Proceedings of the 8th International Conference on Teaching, Learning and Education
Year: 2024
DOI:
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Teaching Through Music: An Interdisciplinary Learning Approach
Claire McIntosh
ABSTRACT:
This study analyses Education Scotland’s (ES) policy and development of Interdisciplinary Learning (IDL) and its translation into practice. ES’s 2020 report highlighted IDL as a way for young people to gain knowledge or skills, develop conceptual understanding and apply this to new problems and learning. Whilst ES recognises that their IDL implementation has not become habitual learning in all Scottish schools, they have not issued guidance for educators to translate policy into practice. The Curriculum for Excellence framework currently lacks a cohesive approach, with minimal link between the curricular disciplines and IDL. The research explores the interpretation gap between policy and practice and the impact of young people’s education, through a practice-led approach utilising two main research methods. Operational Action Research provided space to plan, observe and reflect on data gathering; and critical reflection provided the opportunity to reflect on the IDL implementation within the classroom, the wider impact on learners’ engagement and support for teachers to show good IDL practice. Using identity and memory as key concepts, activities were created for young people to explore a topic and learn new knowledge. The research supported the development of a ‘Teaching Through’ approach, highlighting improved engagement and attainment within discipline areas. An online share space was created (www.teachmethroughmusic) and a webinar series was delivered to encourage educators to share good IDL practice and further explore its use. The study concluded that the ‘Teaching Through’ approach can be an effective way of implementing IDL, translating policy into practice using IDL as a vehicle for the learner to achieve the outcomes set out in the ES documentation.
keywords: Curriculum Development; Education Policy; Interdisciplinary Learning; Pedagogy; Music Education