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Table of Contents
Abstract....................................................................................................................................2
Introduction..............................................................................................................................2
Literature Review.....................................................................................................................4
Pedagogical Approaches for Music Integration in the Classroom...........................................10
Piloting Workshop..................................................................................................................11
Case Studies of 5 School Songs and Their Historical Significance...........................................12
Conclusion..............................................................................................................................14
 "Music is the most powerful of all tools for
education, because rhythm and harmony find their
way into the innermost recesses of the soul." Plato

Abstract
The purpose of this educational toolkit is to demonstrate how music can be used in the
classroom by describing several methods and providing resources, as well as to demonstrate
why music can enrich the curriculum but also enhances students' cognitive, emotional, and
social development. Researchers have shown that integrating music into the general
curriculum increases student achievement. In addition, many studies have shown that
integration with music helps motivate students to learn and improve their cognitive
development, which is important for each discipline.

Keywords: Interdisciplinary approach, music education

Introduction
Integrative and interdisciplinary approaches that combine arts with other subjects of the
school curriculum have taken many forms in different countries around the world, while, At
the same time, they generate concerns regarding the meaningfulness of the linkages and
connections achieved, as well as the effectiveness of this type of learning.

Music has a deep place in human experience, crossing cultural boundaries and speaking to
the depths of our emotions. In the field of education, it proves to be a powerful tool that not
only enriches the curriculum but also enhances students' cognitive, emotional, and social
development (Sergi, 1993). This study addresses the multifaceted role of music in education
and illuminates how its integration into the classroom can significantly impact the learning
process. By exploring its cognitive benefits, emotional resonance, and ability to develop a
sense of community, we gain insight of how music becomes a dynamic educational partner
and creates a harmonious symphony of learning experiences.

The philosopher of music education, Bennet Reimer, has illuminated the profound
significance of music not only in the realm of education, but also in the broader sense of
human existence. His insights invite us to reflect on the many dimensions through which
music shapes our lives. Music, as Reimer (Georgopoulou 2020: 18-21pp) argues, is not just
an art form; it is a dynamic force that serves as both an end and a means to that end. In the
educational context, music offers a unique duality–it is the goal, the ultimate achievement
that we value, and at the same time, it is the transformative journey, the process of learning
and creating music that enriches our lives.

When we consider the role of music, we must acknowledge its dual nature as both product
and process. While we enjoy the final composition, be it a symphony or a song, we must not
overlook the intricate process that brings it to life. Music education recognizes this duality
and emphasizes not only on the culmination of learning, but also on the journey itself
through which students develop essential skills and insights (Georgopoulou 2020).

By integrating music into pedagogical methods, educators can create more engaging and
effective learning experiences across a range of subjects (Evans, 2022). Research into music
teaching and learning in schools has long been a fundamental aspect of the field, focusing on
the student, the teacher, and the content - often referred to as the instructional triangle
(Nielsen 1997: 158).

This educational toolkit starts with a comprehensive literature review, delving into the
connection between music and diverse academic disciplines throughout history. The concept
of interdisciplinary learning has gained widespread recognition for its capacity to not only
deepen understanding but also foster the development of skills. Originating from ancient
Greek philosophy, Plato's emphasis on the harmonious unity of teaching subjects should be
noted here, the concept evolved over the centuries, finding resonance in the educational
philosophies of thinkers like Rousseau and Dewey.

It highlights the significance of interdisciplinary learning, an approach that encourages the

intertwining of ideas across various disciplines. This method, through the integration of
music into subjects such as language arts, mathematics, social studies, and science, offers a
holistic educational experience. Researchers have consistently demonstrated that music
contributes to enhanced cognitive, emotional, and social development, ultimately resulting
in increased student achievement, motivation, and positive attitudes towards learning.

Within this educational toolkit, readers will discover insights and practical resources tailored
to educators. These resources cover specific pedagogical approaches as well as case studies
of school songs with historical significance. Together, they consistently emphasize the
profound impact of music on shaping cultural narratives and enhancing students'
educational journeys across various academic domains.

Literature Review

The concept of interdisciplinary knowledge is not a recent idea, but rather an age-old
concept with contemporary manifestations. This notion can be traced back to ancient Greek
philosophy, with Plato's insights notably emphasizing the importance of teaching school
subjects in a manner that preserves their "harmonic unity" in relation to each other
(Economidou, Smaragda, & Socrotous, 2011). Many years later, Rousseau argued that
traditional education, reliant on books and classroom isolation, provides knowledge
disconnected from real life. He believed that meaningful education should be driven by a
child's innate curiosity and natural development, encouraging exploration and experiential
learning instead of imposing a rigid curriculum (Chrysostomou, S. 2004).

Dewey also argued that compelling students to attend school does not guarantee true
learning; instead, education should engage students' interests and curiosity to create
authentic learning experiences. Dewey stressed the importance of designing a curriculum
that naturally engages students, allowing them to explore subjects in personal, meaningful
and relevant ways, aligning education with real-life situations (Chrysostomou, S. 2004). Since
then, several educational leaders and philosophers such as John Deweυ (1997) and Howard
Gardner (2000) highlighted the significance of unity and disciplinary comprehension in the
educational journey.

Interdisciplinary learning allows the students to learn by making connections between ideas
and concepts across different disciplines. Students learning in this way are able to apply the
knowledge gained of one discipline to another, as a way to deepen the learning experience.
Interdisciplinary studying allows the synthesis of ideas and characteristics from many
disciplines. At the same time, it addresses students’ individual differences and helps to
develop important skills such as critical thinking, communication and analysis (Weller &
Appleby, 2021).

Many literature pieces have been published on effective ways to integrate the arts into the
general curriculum and vice versa. For example, in their book “Sound Ways of Knowing”
(1997), Barrett, McCoy, and Veblen present a comprehensive guide on how to incorporate
various subjects in the music classroom. There is a plethora of studies focusing on various
music-centered strategies to aid in the comprehension of subject matter in the curricular
areas of language arts, mathematics, social studies, and science (DiDomenico, James, 2017).

Language arts and Music

Language teaching through music is an educational approach that harnesses the power of
music to enhance language acquisition and comprehension (Cohen, 2015). This approach
recognizes that music is a dynamic and engaging medium for language learners to develop
their language skills, which include listening, speaking, reading, and writing. By integrating
music into the language-learning classroom, educators can create a more immersive and
enjoyable learning experience (p.14).

An important aspect of this pedagogical approach is the use of music as a tool to improve
listening comprehension (Cohen, 2015). Through music, learners are exposed to different
accents, rhythms, and intonations of the target language, which helps them develop a better
sense of the nuances of pronunciation and speech patterns. By listening to songs, learners
can develop their auditory discrimination skills, which makes it easier for them to
understand native speakers in conversations (O‘Neill, 2015).

In addition, music serves as a powerful memory aid. Melodies and rhythms can help learners
remember vocabulary, sentences, and grammatical structures better than traditional
memorization. When lyrics are paired with catchy melodies, they are easier to recall, and
this musical memory aid can greatly improve vocabulary memorization (Neal, 2021).

The use of songs with understandable lyrics is another essential aspect of this pedagogical
approach. Such songs use language that is accessible to the learners' current language level.
As learners progress their language skills, they can try songs with increasingly complex lyrics.
This gradual progression ensures that learners are constantly challenged and their
motivation is maintained.

In addition, music provides a context for language use. By analysing song lyrics, learners can
explore different aspects of language, such as idiomatic expressions, cultural references, and
emotional nuances. This contextual understanding enhances their ability to communicate
effectively and interpret language in a broader cultural context (Gonchar & Schulten 2016)

Incorporating music into the language classroom also encourages active participation.
Students can sing along to songs, write down their lyrics, or even create their own
compositions. These interactive activities promote speaking and writing skills as learners
practice meaningful communication and self-expression.
In summary, the pedagogical approach of teaching language using music as a language
learning tool has many benefits. It improves listening comprehension, helps with vocabulary
memorization, provides contextual understanding of language, and promotes active
engagement. By incorporating music into the language classroom, educators can create a
lively and effective learning environment that resonates with students and promotes
language proficiency.

Mathematics and Music

As Saloni (2010) introduces, mathematics and music, two seemingly distinct disciplines, have
a rich and intertwined history spanning thousands of years. Although their primary functions
may seem different at first glance, they are in fact closely related in both theory and practice
(pp.1-2).

The origins of mathematics can be traced back to ancient civilizations such as the Incas,
Egyptians, and Babylonians. In today's Western context, mathematics is often defined as the
abstract science of form, space, change, number, structure, and quantity. Mathematicians
are known for searching for patterns and conjectures through rigorous deduction and relying
on abstract thinking, logic, and reasoning to solve complex problems (p.1-3). Moreover, the
influence of mathematics extends beyond its own domain. It provides a universal language
for describing and explaining phenomena in various fields, such as physics.

On the other hand, music, often considered the art or science of combining vocal or
instrumental sounds to create beauty, occupies a unique place in human culture and
identity. Much like mathematics, music has been an integral part of various cultures
throughout history. It is a powerful means of artistic expression that allows individuals to
convey feelings and ideas. Music exists in numerous forms and is the subject of study,
performance, creation, and appreciation.

One particular facet of the study of music is music theory, which deals with the inner
workings of music and unravels its properties and principles. This includes analyzing musical
language and notation, identifying recurring patterns and structures in compositions of
various genres and historical periods, and exploring the techniques of composers.

Although the original definitions of mathematics and music seem to emphasize their
differences—mathematics as a scientific, ordered, and quantifiable pursuit and music as an
artistic, expressive field—they have a deep connection. This connection, which has existed
for over two millennia, stems from the mathematical nature of music (Saloni, 2010).

Mathematics plays a pivotal role in explaining various musical phenomena. It provides the
framework for understanding how vibrating strings produce specific frequencies, with sound
waves serving as the mathematical description of those frequencies. Moreover, musical
instruments act as mathematical constructs, designed with precise shapes to vibrate
harmoniously with their strings. Even modern technologies such as compact disks (CDs) and
digital video disks (DVDs) rely heavily on mathematical principles in their recording
processes.

The interplay between mathematics and music is a testament to their complex and ever-
evolving relationship. It underscores that mathematics is not limited to abstract equations
and theorems, but penetrates into the fabric of our cultural and artistic expressions, as
demonstrated by the intricate and mathematical world of music theory. In essence,
mathematics not only aids in the analysis of music, but is also integral to its fundamental
concepts and the mechanisms by which it resonates with human experience. This enduring
connection inspires mathematicians and musicians alike, and highlights the profound ways
in which these two fields enrich our understanding of the world.

The article “How Music and Movement Can Help Children Understand Math” (Richard Gray,
2019) discusses innovative approaches to teaching children complex subjects like math and
science by integrating music, art, and movement. Traditionally, these subjects have been
taught separately, but the concept of STEAM (Science, Technology, Engineering, Arts, and
Maths) aims to bridge the gap between science and arts in the classroom.

Their project, called iMuSciCA, uses music to teach secondary students concepts like wave
theory in physics and equations in math. Students design virtual musical instruments and
adjust their physical properties to understand their influence on sound production. In this
way, they learn about concepts such as frequency and amplitude.

The project also provides an online platform for teachers to incorporate these tools into
their lessons. This allows students to design their own musical instruments and explore
higher-level concepts such as geometry and symmetry through sound.

Another initiative, the WeDraw project, combines music and body movement to teach
younger children concepts like angles, fractions, and shapes. Games like RobotAngle use
motion-detecting cameras to recognize body movements in conjunction with musical notes,
which promotes understanding of angles and fractions. Other games like Cartesian Garden
and Spaceshape teach 3D shapes through physical interactions.

Initial testing in elementary schools has shown that children's understanding of these
concepts has improved, especially among seven-year-olds. Research aims to make these
techniques accessible to students with dyslexia or visual impairments.

The ultimate goal is to combine music and body movement, possibly even dance, as a
teaching tool. These innovative educational approaches have the potential to make learning
more engaging and effective for students. The research mentioned in this article was funded
by the European Union.

Social studies and music

As one of Howard Gardner’s multiple intelligence areas, music is a great tool to use to teach
social studies. The pattern and rhythm of songs encourage memory, movement, and
creativity of students. Social studies have been developed as a combination of literature,
arts, and social sciences with an interdisciplinary approach to the acquisition of basic
citizenship skills (National Council for the Social Studies, 2002).

Music plays a crucial role in the social studies classroom, offering a diverse array of
educational opportunities. Scholars like Skeen (2015) have highlighted various ways music
can be utilized, such as through time period pieces, cultural music, mnemonic devices for
memorization, and even in films. Educational music, especially when focused on historical
topics, creates a cognitive space for students to delve into past issues and examine artists'
assumptions about the world. Historical songs offer opportunities for critical thinking, add
contextual depth to historical understanding, and demonstrate how tone and rhythm can
reinforce social arguments conveyed through lyrics (Howell & Callahan, 2016).

Songs and their lyrics offer a unique window into the past, enabling students to grasp the
historical context of a time, place, events, and culture. By using primary source analysis
worksheets from institutions like the National Archives 1 and Library of Congress2, educators
can guide students in dissecting the lyrics and context of songs. This approach aids in
developing historical empathy and a deeper understanding of the social, political, and
cultural aspects of different time periods.

1
National Archives. (n.d.). Education Resources. Worksheets. https://www.archives.gov/education/lessons/worksheets
2
Library of Congress. (n.d.). Getting Started with Primary Sources. https://www.loc.gov/programs/teachers/getting-started-
with-primary-sources/guides/
Cooper (1998) emphasized the benefits of using songs in education, as each song contains
historical information, reflects a viewpoint, and can help reconstruct the historical context
through careful study. Music is especially effective in secondary school education,
motivating students, providing historical context, and making challenging social studies
concepts more accessible. Analysis of song lyrics strengthens critical components of social
studies education, such as interpreting thoughts and making meaningful connections
between historical and contemporary events.

Despite the potential of music in social studies instruction, it is often underutilized in

secondary schools (Mangram & Weber, 2012). Integrating music into the curriculum requires
effort, but it can be a valuable addition. Teachers play a pivotal role in this process. For pre-
service teachers, developing the skills to integrate music with educational content and to
align it with the curriculum and student interests is crucial. The active use of educational
music by teachers can significantly enhance the social studies course, transforming what is
often perceived as a rote-based subject into a dynamic and engaging learning experience. By
integrating music, educators can help shape the next generation's understanding of social
culture and history (Egüz, 2022).

Science and Music

Many studies provide valuable insights into the potential benefits of integrating music into
science education. Smolinski's (2010) research highlights how content-rich songs can
enhance students' understanding of complex scientific topics like cell parts and functions.
Teachers also view musical lessons aligned with standardized curricula as meaningful
teaching supplements, indicating their appreciation for the educational value of music in
science education. McCammon (2008) and Pyeatt's (2015) findings, while not showing a
statistically significant impact on overall student achievement, do reveal a meaningful
influence on student engagement, motivation, positive attitudes, attention, and deeper
learning experiences.

These collective findings suggest that while music may not be a direct driver of improved
test scores, it can significantly enhance students' overall learning experiences in science by
fostering engagement, motivation, and a deeper understanding of the subject matter. This
underscores the potential for music to be a valuable tool for educators seeking to make
science education more enjoyable and effective.

Science process skills are indeed fundamental in the field of science education, forming the
basis for scientific inquiry and discovery. These skills, including observation, communication,
classification, measurement, inference, and prediction, are essential for both scientists and
students to engage effectively in the scientific method. Science education reforms and
standards have recognized the importance of teaching these skills to students, as they are
not only relevant in the context of scientific research but also valuable in everyday life.
Young children often naturally employ these process skills as they explore and inquire about
the world around them. By nurturing and developing these skills in students, educators can
empower them to think critically, investigate, and make informed decisions in various
aspects of their lives, fostering a deeper understanding of the scientific process and its
applications (Jiyoon Yoon Kyoung Jin Kim, 2017).

Pedagogical Approaches for Music Integration in the Classroom

1. Music and History Integration:

● Concept: This approach combines music and history, enabling students to

explore historical events and periods through the music of the time.

● Implementation:

● Select Historical Eras: Choose specific historical periods that align

with your curriculum (e.g., the Baroque era, the Civil Rights
Movement, or the 1960s counterculture).

● Historical Context: Provide students with background information

about the chosen era, including social, political, and cultural aspects.

● Musical Exploration: Introduce students to music from the era

through listening, discussion, and analysis of iconic compositions or

songs.

● Interdisciplinary Connections: Promote discussions on how historical

events influenced musical expression and how music, in turn,

impacted historical change.

● Benefits: This method fosters a deeper understanding of history by

connecting it with a sensory and emotional experience (music). It cultivates

 critical thinking skills, cultural awareness, and the ability to draw
connections between different fields of study.

2. Math and Music Integration:

● Concept: Integrating mathematics and music enables students to explore

the mathematical aspects of rhythm, time signatures, scales, and sound

while enhancing their musical abilities.

● Implementation:

● Rhythm and Fractions: Teach rhythm and time signatures using

fractions to represent note durations. For example, a quarter note

can be equated to 1/4, and a half note to 1/2. Create exercises
where students perform and compose rhythms using these
fractions.

● Scale and Chord Math: Explain the mathematical relationships in

musical scales (e.g., the ratios of frequencies in a major scale) and

chords (e.g., the intervals between notes in a major or minor chord).

● Physics of Sound: Extend the interdisciplinary approach to physics by

discussing the science of sound. Explore concepts such as

wavelength, frequency, and amplitude and relate them to musical
elements like pitch and volume.

● Benefits: Integrating math and music deepens students' understanding of

both subjects. It demonstrates the real-world applications of mathematics in

music, enhances mathematical reasoning, and reinforces the mathematical
foundations of music theory, fostering a well-rounded education.

Piloting Workshop
Teaching History through the use of Music

The specific lesson followed two previous ones. In the first two hours the students had to
recall their knowledge on WW2, especially since the National celebration of the 28 th October
(the day that Italy declared war to Greece and as a result Greece entered the second world
war).
Number of students: 16 (all 15 year-olds)
Number of teachers involved: 2 Mr.Panagiotis Koutakis is a teacher of English Language in
the Music School of Xanthi and Mr. Aristeidis Trakakis is a teacher of Music.
Number of lessons 3
Song used “Roads to Moscow” by Al Stewart
Other sources used : Operation Barbarossa on wikipedia

Preparations before listening to the song

As an introduction, the students were asked a few questions about their previous knowledge
of WW2 (opposing parties, dates, historical figures etc). It came to no surprise that only one
or two had some relevant knowledge.
Then, they were introduced with the historical background of Operation Barbarossa. They
were shown maps of the area and the three different directions from which the German
attack on Russia began.
We talked about the developments of the first days of the attack and the rapid pace of the
German attack that led to the entrapment of thousands of Russian soldiers.
Lastly, we pointed their attention at the proximity of the dates of the end of the German
Invasion to Greece (late May 1941) and the outbreak of the German attack (22 June 1941).
Then, they were ready to listen to the song.

After listening to the song

We had a discussion in order to provide new vocabulary, obscure notions or metaphors.

We explained to the students that the song consists of four parts describing the different
stages of the war between Russia and Germany.
The first part refers to the first days of the invasion.
The second part describes the advance of the Germans, their failure to finish the war before
the coming of winter and finally the turning of the tide.
The fourth part is about the Russian army hunting the retreating Germans all the way to
Berlin.
The fourth part seals the tragic fate of the Russian soldier, who instead of getting back
home, is exiled to an internment camp.
When we had finished with the lyrics, we focused on the instruments and how certain
feelings are produced, like the use of strings to evoke agony and suffering. We also discussed
the different pace of the tune for the same reasons.
When the analysis was finished, we asked our students about their feelings and whether
they were surprised by the soldier’s tragic fate.

Case Studies of 5 School Songs and Their Historical

Significance

Cocciu d’amuri

Poetica

Departe te-am lăsat sătucul meu

Departe te-am lăsat, sătucul meu” translated as “Far away I left you, my village” is a
Romanian traditional song. It is very appreciated by everybody not only because this
kind of song, as the romanian singer Ioana Radu said, is “the romanian soul on
musical notes”, but also for its beautiful and sensitive lyrics.
The song belongs to Irina Loghin and it is dedicated to each of us. There comes a

moment where we have to leave our home or even our country for a better life and a
better future. Unfortunately, this comes along with nostalgia feelings and
homesickness, which she sings about in this song. Some good examples would be the
next lyrics: “I really miss being with you, there, in my village” , “Write another letter,
mother” , “I miss you all, I miss you, mother/ And every night I fall asleep with you in
my mind” , “I will return, my mother, in our village”.
Thereby, this song is part of every Romanian's heart because it brings back old and
pleasant memories and for sure there is no human being that listened to this song
without shedding a single tear.

Suspiros de Espana

The pasodoble ‘Suspiros de España’ is a song that expresses the love for the
homeland and the longing for those who have left. This song took on a special
meaning during the Spanish Civil War (1936-1939) and the subsequent exile of
thousands of Spaniards who had to leave their country for political or ideological
reasons.
The pasodoble became a symbol of resistance and hope for the exiles, who sang it or
listened to it as a way of remembering their land and culture. Many of them sought
refuge in countries such as France, Mexico, Argentina or Chile, where the pasodoble
had a great diffusion and acceptance. Some exiled artists, such as the painter Pablo
Picasso or the poet Rafael Alberti, used the pasodoble as inspiration for their works.
The pasodoble is a song that reflects the feeling of nostalgia and belonging to a
nation that suffered a war and a dictatorship, but that never lost its identity or spirit.

Uzun İnce Bir Yoldayım

Title: Uzun İnce Bir Yoldayım-translated to English: "I Walk On A Long And Narrow
Road" is one of Aşık Veysel's best known works and is still popular among fans of
Turkish folk music. Written by şık Veysel, the most famous folk artist of the last
century, this eight-beats-to-the-line song presents a view of life at once universal,
and yet also underlaid with the fatalism of Islam (Each one's fate is written on their
forehead)

Τζιβαέρι
“Tzivaeri” is a traditional Greek song, tracing its origin in the area of Asia Minor. The
word derives from the Turkish word cevahir < Arabic jawāhir which means “valuable
stone”, a metaphor for treasure. The lyrics refer to the love and pain that a mother
feels for her child who migrated with her own consent in search for a better future.
Still, the pain is present and the mother finds relief singing for her departed child.

Conclusion
The interdisciplinary approach to education through music proved to be highly effective in
enhancing students' understanding across various subjects. Whether in history,
mathematics, language arts, or science, the integration of music provided a unique and
engaging avenue for students to connect with complex concepts on both an emotional and
cognitive level. Music acted as a bridge, facilitating a holistic understanding of the curriculum
and encouraging students to make meaningful connections between different fields of
study.

The core idea revolves around introducing the classroom to the essence of music,
acknowledging its natural ability to increase children's moods, bring up joy, and enrich the
learning experience. In simple terms, music acts as a driving force, fostering an interactive
and inspiring educational setting where the beat aligns with learning.

However, music integration begins where teachers are, with whatever musical experience
and abilities each has. The key is that the integration of music should be approached with
creativity and tailored to the teacher's musical proficiency, whatever that may be
(DiDomenico, J. 2017). As highlighted earlier, music adds an element of enjoyment, which is
fundamental to keeping children engaged and motivated to learn. Essentially, music has the
power to bring happiness to children, contributing to a more effective learning experience.
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