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INTEGRATION OF MUSIC, NATURAL SCIENCES AND HUMANITIES IN

PRIMARY SCHOOL OF EDUCATION

Conference Paper · November 2019

DOI: 10.21125/iceri.2019.0728

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 INTEGRATION OF MUSIC, NATURAL SCIENCES AND HUMANITIES
IN PRIMARY SCHOOL OF EDUCATION
J. Davidova, G. Zavadska
Daugavpils University (LATVIA)

Abstract
In the contemporary education, integration is becoming one of the central principles for the
development of education system and enhancing an all-round development of learners’ experience.
The art of music by its nature is syncretic as it combines knowledge of different science and art
branches: literature and poetry, fine arts and natural sciences. It is especially essential to create
integrative links between music and other subjects on the basis of learners’ educational activity in
primary school.
Aim of the research: to study the theoretical and practical basis of integrating music, natural sciences
and the Humanities in primary schools.
Actualizing interdisciplinary approach in the music curriculum, the paper focuses on the possibility to
integrate music, natural sciences and the Humanities in the context of enrichment of learners’
experience on the basis of three pedagogical principles - personalization, participation and
productivity.
Keywords: interdisciplinary approach, integration, music, natural sciences, Humanities, primary
school.

1 INTRODUCTION
The movement toward a global economy and international connections, as well as the rapid changes
in technology are pushing education toward integration. The ability to make connections, to solve
problems by looking at multiple perspectives, and to incorporate information from different fields, will
be an essential ingredient for success in the future.
The art of music by its nature is syncretic as it combines knowledge of different science and art
branches: literature and poetry, fine arts and natural sciences. It is especially essential to create
integrative links between music and other subjects on the basis of learners’ educational activity in
primary school.
Defining integrated curriculum has been a topic of discussion since the turn of the 20th century. Over
the 20th century theorists [8, 9, 10, 15, 16, 18, 21, 23, 25, 26 and others] offered three basic categories
for interdisciplinary work - multidisciplinary, interdisciplinary, and transdisciplinary, which are three
fundamentally different starting points for understanding different approaches to integration.
Klein and Newell [19] stressed that interdisciplinary study is “a process of answering a question,
solving a problem, or addressing a topic that is too broad or complex to be dealt with adequately by a
single discipline” (pp. 393-394). According Hübenthal [14], solving many problems in the process of
mastering the study content, interdisciplinary cooperation is required, because these problems are too
complex to be solved simply with the subject knowledge of one discipline.
This research is focused on the following questions:
- What exactly is integrated curriculum?
- How to make music learning interdisciplinary across disciplines to real life?
Aim of the research: to study the theoretical and practical basis of integrating music, natural sciences
and the Humanities in primary schools.

Proceedings of ICERI2019 Conference ISBN: 978-84-09-14755-7

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11th-13th November 2019, Seville, Spain
2 METHODOLOGY
The complex of research methods applied in this research is as follows:
• The analysis of methodological and theoretical literature, pedagogical technologies, and the
advanced pedagogical experience on the problem under the research;
• Modelling of integrated lessons in the context of thematic and interdisciplinary approaches.

3 RESULTS

3.1 Theoretical background

“An integrated study is one in which children broadly explore knowledge in various subjects related to
certain aspects of their environment” [15:11]. Discussing meanings of integration, the importance of
integrated curricula, contrasts between an integrated and a subject-centred curriculum, Shoemaker
[29] defines an integrated curriculum as education that is organized in such a way that it cuts across
subject-matter lines, bringing together various aspects of the curriculum into meaningful association to
focus upon broad areas of study. It views learning and teaching in a holistic way and reflects the real
world, which is interactive (p. 5).
Palmer [23] wrote about varied levels of integration and described the following practices:
• Developing cross-curriculum subjects within a given curriculum guide;
• Developing model lessons that include cross-curricular activities and assessments;
• Developing enrichment or enhancement activities with a cross-curricular focus including
suggestions for cross-curricular ‘contacts’ following each objective;
• Developing assessment activities that are cross-curricular in nature Including sample planning
wheels in all curriculum guides (p.59).
According Dressel [10], a) integration definition goes beyond the linking of subject areas to the
creation of new models for understanding the world; b) in the integrative curriculum, the planned
learning experiences not only provide the learners with a unified view of commonly held knowledge
(by learning the models, systems, and structures of the culture) but also motivate and develop
learners’ power to perceive new relationships and thus to create new models, systems, and structures.
Another term that is often used synonymously with integrated curriculum is interdisciplinary curriculum.
Jacobs defines interdisciplinary as “a knowledge view and curricular approach that consciously applies
methodology and language from more than one discipline to examine a central theme, issue, problem,
topic, or experience” [16:8].
Everett [11] defines interdisciplinary curriculum as one that combines several school subjects into one
active project since that is how children encounter subjects in the real world-combined in one activity.
Everett supported the view that integrated curriculum is an educational approach that prepares
children for lifelong learning.
In general, all of the definitions of integrated curriculum or interdisciplinary curriculum include a) a
combination of subjects, b) an emphasis on projects, c) courses that go beyond textbooks, d)
relationships among concepts, e) thematic units as organizing principles, f) flexible schedules and g)
flexible student groupings [20].
Bound, Cox and Gantt-Bonds [4] see integrated curriculum as synergetic teaching, which a) goes
beyond the blurring of subject area lines (all the school subjects are related and taught in such a
manner that they are almost inseparable): “What is learned and applied in one area of the curriculum
is related and used to reinforce, provide repetition, and expand the knowledge and skills learned in
other curriculum areas. This process of synergistic teaching allows the student to quickly perceive the
relationships between learning in all curriculum areas and its application throughout each of the school
subjects...” (p. 253).
Integrated curriculum moves away from teaching isolated facts toward a more constructivist view of
learning, which values in-depth knowledge of subjects. Dewey [9], Piaget [25, 26], Bruner [6] and
others formulated theoretical basis of the idea about holistic view of learning. Perkins [24] stressed the
need for teachers to promote thoughtful, insightful learning in their classrooms.

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In the frames of interdisciplinary approach a) it is very important to show links among the humanities,
communication arts, natural sciences, mathematics, social studies, music, and art; b) skills and
knowledge are developed and applied in more than one area of study. A thematic approach to
learning is presented as a way to replace fragmented learning with integrated contexts. A carefully
selected theme provides for coherence and serves as a focus for activities and teaching material.
Integration represents a way to avoid the fragmented and irrelevant acquisition of isolated facts,
transforming knowledge into personally useful tools for learning new information [21:252].
In the process of selecting themes, it is important to avoid themes of convenience that have no
meaningful, larger concepts [21]. Themes that promote the linking of concepts and lead to deeper
understanding are more effective. A theme is more than a series of activities; it is a way to facilitate
student learning and understanding of conceptual connections.
Drawing on scientific research findings from the fields of neuroscience, cognitive science, social
psychology, and human development Bransford et al. [5] assert that interdisciplinary forms of
instruction help students overcome a tendency to maintain preconceived notions. This is
accomplished by introducing students to subject matter from a variety of perspectives that challenge
their existing notions. Interdisciplinary instruction accomplishes this goal in two ways:
• By helping students identifying insights from a range of disciplines that contribute to an
understanding of the issue under consideration;
• By helping students develop the ability to integrate concepts and ideas from these disciplines
into a broader conceptual framework of analysis.
Interdisciplinary instruction helps students develop their cognitive abilities - brain-based skills and
mental processes that are needed to carry out tasks [1]. Repko [27] identifies a number of cognitive
attributes that interdisciplinary learning fosters:
• The capacity to understand multiple viewpoints on a given topic;
• Development of structural knowledge - both declarative knowledge (factual information)
and procedural knowledge (process-based information);
• Integration conflicting insights from alternative disciplines;
• A better understanding of the complexity of problems of interest and the associated challenges
of solving them.
Fink [12] identifies six elements of the educational process that lead to significant learning and each of
these is a common feature of interdisciplinary forms of instruction:
- Foundational knowledge – acquiring information and understanding ideas;
- Application - acquiring an understanding of how and when to use skills;
- Integration - the capacity to connect ideas;
- Human dimension - recognition of the social and personal implications of issues;
- Caring - acknowledgment of the role of feelings, interests, and values;
- Learning How-to-Learn - obtaining insights into the process of learning.

3.2 Main practical characteristics of integrated curriculum

According to Shoemaker [29], the essential components of an integrated curriculum are:
• Core skills and processes, which include basic skills, such as reading and mathematics, as well
as social skills and problem solving;
• Curriculum strands and themes, which are the organizing principles around which the
curriculum is built;
• Major themes (each curriculum strand is further divided into major themes, e.g., environments
or diversity);
• Questions, which are used to further define major themes and focus activities;

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 • Unit development - from the major theme and the questions, knowledge, and skills related to the
concepts, teachers plan activities that will lead to the development of knowledge and skills
which will answer the questions;
• Evaluation: through an assessment of student progress the unit is evaluated.
Lipson et al. [21] summarized the following positive findings of curriculum integration:
- Integrated curriculum helps students apply skills;
- An integrated knowledge base leads to faster retrieval of information;
- Multiple perspectives lead to a more integrated knowledge base;
- Integrated curriculum encourages depth and breadth in learning;
- Integrated curriculum promotes positive attitudes in students;
- Integrated curriculum provides for more quality time for curriculum exploration.
Lake [20] summarised factors that need to be considered in an integrated curriculum:
• Common definitions of terms (such as theme, strand, or outcome);
• Available resources;
• Flexibility in scheduling;
• Support services;
• Subjects and concepts that will be integrated;
• Links between integration and broader outcomes;
• Curricular scope and sequence;
• How evaluation will occur;
• Parent and community support;
• Themes that promote the transfer of learning and connections;
• Team planning time that is used to exchange information about content, students, special areas
of teacher expertise, and teaching methods.
An integrated curriculum is a means, not the end result: poorly designed units do not achieve this end
of deeper understanding and thorough learning [20].
Effective design and implementation of interdisciplinary classroom explorations, regardless of the level
or type of class, entails six key steps:
1 Pre-Instructional Planning - prior planning establishes the topics to be examined in an
interdisciplinary manner, and allows the educator to acquire the requisite knowledge, and to
develop an action plan--codified in a set of notes that may include open ended questions--to
guide the classroom experience.
2 Introduce the Methodology to Students - explain to students the nature of interdisciplinary,
rather than discipline based learning. Impress upon them the importance of integrating insights
and approaches from multiple disciplines to form a framework of analysis that will lead to a rich
understanding of complex questions. Make clear that you will be modelling how to approach an
issue in an interdisciplinary manner, and that ultimately they will be asked to master this skill.
Allay student fears by noting they will be given assignments that help them reach this objective
by practicing approaching topics as interdisciplinary investigators.
3 Take it to the Classroom - model how to explore questions from an interdisciplinary
perspective.
4 Practice Interdisciplinary Thinking - students practicing interdisciplinary thinking by re-
enacting what they observe in the classroom is an effective way to acquire this higher order
cognitive skill.
5 Provide Feedback - extension and interdisciplinary position papers should be evaluated
regularly using a rubric.

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 6 Assessment - students should engage in self-evaluation periodically by rating their ability to:
set out the structure of multiple disciplines that are well suited to the problem of interests,
synthesize insights from multiple disciplines, and integrate ideas across disciplines (Goldsmith
et al.).
Repko and Welch [28] identified nine steps to follow to engage students in an interdisciplinary
exploration:
1 Define problems, issues, topics or questions that warrant interdisciplinary examination;
2 Present a clear rationale for taking interdisciplinary approach including the advantages to be
gained;
3 Identify relevant disciplines;
4 Conduct a literature review (what is known on the topic from each of the disciplines);
5 Develop a command of each relevant discipline set out the analytical structure central to each
discipline, identify key underlying assumptions, and methods of evaluation;
6 Study the problem and generate insights including predictions from each of the relevant
disciplines - in isolation;
7 Identify conflicts between and/or areas of complementary between the insights offered from
each discipline;
8 Create common ground by developing a cohesive framework of analysis that incorporates
insights from the relevant disciplines in a systematic manner;
9 Combine disciplinary insights to construct new more integrated understanding of the problem.
Applied to music teaching, the concept ‘integration’ may have several meanings:
• Creating learners’ integrated perception about a musical world (integration is viewed as the aim
of teaching). In the result of such integration, learners acquire knowledge which enables them to
see the connection between isolated musical concepts, to perceive musical world in its
wholeness;
• Finding a common platform for approximating subject knowledge (integration – a means of
teaching). On the basis of the acquired subject knowledge, the learners gain new perceptions
about musical world and systematically increase and widen them;
• Development of learners’ musical integrated thinking (integration - a means of teaching).
Comparing and drawing logical conclusions, learners think about this musical object in a many-
sided sphere of perceptions and musical concepts, establishing connections between different
forms of concepts of thinking, which in the long run makes the process of cognition and
acquiring different skills and abilities more productive.
During the process of an educational integrated activity, learners gain understanding about vital
activities of other people by directly participating in the training-cognitive process, they act as a
personality, thus implementing their need for personalization. This is related to at least two aspects
when the interdisciplinary approach to music learning is adopted: a) every leaner perceives the
teaching material individually, corresponding to his/her interests and level. The task of a teacher is to
adapt this material in accordance with preferences and levels of children in this class, and also to
make sure that the learners have perceived and understood it; b) it is necessary to give every learner
the opportunity to express their feelings and thoughts; c) for children’s self-expression, a teacher has
to create the atmosphere of freedom and creativity in the classroom.
It is especially essential to use those teaching forms and methods which are oriented towards every
learner’s active participation in different individual and group activities, giving a special attention to a
productive creative activity: creative tasks of different type are provided during the whole learning
process. For instance, a) to draw picture, b) to create a poem, story or a song, c) to render in
movements/ mime/dance some image or phenomenon.
Thus, actualising an interdisciplinary approach to music curriculum, we highlight three pedagogical
principles - personalization, participation and productivity - for the enrichment of learners’ experience.

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3.3 Examples of integration music, natural sciences and the Humanities
As an example, we’ll take the integration of music, natural sciences and humanities (in this case –
literature). According to the curricula for schools of general education in Latvia, the 3rd-form Natural
Sciences curriculum requires that learners should a) know weather conditions, be able to use the
concept: precipitation; b) know the types of precipitation: snow, hail and rain; distinguish and compare
the types of precipitation [7].
In turn, according to the 3rd-form “Music” curriculum learners have to
• know musical instruments and performers;
• recognize in pictures a violine, cello, double bass, flute, trumpet, French horn, drum, cymbals,
kokle, piano;
• use the concepts of music expression means: melody, dynamics, timbre, tempo, register;
• hear and identify the tempo: quick – moderate – slow;
• hear the dynamics: loud – moderate – silent;
• hear the register: low – middle – high [22].
The aim of integrated lessons might be identifying those regularities that are common for music,
natural sciences and humanities (for example, in literature).Thus, learning the theme “Weather
Conditions – Spring” on the basis of the composition by Antonio Vivaldi facilitates the development of
learner’s understanding of instrumental music trough analysing the content of Vivaldi’s “The Four
Seasons” (spring natural phenomena reflected in music) and finding connections between typical
depictions of spring natural phenomena in music and literature as well.
The teaching materials at these lessons are A. Vivaldi’s “Spring” Part 1 from “The Four Seasons”, a
text book and an exercise-book “Izzini pasauli! Dabaszinības 3. klasei” [2]. Visual aids can be used as
well: photos of natural phenomena in spring, string instruments (violin, viola, cello, and double bass),
and crosswords developed by teachers, short poems, fragments of literary texts by different authors
etc.
Natural sciences, literature and music are three different subjects. Listening to music we find
ourselves in the magic world of sounds; learning natural sciences we engross in natural phenomena;
reading literary works we imagine the world of literary characters and events. But we do not ponder
over the fact that the world of music, literary characters and natural phenomena have been good
neighbours long since; moreover, they are tightly interconnected.
When learning the material on the topic “Weather Conditions – Spring”, learners are introduced to
typical features of this season and to different weather conditions. While listening to music, first
independently but later with the help of teacher’s leading questions, learners find out what kind of
weather conditions could be reflected in Vivaldi’s music. On the basis of the conception by Repko and
Welch [28], it is possible to model questions for learners from the viewpoint of interdisciplinary
teaching:
• What is the general mood of music (cheerful, melancholy, excited, sad…)?
• Which musical instruments perform this music?
• What is the tempo of the composition like?
• What are the dynamics like?
• What are the weather conditions (rain, storm, wind) and with what means of music expression
are they reflected in compositions by A. Vivaldi and in J. Zvirgzdiņš’ “Bebru atgriešanās”?
• How do the weather conditions in spring match the character of musical composition and
writer’s story?
The 4rth-form curriculum “Natural Sciences” requires that the learners should know that a) there are
land and water animals; b) animals are grouped according to the environment they live in; c) animals
adapt to the environment.
In turn, the 4th-form curriculum “Music” requires that learners should know: a) types of orchestra:
wind, string and symphony orchestra; b) designations p, mp, mf, f, crescendo, diminuendo, staccato,
legato.

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As an integrated material for the theme “Introduction to the Animal World”, the zoological fantasy
“Carnival of the Animals” («Le carnaval des animaux») by Charles-Camille Saint-Saens and a literary
work “Arī mēs esam pasaulē” (We, too, are in the World) by M. Kļava [17] can be offered.
Parts from Saint-Saens’ suite, a text-book and the exercise-book “Izzini pasauli! Dabaszinības 4.
klasei” [2] can be used as the material at the lessons. Visual aids can be used as well: photos of
different animals, keyboard, woodwind, and string musical instruments (the piano, clarinet, cello,
double bass), and the book by M. Kļava [17].
At being introduced to ‘the portrait’ of a specific animal (lion, antelope, tortoise a.o.), learners
simultaneously discover the peculiarities of the environment the animals live in and get to know about
their feeding, they learn about animals’ physical parameters and behaviour, they also find out which
musical instruments and bowings have been used in composer’s music to characterize these animals,
what kind of image analogies and poetic comparisons the authors of literary works use in their works
about animals.
From the interdisciplinary standpoint, questions put to the learners could be as follows:
• Which musical instrument “depicts” a tortoise and why?
• How does M. Kļava characterize a tortoise?
• What kind of bowings – staccato or legato – does a musical instrument perform?
• What are the dynamics like and why?
• What are the weather conditions (rain, storm, wind) and by which music expression means are
they reflected in the composition?
• How does the behaviour of animals match the character of musical composition and writer’s
story?
The practice of interdisciplinary thinking can be applied as well; learners practicing interdisciplinary
thinking reproduce things and phenomena which they observe in the class-room [28].
Here, “the method of a microphone” can be used, when a teacher begins a phrase but a learner
continues it and gives his opinion to all those present:
Teacher: This lesson has taught me
Learner: ...
Teacher: At this lesson I found out that
Learner: ...
Teacher: Now I can tell my friends
Learner: ...
Teacher: The most interesting thing for me was
Learner: ...
Teacher: After this lesson I draw the conclusion that
Learner: ...
The integrated lessons of this kind enhance shaping learners’ aesthetic perception in the
interconnectedness of different subjects, and simultaneously the skills to compare, to analyse and to
draw conclusions are developed, as well as the understanding about the integrity of physical and
spiritual world is gained.

3.4 Perspectives of further study

In order to approbate the developed integrated lessons, the next stage of the research will involve
developing criteria of the effectiveness of integrated lessons based on a thematic approach to three
principles - personalization, participation, productivity.

4 CONCLUSIONS
1 The movement towards an integrated curriculum is a transition from remembering and repeating
individual facts and figures to more meaningful concepts and the connections between

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 concepts. The modern requirement for a flexible use of knowledge and skills goes beyond the
surface understanding of multiple isolated events and forms understanding developed through
integrated learning. The use of mental models, coaching, and training for transfer of knowledge
and skills are suggested as effective ways to advance to deeper learning. The need to combine
things and ideas within and between school subjects, as well as with elements of extra-
curricular life, is associated with understanding in a wider and a deeper sense.
2 In interdisciplinary learning students focus on a holistic set of relationships. Synergetic learning
presents concepts and skills in such a way that almost all learning takes on new dimensions,
meaning, and relevance, because a relationship is found between skills and content that goes
beyond the scope of the curriculum.
3 Based on three principles (personalisation, participation and productivity), integration of music,
natural sciences and Humanities in primary school is aimed at a) creating a holistic view of the
world among students, b) enrichment of knowledge and experience, which allows them to see
the connection between individual concepts and phenomena, as well as c) the development of
students integrative thinking. Comparing, drawing logical conclusions, students think of this
musical object in the versatile sphere of representations and musical concepts, establishing
connections between different forms of mental concepts.

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