The use of dance music in interdisciplinary learning: an experience from primary schools in China

this article examines the integration of dance music into interdisciplinary learning using the example of primary schools in China. The relevance of the study is due to the growing interest in innovative teaching methods that are capable of motivating students and fostering the development of creative abilities. The main goal of the work is to assess the impact of incorporating elements of dance music into the educational process on children's motivation, communicative skills, and cognitive development. The research methods included the selection of exemplary schools that use dance music in interdisciplinary modules, classroom observation, surveys with students, teachers, and parents, as well as the analysis of academic performance. A comprehensive approach combining quantitative and qualitative analytical methods was employed, which allowed the formation of a reliable database for assessing the effectiveness of the proposed educational model. The study’s results showed that the use of dance music in interdisciplinary learning significantly improves teacher-student interaction, fosters the development of emotional intelligence, and stimulates creative thinking. Children participating in the integrated lessons demonstrated a higher level of engagement in the learning process, improved motor skills, and enhanced aesthetic perception. Furthermore, a positive impact was observed on teamwork abilities and self-regulation skills. The results from the comparative analysis with traditional teaching methods indicate a substantial increase in academic motivation and a reduction in stress levels among students. The discussion emphasizes that an interdisciplinary approach based on the inclusion of dance music allows for the creation of a favorable educational environment that promotes comprehensive child development. The authors note the necessity for further research to identify the optimal methods for adapting this approach to various educational contexts and age groups. In addition, the prospects for implementing such programs in other regions are discussed, taking into account cultural and socio-economic factors.

dance music, interdisciplinary learning, primary schools, China, educational experience