Interdisciplinary and music: a teacher training experience and didactic proposal for the classroom

Abstract

A research study of teachers and students in Spain was conducted throughout an entire academic year. Our aim was to analyse the educational potential of an interdisciplinary arts proposal. The study involved seven primary school teachers and students in fifth and sixth years of primary education. It was carried out in two phases; the first was linked to in-service teacher training and focused on the exploration of various interdisciplinary teaching practices, with music as the central axis, in order to achieve bodily disinhibition in pupils. In the second phase, a didactic proposal created for this purpose was implemented in the classroom. The findings revealed that this interdisciplinary approach contributed to enriching the educational experience, fostering the integration of different areas of knowledge, improving communication and collaboration between teachers, with a positive impact on the motivation and participation of students. However, obstacles were identified, such as limited time availability and logistical challenges associated with the bureaucratic burden, which hinder the effective implementation of such projects. Our findings underline the importance of reforming policy to favor pedagogical music as a means of interdisciplinarity in primary education instruction, thus promoting a more enriching and meaningful learning environment.