The scholarship on interdisciplinarity has recently focused on the salience of crafting research questions that may only be answered through the integration of various disciplines. As a consequence, classroom pedagogy, following such theories, should similarly structure study plans around salient interdisciplinary questions. How could we implement such directives into the integration of music in the interdisciplinary classroom? In his presentation, we aim to suggest ways to integrate music education into interdisciplinary classroom pedagogy. Methodologically, we ground our investigation on a survey of recent theoretical literature on the topic in addition to our research in the collaborative experiences of music and humanities teachers in two institutions of higher learning in Southern China. We interviewed 15 faculty members working on a total of 30 courses in Mathematics, History and English-language education and examined their course content, syllabi, and assessments as well as observed class practice. Consequently, we suggest three models of interdisciplinary collaboration with music at its core. Our investigation strongly suggests that these three disciplines provide fertile grounds for a model practice of music education in the interdisciplinary classroom. The creative possibilities of such integration are greatly enhanced when teachers structure their pedagogy around questions that require the insights of at least two disciplines.

Authors:
Kris Ho, Beijing Normal-Hong Kong Baptist University, China
Victor J Rodriguez, College of Global Talents, Beijing Institute of Technology, China

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Posted by James Alexander Gordon

Last updated: 2023-02-23 23:45:00

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