POSSIBILITIES OF CONNECTING MUSICAL ACTIVITIES WITH OTHER LEARNING AREAS WITHIN THE PROJECT-BASED APPROACH AND THE “YEARS OF ASCENT” PROGRAMME
DOI:
https://doi.org/10.65536/ufpz21-742903Keywords:
music education methodology, concept of openness, projectbased learning approach, interdisciplinarity, integration of different methodological areasAbstract
Proceeding from the assumption of the dynamic character and
continuous alignment of music education methodology with other areas of
learning in preschool institutions, this paper examines the integrative
potential of musical activities in preschool settings in Serbia. The aim of the
study is to identify and analyse the methodological aspects of
interconnecting musical activities with other learning domains,
emphasizing that their integrative capacity is grounded both in pedagogical
experience and in contemporary theoretical and cultural practice. The
research applies comparative and descriptive-analytical methods. Through
an analysis of the elements and phases of musical activities possessing
correlational potential, direct and indirect links with other fields of
knowledge were identified, as well as connections with relevant theoretical
concepts, including openness, interdisciplinarity, and hybridity.The research
results concerning possible integrations of different methodological areas
indicate the ways and the extent to which the naturalization of surrounding
texts can be applied within the context of children’s music education in
Serbia, implemented according to the project-based learning approach. The
study demonstrates that musical activities in preschool institutions
constitute an effective instrument of integrative learning, simultaneously
fostering children’s cognitive, emotional, and social development.
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