Digital and Sustainable Strategies for Preserving Minority Languages

Through Music Education

Andrea Bareggi

1,3

and Simonetta Sargenti

2,3

ESME Research Lab, Ivry sur Seine, France

Conservatorio Guido Cantelli, Novara, GATM (Gruppo di Analisi e Teoria Musicale), Italy

Ensemble Lira Transalpina, 26 rue Sala, Lyon, France

Keywords: Blended Learning, Music Technology, Minority Languages, Youth Training.

Abstract: The digital transformation of music education is a pivotal innovation, addressing both the evolution of

teaching methodologies and the democratization of access to musical and cultural heritage. The ERASMUS+

KA210 YOUTH-funded project, “Musique et Langues Minoritaires Régionales” (MUS-LaMiRé),

exemplifies this synergy by focusing on safeguarding European multilingualism through the non-formal

musical education of young individuals (aged 13 to 30). This paper explores the integration of digital tools in

MUS-LaMiRé, emphasizing their role in the preservation and dissemination of endangered minority

languages and fostering a dynamic cultural exchange within the framework of the Small European Orchestra

of Linguistic Minorities.

1 INTRODUCTION

The integration of digital tools into music education

aligns with broader global trends emphasizing

accessibility, innovation, and cultural preservation.

MUS-LaMiRé operates at this intersection, where

musical practice becomes a conduit for

multilingualism, leveraging non-formal education

methods to inspire cultural engagement. This study

examines the project’s objectives, methodologies,

and outcomes, situating it within the broader context

of digital pedagogy and cultural sustainability.

2 CONTEXTUAL BACKGROUND

Musical Education in European institutions is

generally oriented on an historical repertoire. In the

last years the development of artistic research has

been focused towards various aspects of performance

practices. Integration with technologies makes it

possible to further explore the differences between

performances by suggesting interpretative

orientations. In this context the possibility of

orienting education towards different repertoires has

increased and it is more and more possible to involve

repertoires of oral, popular and minority traditions.

2.1 The State of Minority Languages in

Europe

Europe hosts a rich tapestry of minority languages,

many of which face extinction due to globalization,

urbanization, and shifting socio political landscapes.

Initiatives like MUS-LaMiRé aim to counter this

trend by integrating these languages into creative and

engaging formats, such as musical education, to foster

a renewed interest among younger generations.

Figure 1: Map of the regional european languages.

Bareggi, A. and Sargenti, S.

Digital and Sustainable Strategies for Preserving Minority Languages Through Music Education.

DOI: 10.5220/0013497300003932

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 17th International Conference on Computer Supported Education (CSEDU 2025) - Volume 1, pages 661-670

ISBN: 978-989-758-746-7; ISSN: 2184-5026

661

2.2 The Digital Transition in Music

Education

Music education has undergone significant

transformation through the adoption of digital

technologies. Platforms for online learning, music

composition software, and virtual collaboration tools

have redefined how students and educators interact

with musical content. These tools also facilitate cross-

border collaborations, aligning well with the

objectives of transnational projects like MUS-

LaMiRé.

2.3 Project Mus-LaMiRé: Objectives

and Motivation

The project “Musique et Langues Minoritaires

Régionales” (MUS LaMiRé), co-financed by

Erasmus+ under the KA210 YOUTH call, is a 13-

month transnational initiative involving partners from

France, Italy, and Croatia. The primary objective of

Mus-LaMiRé is to safeguard European

multilingualism through the non-formal musical

education of young adults aged 13 to 30, with a

particular focus on endangered minority languages.

Additionally, the project aims to enhance the digital

transition of musicians and to preserve the memory of

nearly forgotten languages through the creation of the

Small European Orchestra of Linguistic Minorities.

The selection of participants was conducted

entirely online, utilizing digital platforms and tools

such as Google Meet, Zoom, and the Europass

resume format. Video recordings of artistic

performances were submitted by applicants, allowing

for a comprehensive evaluation of their musical

skills. This digital approach not only streamlined the

selection process but also ensured that it was

accessible to a broader and more diverse pool of

applicants. The call for participants was sent out at the

beginning of February 2025, and the selection

process, carried out by the esteemed associations of

musicians Identitet (Croatia) and Lira Transalpina

(France), took place from mid-February to the end of

March.

The main criteria for the selection are: to have a

basic knowledge of music and of the language

Occitan or Arbëresh. It is not mandatory to have a

professional musical level. A basic knowledge of the

English language is required. The complete selection

criteria are indicated in the Call for selection at the

dedicated webpage of the project on Lira Transalpina

website: https://liratransalpina.altervista.org/mus-

lamire.html.

Selected students will benefit from 50 hours of

online training in preparation for the concerts. This

training will be delivered through digital platforms,

ensuring accessibility and flexibility. The use of

videoconferencing tools will facilitate real-time

interactions and feedback, enhancing the learning

experience (Dammers, 2009). The creation of the

Small European Orchestra of Linguistic Minorities

will leverage digital technologies to coordinate and

rehearse, ensuring that musicians from different

regions can collaborate effectively. Digital recordings

and virtual performances will be used to showcase the

orchestra's work, reaching a broader audience and

preserving the memory of endangered languages.

Digital platforms will also be used to promote the

project and disseminate its outcomes, including social

media, websites, and online forums. Virtual events

and webinars will be organized to engage a wider

audience and share the project's findings and musical

performances. This approach ensures that the

project's impact is maximized and that its benefits are

widely accessible.

The benefits of using digital technologies in the

Mus-LaMiRé project are manifold. Firstly, digital

technologies make the project accessible to

participants and audiences from different regions,

breaking geographical barriers. Secondly, online

tools streamline the selection process, training, and

coordination, reducing time and costs. Thirdly, digital

evaluations and tracking ensure a transparent and fair

selection process. Lastly, digital recordings and

virtual performances help preserve and promote

endangered languages and musical traditions.

In synthesis, the Mus-LaMiRé project represents

a significant step towards innovation and efficiency

in musical education and the preservation of linguistic

diversity. By leveraging digital technologies, the

project aims to create a more inclusive and accessible

learning environment, while also contributing to the

digital transition of musicians and the preservation of

cultural heritage.

2.4 Transnational Partnership

The MUS-LaMiRé project benefits from the

collaboration of several key partners, each bringing

unique expertise to the initiative. Lira Transalpina, an

Italian-French musical ensemble founded by Andrea

Bareggi, focuses on disseminating and promoting

historically informed music from Italy and France. As

the leading organization, Lira Transalpina leverages

its extensive experience in historically informed music

and ethnomusicology to provide high-quality musical

education and training, utilizing advanced digital

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662

technologies such as videoconferencing, Digital

Audio Workstations (DAWs), and Virtual Studio

Technology (VST). Their innovative online training

sessions and immersive performances blend

traditional and modern elements, ensuring the

preservation and celebration of minority language

musical repertoires.

The New European Dream (NED) association

handles administrative, communication, and

management support, collaborating closely with Lira

Transalpina. NED manages project timelines,

budgets, and compliance with Erasmus+ guidelines,

develops communication strategies, and coordinates

partner activities. Their efforts ensure the smooth

execution of the project, promoting transparency and

accountability.

The Identitet association contributes to the

pedagogical and musicological aspects of the project,

focusing on the preservation of Arbëresh musical

traditions. Their expertise in ethnomusicology and

organology enhances the project's focus on minority

languages, bringing an authentic and rich cultural

dimension. Identitet collaborates with Lira

Transalpina to provide high-quality musical education

and training, blending tradition with innovation

through digital technologies.

The Gianluigi Pascale Cultural Center plays a

significant role in valorizing the Occitan language of

the Calabrian communities. They host the project's

first major event in Guardia Piemontese in June 2025,

providing a welcoming and supportive environment

for participants. Their expertise in promoting and

preserving the Occitan language and culture enriches

the project's focus on minority languages and fosters

contemporary reflection on religious freedom and the

acceptance of differences.

Together, these partners create a dynamic and

inclusive educational environment that leverages

digital tools to preserve and promote the rich musical

and linguistic heritage of Occitan and Arbereshe

communities.

2.5 Traditional Music and

Minoritarian Languages

The MUS-LaMiRé project focuses on preserving and

promoting the traditional music and minority

languages of Occitan and Arbereshe communities.

Occitan music, prevalent in the central-southern

regions of France, particularly in Auvergne Rhone-

Alpes (CMTRA, 2016), is characterized by lively

rhythms, melodic richness, and the use of traditional

instruments such as the hurdy-gurdy and bagpipes.

The Ensemble Lira Transalpina, based in Lyon, plays

a crucial role in preserving and promoting this rich

musical tradition through concerts, workshops, and

educational programs. Arbereshe music, found in

central and southern Italy, particularly in Molise and

Calabria, reflects the community's Albanian heritage

(Scaldaferri, 2016). It features polyphonic singing

and traditional instruments like the lahuta. The

association Identitet focuses on preserving and

promoting Arbereshe cultural heritage, including its

musical traditions, through cultural events and

educational programs.

The association Gianluigi Pascale contributes

linguistic research, documentation, and educational

materials to support the preservation and

dissemination of Occitan and Arbereshe languages.

Their expertise ensures that the linguistic aspects of

traditional music are accurately represented and

understood.

NED (Network for European Diversity) provides

cultural management and collaboration support,

facilitating efficient and effective transnational

initiatives. Their expertise ensures that the project's

objectives are met through collaboration between

partners like Lira Transalpina, Identitet, and

Gianluigi Pascale.

The traditional music and linguistic expertise of

these partners are integral to the MUS-LaMiRé

project. By combining their strengths, the project

creates a dynamic and inclusive educational

environment where young musicians can learn,

perform, and preserve the rich musical and linguistic

heritage of Occitan and Arbereshe communities. The

use of digital tools further enhances this process,

making traditional music and languages accessible to

a broader audience and ensuring their preservation for

future generations.

3 METHODS

3.1 Project Framework

MUS-LaMiRé involves participants from diverse

linguistic backgrounds, focusing on Occitan and

Arbereshe, providing them with access to a blended

learning curriculum that combines traditional musical

pedagogy with digital innovations. The project

centers on three core activities:

1. Musical Training: Incorporating minority

languages in musical repertoire.

2. Digital Workshops: Developing digital

literacy among participants to enable music

creation and sharing.

Digital and Sustainable Strategies for Preserving Minority Languages Through Music Education

663

Figure 2: A lahuta played by a musician in nord Albanian

traditional costume.

3. Vocal and Instrumental Collaboration:

Forming the Small European Orchestra of

Linguistic Minority

The field of music education has undergone

significant transformations due to the rise of digital

technologies. Traditional teaching methods, such as

face-to-face lessons, in-person rehearsals, and live

performances, have been integrated and sometimes

replaced by new approaches to learning (Johnson,

2017). Distance learning, which allows for remote

instruction, and blended learning, which combines

online learning with in-person interactions, have

emerged as fundamental components of modern

educational practices. This shift towards digital

instruction methods has been driven by technological

advancements, changes in student expectations, and

the need for flexibility in education delivery (Burns,

2022).In the context of the MUS-LaMiRé project,

funded by Erasmus+ KA210 YOUTH, these

transformations are particularly relevant. The project

aims to safeguard European multilingualism through

the non-formal musical education of young people

aged 13 to 30, with a focus on endangered minority

languages. The integration of digital technologies is

crucial for achieving these goals. Lira Transalpina

and Identitet, in collaboration with the Gianluigi

Pascale Cultural Center and the New European

Dream (NED) association, utilize a combination of

distance learning and blended learning to provide

high-quality musical education.

3.2 Distance Learning

One of the most innovative aspects of the MUS-

LaMiRé project is the use of advanced techniques

such as Networked Music Performance (NMP). NMP

allows musicians to rehearse and perform together in

real-time over the internet, overcoming geographical

barriers and enabling collaborative music-making.

The project leverages open-source platforms like

Jamulus, which is designed specifically for low-

latency audio streaming, making it ideal for virtual

rehearsals and performances. The use of open-source

software is a strategic choice to reduce the digital

divide. Open-source tools ensure that all participants,

regardless of their financial resources, have access to

high-quality educational tools. Jamulus, for instance,

can be easily integrated into a Digital Audio

Workstation (DAW) like Reaper, thanks to a plugin

developed during the Erasmus+

METAMORPHOSES project (No 2022-1-FR01-

KA220-VET-000085833) in collaboration with

ESME School of Engineering. This integration

allows students to record, edit, and mix their

performances using professional-grade software,

while also benefiting from the real-time collaboration

capabilities of Jamulus. Online lessons, conducted

using videoconferencing platforms like Google Meet

and Zoom, complement the NMP tools by allowing

for real-time interaction between students and

teachers. These platforms enable discussions, Q&A

sessions, and collaborative activities, while screen-

sharing features allow instructors to demonstrate

musical concepts and techniques visually. Digital

tools such as MuseScore (MuseScore, 2025) for

collaborative music writing and the Google Suite for

real-time document sharing further enhance the

learning experience. These tools enable students to

work together on musical compositions, share

feedback, and make revisions in real-time, fostering a

collaborative learning environment.

3.3 Digital Audio Workstations

(DAWs) and Virtual Studio

Technology (VST)

The integration of Digital Audio Workstations

(DAWs) like Reaper (Cockos, 2025) and Virtual

Studio Technology (VST) enables students to explore

new creative possibilities, blending tradition with

innovation. DAWs provide a comprehensive suite of

tools for recording, editing, and mixing audio,

allowing students to produce high-quality musical

compositions. VST plugins expand the functionality

of DAWs by offering a wide range of virtual

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664

instruments, effects, and synthesizers, enabling

students to experiment with different sounds and

musical styles. Notice that all these technological

tools are open source, promoting a sustainable

perspective. Open-source software ensures that

students have access to high-quality tools without the

financial barriers associated with proprietary

software, fostering inclusivity and accessibility in

music education.

Online lessons, conducted using

videoconferencing platforms like Google Meet and

Zoom, allow students to participate from anywhere in

the world, overcoming geographical barriers. Digital

tools such as MuseScore (MuseScore, 2025) for

collaborative music writing and the Google Suite for

real-time document sharing facilitate interaction and

collaboration between students and teachers.

Additionally, the integration of Digital Audio

Workstations (DAWs) like Reaper (Cockos, 2025)

and Virtual Studio Technology (VST) enables

students to explore new creative possibilities,

blending tradition with innovation. Notice that all

these technological tools are open source in a

sustainable perspective.

3.4 In-Person Training Sessions

The project's methodology also includes in-person

training sessions, such as the workshop in Guardia

Piemontese in June 2025. These sessions provide

students with the opportunity to engage in face-to-

face interactions with instructors and peers,

enhancing the learning experience. In-person training

allows for hands-on demonstrations, group activities,

and immediate feedback, which are essential for

developing musical skills and techniques. The

blended learning approach of the MUS-LaMiRé

project combines the benefits of online and in-person

learning, creating a rich and diverse educational

environment. This methodology not only promotes

the preservation of minority languages and their

musical traditions but also prepares students for the

future by equipping them with the skills needed to

navigate the digital musical world.

Collaborative projects and performances are

integral to the MUS-LaMiRé project. Students work

together to create musical compositions that

incorporate minority languages, utilizing digital tools

for collaboration and communication. These projects

culminate in live performances, both in-person and

virtual, showcasing the students' work to a broader

audience.

3.5 Assessment and Feedback

Assessment and feedback are crucial components of

the MUS-LaMiRé project's methodology. Instructors

provide continuous feedback to students through

online and in-person interactions, helping them to

improve their musical skills and compositions. Peer

feedback is also encouraged, fostering a supportive

learning community. Formative assessments, such

tasks assignments, are conducted throughout the

project to monitor students' progress and identify

areas for improvement. Summative assessments,

including final projects and performances, evaluate

students' overall achievement and the effectiveness of

the blended learning approach.

4 DIGITAL TOOLS IN

PRACTICE

Digital tools used in project Mus-LaMiRé includes:

● Online repositories of research papers,

music scores and educational resources on

music for minority languages (Occitan,

Arberesche, others), stored on collaborative

online platforms (e.g. Google Drive).

● Collaborative tools for presentations and

graphic editing (e.g. Canva).

● Digital tools for video editing and streaming

(e.g. ClipChamp (Microsoft Corp., 2025),

OBS studio, Twitch)

● DAWs (e.g., Reaper) for composition and

arrangement and VST instruments via MIDI

devices.

● NMP tools (e.g. Jamulus (Fischer, 2015)) for

virtual rehearsals.

● Open-source music writing tools (e.g.,

MuseScore) for collaborative score

preparation.

4.1 Collaborative Video Tools

In the Mus-LaMiRé project, video tools play a crucial

role in enhancing the musical performances by

providing contextual visuals that enrich the

audience's experience. During the performances,

videos will be projected onto the stage and the

surrounding environment, utilizing the stage

configuration to create an immersive atmosphere

(Greckel, 2021). These projections serve multiple

purposes: they provide translations of Occitan and

Arbëresh texts, ensuring that the audience can follow

the lyrics regardless of their linguistic background;

Digital and Sustainable Strategies for Preserving Minority Languages Through Music Education

665

they display images representing the traditional

culture conveyed through the songs, offering visual

insights into the historical and cultural context; and

they showcase photographs of typical costumes and

musical instruments, adding a layer of authenticity to

the performance.

To achieve this multifaceted visual experience,

the project employs a variety of advanced tools.

Video editing software like ClipChamp is used to

create and refine the video content, ensuring that it is

polished and engaging. Real-time streaming tools

such as OBS Studio and Twitch are utilized to

broadcast the performances live, allowing a global

audience to participate and engage with the event in

real-time. Additionally, the videos may incorporate

images generated using AI text-to-image tools, which

can create visually stunning and contextually relevant

images based on the lyrics and themes of the songs.

For an even more immersive experience, the project

may also include VR-generated images from

platforms like Spatial.io, which can transport the

audience into a virtual environment that complements

the musical performance.

Figure 3: Sustainable video editing with ClipChamp.

The generation and transitions of images can also

be effectively managed using collaborative software

like Canva. This tool allows team members to work

together remotely on creating and editing visual

content, ensuring that the final product is cohesive

and high-quality. This collaborative approach to

image creation is one of the project's strengths,

enabling distant collaboration on creative visuals and

ensuring that the performances are visually

compelling.

This integration of visual elements not only

contextualizes the musical content but also creates a

dynamic and engaging performance that celebrates

the rich cultural heritage of minority languages. By

combining traditional musical elements with cutting-

edge technology, the Mus-LaMiRé project offers a

unique and memorable experience for both the

performers and the audience. The use of video tools

ensures that the performances are not only aurally

captivating but also visually compelling, making the

cultural and linguistic themes of the project more

accessible and engaging for a diverse audience.

4.2 Networked Music Performance

Networked Music Performance (NMP) represents a

dynamic frontier in ongoing research, merging

technology with contemporary, popular, and

electronic music genres. This convergence has laid

the foundation for informatic communication in the

realm of music. As the network transcends

conventional communication paradigms,

transforming into a shared virtual space that thrives

on presence and bodily interaction, traditional notions

of chamber music—defined by intricate spatial and

temporal dynamics—undergo a profound

metamorphosis under the auspices of NMP.

NMP systems, classified by temporal

(synchronous/asynchronous) and spatial (co-

located/remote) dimensions, aim to facilitate real-

time synchronous musical interactions between

musicians separated by geographical boundaries. The

overarching goal is to simulate immersive

environments that support a wide range of musical

activities, from tele-auditions and distance learning to

distributed jam sessions and concerts. However, the

complexity of musical interactions requires

meticulous consideration. Musicians accustomed to

practicing in physical proximity rely not only on

auditory cues but also on environmental reverberation

and visual cues derived from the movements and

gestures of fellow musicians.

Preliminary research on NMP seeks to uncover

the intricate technological challenges involved in

facilitating near real-time performances between

musicians in different locations, with a particular

focus on professional and pre-professional training in

the operatic environment. The disruptive impact of

the Covid-19 pandemic on music education,

particularly at the tertiary level, has underscored the

urgency for innovative solutions in distance and

blended learning methodologies.

Figure 4: The framework of NMP, interfaced to DAW.

In the context of the Mus-LaMiRé project, NMP

serves as a crucial tool for synchronous distance

music training. By utilizing NMP, the project enables

real-time musical interactions and collaborations

CSME 2025 - 6th International Special Session on Computer Supported Music Education

666

among participants, regardless of their geographical

locations. This approach not only enhances the

learning experience but also ensures that the project's

goals of preserving and celebrating the musical

heritage of minority languages are achieved

effectively.

Figure 5: The main interface of Jamulus, the open source

NMP platform used in the project.

5 CASE STUDY AND CONCERTS

A group of 15 young amateur musicians will be

selected to participate in these concerts. The learning

process will include distance learning supported by:

● DAWs (e.g., Reaper) for composition and

arrangement.

● NMP tools (e.g., Jamulus) for virtual

rehearsals.

● Open-source music writing tools (e.g.,

MuseScore) for collaborative score

preparation.

Participants report increased motivation and

cultural awareness. A case study of a Sardinian

participant highlighted how integrating their native

language into a contemporary composition not only

enriched the musical output but also deepened their

connection to their cultural roots. The Small

European Orchestra of Linguistic Minorities’ debut

performance showcased compositions blending

various minority languages. Digital tools enabled

participants to collaborate asynchronously, merging

diverse linguistic and musical traditions into a

cohesive artistic expression.

Three concerts are planned as part of the MUS-

LaMiRé project:

1. Italy (Guardia Piemontese, Early June

2025): During the festival commemorating

the Valdeses community in southern Italy.

2. France (Roanne Region, Mid-July 2025):

At a historical and rural site, celebrating

Occitan culture.

3. Croatia (Zadar, January 2026): At the

beginning of the festival of Arberesche

music.

5.1 Candidates Selection and Online

Interview

The call for participation is a pivotal phase in the

student admission process for our program. In line

with our commitment to innovation and efficiency,

we have decided to conduct this selection entirely

online, leveraging digital technologies to evaluate

student resumes, their musical experiences, and

linguistic competencies. This approach not only

streamlines the process but also ensures that we can

reach a broader and more diverse pool of applicants.

Our primary objectives for the selection

announcement are threefold. First, we aim to utilize

digital platforms to collect and evaluate student

resumes efficiently. Students will be required to

submit their resumes in the Europass format, which is

widely recognized and standardized across Europe.

This ensures consistency and ease of evaluation.

Second, we focus on analyzing students' musical

experiences through digital portfolios and video

recordings. Students will submit video recordings of

their artistic performances, allowing us to gain a

comprehensive understanding of their musical

backgrounds and skills. Third, we assess students'

linguistic competencies, with a particular emphasis

on English and minority languages, through online

tests and virtual interviews. These tests can include

multiple-choice quizzes, writing exercises, and oral

interviews conducted via videoconference.

To achieve these objectives, we employ a variety

of digital technologies. For resume management, we

use the Europass format to ensure standardization and

ease of evaluation. For evaluating musical

experiences, we utilize video recordings of artistic

performances submitted by the students.

Additionally, we conduct oral interviews and

linguistic evaluations using videoconferencing tools

such as Google Meet and Zoom. These platforms

provide a reliable and user-friendly interface for

conducting virtual interviews and assessments.

The call for participants was sent to potential

candidates at the beginning of February 2025. The

selection process, carried out by the esteemed

associations of musicians, Identitet (Croatia) and Lira

Transalpina (France), took place from mid-February

to the end of March. These associations bring a

Digital and Sustainable Strategies for Preserving Minority Languages Through Music Education

667

wealth of expertise and experience in the field of

music, ensuring that the evaluation is conducted with

the highest standards of professionalism and

accuracy.

The benefits of this digital approach are manifold.

Firstly, it significantly reduces the time and costs

associated with manual resume management and

evaluations. Secondly, it enhances accessibility,

allowing students from anywhere in the world to

participate in the selection process. Lastly, it

increases transparency in the evaluation process, as

we can track and review evaluations digitally.

In conclusion, the online selection announcement

represents a significant step towards innovation and

efficiency in the student admission process. By

utilizing digital technologies such as Google Meet,

Zoom, the Europass resume format, and video

recordings of artistic performances, and with the

expertise of Identitet and Lira Transalpina, we are

able to more accurately and transparently evaluate

students' competencies and experiences, ensuring a

more accessible and inclusive process.

5.2 Blended Educational Process in

Mus-LaMiRé Project

Lira Transalpina and Identitet are currently providing

50 hours of online training to the 15 students selected

during the application process. This training is

conducted entirely online, leveraging a variety of

digital technologies such as videoconferencing,

Networked Music Performance, and online

repositories. The online course includes shared

scientific articles on the musical repertoires of the

minority languages considered in the project.

Additionally, there is extensive use of online

whiteboards, collaborative writing tools like

MuseScore, and real-time editable shared documents

such as those in the Google Suite.

This blended learning approach, which combines

online instruction with in-person sessions, offers

several critical advantages. A significant portion of

the training will be conducted in person at Guardia

Piemontese in June 2025, providing students with the

opportunity to engage directly with their instructors

and peers. This hybrid model ensures that students

receive the benefits of both face-to-face interaction

and the flexibility of online learning.

One of the most notable benefits of this blended

learning approach is its ecological sustainability. By

conducting a substantial part of the training online,

we significantly reduce the need for travel, thereby

lowering the carbon footprint associated with

traditional in-person education. This is particularly

beneficial for students located in remote or hard-to-

reach areas, who might otherwise face significant

barriers to participation. The use of digital

technologies enables these students to access high-

quality education from anywhere in the world,

promoting inclusivity and equal opportunities.

However, digital skills and musical/musicological

competences are determinant in creating a virtuous

approach to blended learning to vocational education

and youth training in practical music involving live

performance. For these reasons, the blended learning

approach should be delivered by trainers with a wide

experience in both fields, music and digital

technologies (Bayon, 2017).

Moreover, the online component of the training

enhances accessibility and inclusivity. Students who

may have mobility challenges or other constraints can

fully participate in the educational experience. The

use of collaborative tools like MuseScore and the

Google Suite ensures that all students, regardless of

their location, can actively engage in real-time

discussions, collaborative projects, and shared

learning experiences. This inclusivity is a cornerstone

of the project's commitment to providing equal

opportunities for all participants (King, 2021).

In synthesis, the blended learning approach

adopted by Lira Transalpina and Identitet represents

a forward-thinking and sustainable model for musical

education. By leveraging digital technologies, we are

able to provide a comprehensive and inclusive

learning experience that benefits both the students

and the environment. This approach not only prepares

students for the digital transition in music but also

ensures that the rich cultural heritage of minority

languages is preserved and promoted for future

generations.

5.3

DAW & VST in Traditional Music

Performance for Minority

Languages

The Mus-LaMiRé project places a strong emphasis on

the integration of new technologies in music

performance, particularly through the use of Digital

Audio Workstations (DAWs) and Virtual Studio

Technology (VST). These technologies not only

enhance the creative possibilities for the musicians

but also promote sustainability and inclusivity,

aligning with the project's broader goals.

During the concerts, we utilize MIDI keyboards to

play traditional musical instruments that are not

physically present, such as the cymbalum.

Additionally, we incorporate a variety of other

instruments, including bells, string instruments, and

CSME 2025 - 6th International Special Session on Computer Supported Music Education

668

drums. This approach allows us to expand our

musical repertoire and experiment with new sounds

and textures. The use of DAWs enables us to launch

pre-recorded audio files and add various sound

effects, such as fade-in/out, reverb, and pitch shifting,

to enrich the overall performance.

The primary tools we use for these operations are

the popular and sustainable DAW platform “Reaper”

and the free version of Kontakt Player. These tools

provide a robust and flexible environment for creating

and manipulating sound, ensuring that our

performances are both innovative and high-quality.

By leveraging these technologies, we can seamlessly

integrate traditional and modern elements, creating a

unique and engaging musical experience.

In addition to audio technologies, our artistic

performances also incorporate visual elements,

including synthesized images generated using text-to-

image techniques based on artificial intelligence. We

employ Virtual Reality (VR) techniques to create

immersive and interactive visual experiences. For

these visual elements, we utilize free, participative,

and web-based platforms such as Spatial.io (Spatial,

2025). These platforms allow us to create dynamic

and engaging visuals that complement the musical

performances, enhancing the overall audience

experience.

The live performance experience that

characterizes the associations Identitet and Lira

Transalpina, combined with their expertise in digital

tools, ethnomusicology, organology, and musical

acoustics, has enabled us to blend tradition and

innovation without compromising the quality and

authenticity of the music presented. This fusion gives

a fresh perspective to the traditional repertoires of the

minority languages considered in the project,

breathing new life into these cultural treasures.

A key aspect of the Mus-LaMiRé project is its

commitment to reducing the digital divide. By

utilizing open-source and freely available tools, we

ensure that our approach is both sustainable and

inclusive. This inclusivity is crucial for reaching a

broader audience and ensuring that participants from

diverse backgrounds and locations can fully engage

with the project. The use of these technologies not

only enriches the artistic performances but also aligns

with the project's goals of promoting cultural heritage

and fostering a more inclusive and accessible musical

education.

In conclusion, the integration of new technologies

in the Mus-LaMiRé project represents a significant

step towards innovation and sustainability in music

performance. By leveraging DAWs, VST, and VR

technologies, we create dynamic and engaging

performances that blend traditional and modern

elements. Moreover, our commitment to using open-

source and freely available tools ensures that the

project remains inclusive and accessible, reducing the

digital divide and promoting cultural heritage for

future generations. The expertise and experience of

Identitet and Lira Transalpina have been instrumental

in achieving this harmonious blend of tradition and

innovation, ensuring that the musical repertoires of

minority languages are preserved and celebrated in a

contemporary context.

6 CHALLENGES AND

CONCLUSIONS

The project is also structured into the following

phases: 1-sourcing of materials, 2-learning through

distance methodologies and blended learning, 3-in-

person training, and practical demonstration of

acquired skills through concerts. Most of these phases

are supported by technologies.

MUS-LaMiRé demonstrates the transformative

potential of integrating digital tools into music

education, particularly in the context of cultural and

linguistic preservation. Access to reliable internet and

digital devices remains uneven across participant

regions. The project mitigated this by providing

subsidized hardware and localized training sessions.

Ensuring authenticity in the representation of

minority languages while adapting them to digital

formats required a careful balance, achieved through

consultations with linguistic and cultural experts.

Future iterations of the project could expand its

scope by incorporating virtual reality experiences,

AI-assisted language training, and partnerships with

global institutions dedicated to cultural heritage.

MUS-LaMiRé demonstrates the transformative

potential of integrating digital tools into music

education, particularly in the context of cultural and

linguistic preservation. Access to reliable internet and

digital devices remains uneven across participant

regions. The project mitigated this by providing

subsidized hardware and localized training sessions.

Ensuring authenticity in the representation of

minority languages while adapting them to digital

formats required a careful balance, achieved through

consultations with linguistic and cultural experts.

Future iterations of the project could expand its scope

by incorporating virtual reality experiences, AI-

assisted language training, and partnerships with

global institutions dedicated to cultural heritage. By

intertwining musical expression with digital

Digital and Sustainable Strategies for Preserving Minority Languages Through Music Education

669

innovation, MUS-LaMiRé sets a benchmark for

similar initiatives, underscoring the importance of

safeguarding cultural diversity in a rapidly digitizing

world.

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