music education and their influence on contemporary practice. Critically analyze key issues in music education using appropriate theoretical frameworks drawn from course readings, including Critical Issues in Music Education: Contemporary Theory and Practice. Evaluate and compare differing perspectives within music education, articulating strengths, limitations, and implications for teaching and learning. Articulate a coherent personal philosophy of music education that reflects a clearly defined value orientation and is supported by scholarly literature. Apply interdisciplinary perspectives (historical, philosophical, psychological, and sociological) to real-world scenarios in music teaching and learning; synthesize research and theory to construct well-reasoned written and/or oral arguments addressing contemporary issues in music education and engage in scholarly discourse by contributing thoughtfully to discussions, demonstrating the ability to question assumptions, respond to peers, and refine ideas.
Inclusive Music Principals and Practices (8 ECTS)
Assistive Technologies in Music Teaching (8 ECTS)
This course bridges the gap between digital innovation and inclusive pedagogy. Based on the framework of Navigating Music Technology, students will critically examine how hardware and software can remove barriers to music learning for individuals with disabilities. The curriculum moves beyond “adaptive” tools to explore how technology creates new musical possibilities for diverse learners, integrating Universal Design for Learning (UDL) principles.During the semester, the following thematic units will be explored in depth: the digital turn in music pedagogy, theoretical frameworks for inclusion in music education, assistive technology, adaptive technology and UDL, hardware lab, the smartphone as an instrument, sound synthesis for special education needs, visual scores and notation accessibility, communication and musical expression, teaching students at the spectrum, teaching students with physical disabilities, teaching students with visual & hearing disabilities, music teaching online, assessment and learning objectives, and final project presentations: moving to the future.
Instrumental Informal Learning & Improvisation (8 ECTS)
This course focuses on both the theoretical and practical dimensions of one of the most significant contemporary pedagogical and research approaches in instrumental teaching: the methodology of improvisation and informal learning. It includes a concise historical overview of improvisation within the Western European musical tradition, alongside references to pedagogical practices drawn from other musical idioms, such as folk and popular music.
Informal and non-formal learning in instrumental practice are also examined from a historical perspective, with particular emphasis on established practices across diverse musical traditions. The course places strong emphasis on the interrelationship between informal learning and improvisation as complementary processes in the development of key artistic competencies, including experiential creativity, composition, the cultivation of technical performance skills, and the cognitive and neurological processes involved in musical memorization.
Overall, the course aims to develop a critical understanding of the conditions and objectives necessary for the pedagogically and artistically balanced design of instrumental teaching across different levels of learners, within an inclusive framework and through the integration of both conventional and contemporary technological tools.
Music in the Community (8 ECTS)
Through a combination of critical discussions, reflective experiential exercises, a major independent research project, and collaborative group work, this course aims to equip students with a comprehensive and critically informed understanding of the expanded role of the music pedagogue in diverse community contexts. Each thematic unit will be enriched with material drawn from recent research, audiovisual documentation, and in-depth case studies and narratives from community music settings (including work with refugee children in various contexts, in nursing homes, in correctional facilities, with disabled groups, and with community percussion circles). During the semester, the following thematic units will be explored in depth: what is Community Music? Defining the field, the role of the facilitator/coordinator, theoretical frameworks for music as social action, ethics of engagement: positionality and cultural humility, case studies of community music (El Sistema & beyond), techniques for participatory workshops, building inclusive choirs and instrumental groups, music, health, and wellbeing: musical care initiatives, music and social justice: advocacy and activism, from idea to action: needs assessment and program design, the business of community: funding, grants, and budgets, navigating challenges: common challenges, failures and ethical breaks, guest lecture & project workshop, and final project presentations: share your community music initiative.
Instrumental / Vocal Pedagogy I (10 ECTS)
Instrumental and Vocal Pedagogy I provide an in-depth and developmentally grounded examination of vocal and instrumental pedagogy across the lifespan, from early childhood through adulthood. Emphasis is placed on understanding how cognitive, physical, social-emotional, and musical development shape learning and performance outcomes. Students explore how these developmental characteristics inform instructional design for individual lessons, group classes, and ensemble settings. A core feature of the course is flexibility based on students’ primary instruments or voice types. While all students engage with shared developmental frameworks and research-based pedagogy, lesson design and teaching demonstrations are tailored to each student’s instrumental specialization. The course also foregrounds inclusive and accessible teaching practices, addressing neurodiversity (including autism, ADHD, and dyslexia), physical disabilities, and motor or sensory challenges as they intersect with music learning.During the semester, the following thematic units will be explored in depth: foundations of instrumental/vocal learning, instrumental/vocal pedagogy and early childhood, instrumental/vocal pedagogy and middle childhood, instrumental/vocal pedagogy and adolescence, instrumental/vocal pedagogy and adulthood, and special topic in inclusive pedagogy/presentations.
Arranging & Composing Music for Inclusive Performances (8 ECTS)
The course includes a wide range of exercises in music composition and arrangements, as well as thematic exercises, designed to equip students with the professional music making skills with a strong focus on creating music for inclusive community projects. The course focuses on techniques, tools, and theories related to music composition and arrangement for interdisciplinary community projects extending to the following artistic genres: Theater, Music Theatre, Dance, Video and Audio Installations, etc. Emphasis is placed on the interdisciplinary nature of the projects that students create within the course and are required to complete through live performance. In addition to the above, issues are introduced and discussed that concern each composer/arranger as a producer, responsible for the rehearsals of their performance and sometimes also as a performer, director, as well as the person responsible for the promotion and public presentation of their work. The course additionally explores various methods, techniques, and aesthetic approaches to musical composition and arrangement that require the use of text—whether poetic or prose. It focuses on the study of the range of techniques for setting music to words in the 20th century, through the works of composers (among others) such as Igor Stravinsky, Arnold Schoenberg, Luciano Berio, John Cage, Iannis Xenakis, Jani Christou, Michele van der Aa, as well as songwriters such as the Beatles, Pink Floyd, Laurie Anderson, Nick Cave, Leonard Cohen and Björk. The use and incorporation of traditional music elements into the composed music will be also briefly addressed within the course. The course aims to develop a “community-friendly” contemporary orientation (and corresponding aesthetic) in musical creation, not only by offering substantial and, above all, consistently up-to-date theoretical knowledge and technical experience, but also by cultivating a contemporary, “synthetic” (in the sense of combinatory and comparative) way of thinking regarding the perception of vocal and instrumental music, sound, and art in general. During the semester, the following thematic units will be explored: introduction to composition and arranging for inclusive performances, dramaturgy, meaning and concept, useful interdisciplinary terminology and the use of graphics, classroom compositional project 1, the hero’s journey and the stages of the monomyth, arranging for diverse ensembles & the fun of orchestrating, composing for diverse ensembles & the art of orchestrating, classroom compositional project 2, the voice (parts 1 and 2), classroom compositional project 3, a journey into contemporary music, dance, film and theatre, recap and apply, and final composition project presentations.
The Healthy Musician: Foundations for Efficient and Sustainable Practice & Performance (4 ECTS)
This course introduces the field of music physiology and equips students with a foundational understanding of the physiological processes involved in music performance during both practice and live settings. It explores how physical, mental, and psychological factors interact in the act of making music. Students will examine how principles of physiology can inform practicing and teaching methods, with attention to injury prevention, performance optimization, and motivation. Special focus is placed on practice techniques and mental strategies. The course promotes a holistic approach to musicianship, supporting artistic development alongside physical health and professional well-being. The course content is structured in six topic-oriented educational units. In terms of sequencing, the individual sessions of the units are interwoven and may be delivered in a block format to allow students time to process and develop their skills over time. Each unit is designed to include a balanced combination of knowledge-delivering (lectures), knowledge-processing (exercises), and knowledge-applying (practical training) components. During the semester, the following thematic units will be explored: introduction to the fundamentals of music physiology, music physiology and practice methods: a comprehensive overview of body and mind techniques, building bridges I: arriving in practice – from outside noise to inner focus, building bridges II: arriving in the lesson – from outside busyness to inner presence, dynamic posture in music: breath, movement, and sound, calm and focused in music: relaxation techniques for resilience, well-being, and optimal playing, and a theoretical overview of mental practice techniques, covering their history, development, and applications across various fields, including sports, medicine, politics, and music, exploring how musicians can utilize mental practice and highlighting its benefits.
Instrumental and Vocal Masterclasses (10 ECTS)
From Ear to Body: Alternative Practices of Aural Training (8 ECTS)
The course focuses on topics of special exercises in musical perception, with emphasis (among others) on asymmetrical and polyrhythmic horizontal and vertical shapes, as well as on detailed acoustic perception of horizontal and vertical spatial relationships. Additionally, it explores micro-interval tuning and the relationship between text and music as sound codes, while also addressing the notion of Chorality as demonstrated through ensemble performance of music or text reciting. Furthermore, it highlights the importance of Dramaturgy in ensemble music making and, finally, supports the development of musical creativity through the above applications. During the semester, the following thematic units will be explored in depth: “From Ear to Body” – an Introduction to the method, the “Choros” as an integral tool for rebooting aural perception, Text as Music, Music as Text, Classroom Project 1 – Group project, Sound- Silence- Noise, Body Percussion / Percussive choreography / Multitasking (part 1), Body Percussion / Percussive choreography / Multitasking (part 2), Classroom Project 2 – Group project, The Voice (part 1), The Voice (part 2), Classroom Project 3 – Individual project, Individual performing project (presentation and post-presentation discussion and feedback), From a group of people to a team of people, Recap and apply (going through the most important aspects of the method “From Ear to Body” and testing the method in class with mini exercises that require an immediate group response), Final project presentations: Group Project.
Ensemble Performances (Variety of ensembles) (8 ECTS)
The course focuses on the presentation, analysis, and further practical development of skills related to group musical performance within instrumental or vocal ensembles, or combinations of the two. Core parameters of this approach include concepts such as individual and collective musical gesture, embodied non-verbal communication among performing musicians in real time, co-articulation and conscious collective hearing, as well as the structural hierarchy of roles within musical ensembles. These conceptual parameters are used as guiding principles in the practice of ensemble performance and are systematically applied through carefully designed preliminary exercises addressing issues such as group intonation and tuning (conscious collective listening), rhythmic and sonic coordination among performers (embodied non-verbal communication in real time), ensemble phrasing (collective musical gesture and co-articulation), and sonic balance (structural hierarchy of roles). The preliminary exercises subsequently lead to the comprehensive study and performance of short musical works from the classical and contemporary repertoire of increasing difficulty, adapted to the composition of each class, where the above practical skills are applied in real time combination.. The course cycle concludes with an exchange of views, reflections, and conclusions regarding the pedagogical value of the aforementioned concepts and the ways in which they can be practically applied in different learning environments.
Free Improvisation (4 ECTS)
The Free Improvisation course is based on the creation of an ensemble dedicated to free and spontaneous music-making, and functions as a laboratory for the development of skills and the study of issues and techniques related to composition, musical form, the psychology of performance, individual and collective creativity, performers’ communication and their aesthetic choices, ensemble sound, the use of elements from various musical idioms, alternative sounds and techniques, the theatrical dimension of performance, and the interrelationship between music and other performing arts. The course is open to musicians of any instrument and musical tradition. While a strong and consciously formed understanding of what it means to “play” music is essential for participation, this is not equated in a one-dimensional way with virtuosity on a particular instrument or with an extensive command of a specific musical idiom. Such skills are welcome insofar as they support, and do not hinder, the functioning of the musician as an improviser. Instead, the seminar actively promotes non-idiomatic musicianship and, consequently, performative inclusivity, the development of real-time “automatic musical association” skills during performance, and intuitive musical communication among the members of the free improvisation ensemble. Instruction includes listening-based exercises, real-time improvisation, and open discussion, analysis, and feedback on the creative outcomes.
Assistive Instrumental Pedagogy (8 ECTS)
This course combines theory, practical workshops, analysis of case studies, and a final project on designing an assistive pedagogy program. Experiential exercises use adaptive instruments with guest experts and peer feedback. The weekly topics follow a bottom-up approach, building from foundations to advanced application.During the semester, the following thematic units will be explored in depth: introduction to assistive pedagogy, understanding disability in instrumental contexts, adapted instruments and physical modifications I: strings, fretted, winds & brass, adapted instruments and physical modifications II: percussion and keyboards, inclusive instrumental techniques, teaching notation to diverse learners, sensory processing and motor planning, communication and behavior supports, group teaching and peer inclusion, disability-specific repertoire and improvisation, case study I: physical disability, case study II: neurodevelopment condition, interprofessional collaboration, ethics and cultural sensitivity, assessment, lesson planning and progress monitoring, and final project presentations and course reflection.
Research Methodologies (8 ECTS)
An introduction to research methods for arts disciplines. Learn the foundations of understanding, evaluating, and connecting research scholarship to practice. Students will learn the foundations of the major methodological approaches to research in the arts and how these approaches are used by contemporary scholars. This course is designed to empower students to pursue their own scholarly research interests throughout the course. The culminating project is a research project prospectus. As part of this prospectus, students will choose and refine their own personal research topic of interest, read and synthesize the related research literature in a formal literature review, and propose research questions for a potential study on the topic. Upon completing this course, students will be able to describe the defining characteristics of research and different methodological paradigms (qualitative, quantitative, historical, philosophical, mixed methods, action research), demonstrate scholarly writing proficiency using the style guide most appropriate for their discipline (APA, Chicago, etc.), evaluate the merits and weaknesses of research literature, describe the connections between research scholarship and practice, describe the key tenets of ethics and responsible conduct in research, develop an inquiry-driven research approach to both synthesize and expand upon an existing body of scholarly literature, and reflect on how personal epistemological values affect scholar positionality.
Instrumental Pedagogy /Vocal Pedagogy IΙ (8 ECTS)
Instrumental / Vocal Pedagogy II builds upon the foundational developmental work of Pedagogy I by transitioning students into research-driven, professional, and entrepreneurial dimensions of applied music teaching. This course emphasizes the integration of scholarly inquiry with practical teaching, equipping graduate students to design and sustain music education careers within and beyond academic institutions. Students will engage deeply with both qualitative and applied research methods as they explore topics relevant to their primary instrument or pedagogical specialty. Alongside research, the course prepares students for real-world professional pathways, including private studio creation, community program development, music-and-wellness collaborations, and alternative career structures central to today’s multifaceted music profession. A comprehensive capstone project serves as the culminating product of the semester, synthesizing academic research, applied teaching practice, and professional strategy into a coherent, future-oriented document or portfolio. During the semester, the following thematic units will be explored in depth through seven modules, with a duration of two weeks each: music & medicine pathways, teaching repertoire, research foundations/sample studies, community & adult learning, studio practice & business models, branding, marketing & digital identity, and ethics & professional issues.
Practicum (8 ECTS)
The course adopts a practice-based and reflective approach to instrumental and vocal teaching pedagogy, integrating teaching practice, performance, and critical reflection.The module is structured in three progressive phases. Initially, students explore teaching in diverse contexts, examining learner needs, professional values, and inclusive pedagogical approaches. This phase supports the development of critical awareness and contextual understanding of music teaching.The second phase focuses on teaching in practice. Students design, deliver, and document instrumental or vocal lessons, producing video evidence of teaching and learning. Emphasis is placed on lesson planning, sequencing, learner progression, and the application of appropriate pedagogical strategies. Students critically analyse their own teaching through written commentary and oral presentation.The final phase emphasises reflective practice and professional integration. Students engage in advanced reflection on their development as music educators, connecting teaching, performance, and professional identity. Preparation for professional discussion is supported through structured activities, peer interaction, and mock viva sessions.The course culminates in an integrated final assessment in which students demonstrate performance, provide immediate pedagogical explanation of the performed repertoire, and participate in a professional discussion drawing on all aspects of their work.Throughout the module, students engage in asynchronous learning activities, peer feedback, and guided independent study, supporting the development of autonomous, reflective, and critically informed practitioners. During the semester, the following thematic units will be explored in depth through three progressive cycles: Cycle 1 focuses on teaching in context, exploring diverse learning environments, professional values, inclusion, ethical practice, and the development of pedagogical arguments culminating in a written and oral presentation assessment, Cycle 2 emphasizes reflective practice and professional integration, addressing advanced reflective strategies, performer-teacher identity development, preparation for professional discussion and pedagogical articulation, and practice through mock viva sessions, culminating in an integrated assessment combining performance from elementary/intermediate pedagogical repertoire with oral pedagogical analysis and professional discussion and Cycle 3 centers on teaching in practice through video-based learning, including designing teaching for video evidence, supporting musical progression and learner development, and analyzing teaching practice through structured commentary, culminating in a video-based assessment with commentary and oral presentation.
MASTER’S THESIS (30 ECTS)
The course focuses on the design, development, and completion of an independent research project in the field of instrumental and vocal pedagogy. Emphasis is placed on the integration of theoretical knowledge, research methodology, and professional practice.
Students are supported in identifying a research topic, formulating research questions, and selecting appropriate methodological approaches. The course promotes critical engagement with academic literature and the development of analytical and reflective thinking.The module is organized into four main stages supported by scheduled meetings and independent research: students first define their research topic in collaboration with a supervisor, establishing scope, aims, and research questions with attention to relevance and feasibility, then they develop a structured thesis outline including literature review and methodology, receiving feedback to refine their academic approach, a full draft is submitted at least 20 days before the final examination for detailed feedback on structure, argumentation, and use of sources. Finally, students submit the completed thesis and present it orally, demonstrating their understanding, critical thinking, and ability to justify their methodological and theoretical choices.
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Ria Georgiadou
Professor, Flute
Nafsika Fronimou
Master’s Programme Administration, MA in Music Education
Dimitra Trypani
Professor, Music Theory and Composition with Interdisciplinary Practices
Dimos Dimitriadis
IU Governing Board Member, Professor, Saxophone and Jazz
Athina Fytika
Master’s Programme Coordinator Professor, Piano Pedagogy
Nikos Tsouchlos
Professor, Theory of Musical Interpretation
Mitsi Akoyunoglou
Mitsi Akoyunoglou Assistant Professor, Music Therapy & Inclusive Music Practices
Anastasia Siopsi
Head of Music Department, Professor, Aesthetics of Music
Andreas Georgotas
IU Vice Rector, Professor, Theory & Practice of String Instruments (Viola Emphasis)
Ζοe Dionyssiou
Professor, Music EducationA strong Academic Partnership
The University of Kentucky School of Music (est. 1918) and the Department of Music Studies of Ionian University (Corfu, est. 1992) combine their long-standing collaboration in a joint Masters programme that unites comprehensive training in performance, pedagogy, and music education with a shared commitment to academic excellence. Bringing together diverse areas of study—from Inclusive Music Education to Instrumental and Vocal Pedagogy—the programme offers a rigorous yet highly personalised educational experience, tailored to the demands of a sensitive and richly multi-layered artistic field.
The Ionian University
The Department of Music Studies of the Ionian University was established in Corfu in October 1992. It has a dynamic five year programme of studies covering five different areas of Music Theory and Practice. It is unique in that it offers a full programme of study in areas of performance and research which are rare in Greece. These are in Early Music, Orchestral Conducting, Choral Conducting, Organ, Jazz, Electroacouctic Music and Music Therapy. It is also, currently, the only Music Department in Greece with a comprehensive programme of study and the infrastructure of a Music Academy at both undergraduate and graduate level.
The European Credit Transfer System (ECTS) to which the Department adheres, allows students to move between major music institutions in Europe freely. The degrees awarded by the department are considered equivalent to those awarded by European and American Institutions, Conservatories, Music Academies and University Music Departments.
The University of Kentucky
The University of Kentucky has a broad range of resources centered on a single campus in the heart of the Bluegrass. Its wide array of programs allows the institution to excel in multidisciplinary studies and fosters an environment of cooperative engagement across all colleges, programs, and research endeavors.
The University of Kentucky School of Music has played an important part in the development of musical life in Kentucky and beyond since 1918.
The School offers degree programs within five areas of study as well as minors in music performance and music theory & history. Our performance areas are brass, keyboards, percussion, strings, voice, and winds; each boasting world-class faculty. Additionally, it offers research programs for scholars and professional training for teachers.
The University of Kentucky is an accredited institutional member of the National Association of Schools of Music (NASM).