Study of an interdisciplinary didactic model in a secondary education music class

Abstract

This study was carried out within the framework of a pedagogical project. It compares the results obtained from the application of two different didactic models for learning and practicing musical composition in a Secondary Education class: the traditional teacher centered method (designated as the control group, CG), and an interdisciplinary model based on a holistic style (designated as the experimental group, EG). Both methodologies focused on identical musical composition content, but latter applied an open ended interdisciplinary approach, based on synchronized learning in several subjects. A quasi-experimental design was used in this research. Pre- and post-test questionnaires were applied to measure the progress in composing skills in both groups. The questions focused on various tasks with verbal and figurative content to evaluate the progress of the student’s ability to explore sound parameters, their knowledge and acquisition of musical elements and the improvement of aesthetic understanding the students developed during the process. Data were analyzed by means of standardized quantitative tests and by qualitative triangulation. Analysis of this data provided evidence that students were able to obtain meaningful understanding by connecting the Music contents with other school subjects and their own personal realities. The integrative qualities of the experience fostered the self-sufficiency and self-confidence and fostered by the student’s creativity and motivation. Moreover, interdisciplinary learning led to an improvement in critical thinking skills.