Portugues ing

Good Practices Manual – english version -
Portugal
Projetos da Ação 2 – Parcerias entre Escolas
Programa ERASMUS+
Contrato Financeiro N.º 2016-1-IT02-KA219-024069_5
2016 - 2018

Agrupamento de Escolas de Vieira de Leiria
R.D. Luis Pereira Coutinho
2430-909 Vieira de Leiria
Portugal
"The European Commission support for the production of this publication does
not constitute an endorsement of the contents which reflects the views only of
the authors, and the Commission cannot be held responsible for any use which
may be made of the information contained therein."

LIST OF AUTHORS
Letizia Foschi (coordinator, Italy)
Cinzia di Giorgio (supervisor, Italy)
Emanuela Onofri (supervisor and lesson plans, Italy)
Cristina di Brandimarte (lesson plans, Italy)
Cinzia di Giorgio (lesson plans, Italy)
Paola Sardella (lesson plans, Italy)
Josefina Fernandez (coordinator and lesson plans, Spain)
Livia Dioșan (coordinator and lesson plans, Romania)
Nicoleta Apostol (supervisor and lesson plans, Romania)
Monica Incze (lesson plans, Romania)
Anca Rancov (lesson plans, Romania)
Vasiu Diana (lesson plans, Romania)
Rodica Olteanu-Moldovan (lesson plans, Romania)
Celina Almășan (lesson plans, Romania)
Andreea Șarlea (lesson plans, Romania)
Georgeta Mărginean (lesson plans, Romania)
Grosu Elena (lesson plans, Romania)
Feraru Stelian (lesson plans, Romania)
Boris Rancov (lesson plans, Romania)
Anamaria Fiț (lesson plans, Romania)
Ioana Brok (lesson plans, Romania)
Păcurar Florin (lesson plans, Romania)
Păcurar Alexandra (lesson plans, Romania)
Jose Soares (coordinator, Portugal)
Rosalia Gomes (lesson plans, Portugal)
Ana Mendes (lesson plans, Portugal)
Hermínia Sapateiro (lesson plans, Portugal)
Katarzyna Wesierska (coordinator, Poland)
Honorata Antosiewicz (lesson plans, Poland)
Malgorzata Jagodzinska (lesson plans, Poland)
Anna Sokolowska (lesson plans, Poland)
Elzbieta Wychucka (lesson plans, Poland)
Malgorzata Gozdziak (lesson plans, Poland)
Malgorzata Witoslawska-Filipek (lesson plans, Poland)
Jolanta Stosio (lesson plans, Poland)

Índex
1. Introduction .......................................................................................................................... 5
2. Partners in this project:........................................................... Erro! Marcador não definido.
2.1. Comprehensive Institute of Alba Adriatica, Alba Adriatica, Italy (coordinator).. Erro!
Marcador não definido.
2.2. Ceip Gloria Arenillas, Zaragoza, Spain (partner).....................................................8
2.3. Art School"Regina Maria", Alba Iulia, Romania (partner)........... Erro! Marcador não
definido.
2.4. Vieira de Leiria Grouping School , Vieira de Leiria, Portugal (partner) Erro! Marcador
não definido.
2.5. Szkola Podstawowa nr. 2 im. Jana Kochanowskiego, Zabki, Poland (partner) .......11
3. General idea of the project ..................................................................................................... 12
4. Project objectives.................................................................................................................... 13
5. Expected impacts .................................................................................................................... 14
6. Educational Requirements and standarts............................................................................... 15
7. Target-groups.......................................................................................................................... 15
8. Transnational character of the project ................................................................................... 15
9. Innovation Project................................................................................................................... 16
10. Learning Methodologies ....................................................................................................... 17
10.1. Part 1: TEACHING AND LEARNING OF NATIVE AND FOREIGN LANGUAGES THROUGH
MUSIC
……………………………………………………………………………………………………………………………Err
o! Marcador não definido.
10.1.1. ARGUMENT ............................................................................................................. 17
10.2 PART 2: TEACHING AND LEARNING SCIENCE BY MUSIC.... Erro! Marcador não definido.
10.2.1. ARGUMENT ............................................................................................................. 48
10.3. PART 3: TEACHING AND LEARNING OF MATHEMATICS AND INFORMATION
TECHNOLOGY AND COMMUNICATION THROUGH MUSIC........ Erro! Marcador não definido.
10.3.1. ARGUMENT ............................................................................................................. 78
10.4. PART 4: AN INCLUSIVE SCHOOL THROUGH MUSIC– CROSS-COMPREHENSIVE SKILLS
Erro! Marcador não definido.
10.4.1. ARGUMENT ........................................................................................................... 100
10.5.PART 5: LEARN to LEARN – LEARNING THROUGH MUSIC – CROSS-COMPREHENSIVE
SKILLS 127

10.5.1. ARGUMENT ........................................................................................................... 127
11. Main results and impacts .................................................................................................... 152
1. Introduction
Music is… Life Long Learning
This handbook shows different school subjects teaching-learning methodologies for native
language, science, mathematics and information technology through music. Those methods
were developed, applied, tested and validated over two years in five European schools in Italy,
Spain, Romania, Portugal and Poland. Those methodologies were corroborated by applying
them in groups of students from pre-school, elementary school, middle school and high
school. The classes were prepared and taught by teachers from different levels and also from
different school subjects (science, maths, I.T., history, foreign languages, native languages,
physics, etc.…), from music teachers, and also psychologists and sociologists. In Vieira de Leiria
grouping schools more than 80 teachers and about 600 students were involved in activities
during these two years in the Music is… Life Long Learning project implementation, which final
result was this handbook.
Music is… Life Long Learning is a strategic partnership project between European schools which
have received funding from the Erasmus + project, Key Action 2 project and with the financial
contract number 2016-1-IT02-KA219-024069_5. The Erasmus + program is a European Union
program for education, training, youth and sport for the period 2014-2020. In Portugal, the
program is coordinated by the National Agency for Erasmus + Education and Training.
Music is ... Life Long Learning is a project which goal is to achieve the key competences in the
field of education established by the European Union in several fields through music. Students
from the 5 countries who took part in this project, between 2016 and 2018, participated in
numerous learning activities using music.
The beneficiaries of this project were schools from different levels of Education (preschool to
High School), students, teachers from different curricular areas, students’ families who were
involved and who participated in these learning events (national and international) and local
school communities that were involved in different and diverse learning moments and in the
diffusion of the activities.

2. Partners in this project
2.1. Comprehensive Institute of Alba Adriatica, Alba Adriatica, Italy
(coordinator)
Italian school: Introduction
Comprehensive Institute of Alba Adriatica
The Comprehensive School of Alba Adriatica (Te) is a State school with pupils of Nursery
School, Primary and Secondary of First Instance, for a total of about 1200 units (300 children,
550 primary and 350 secondary). Since 1992 the Institute is on the musical direction that gives
pupils the opportunity to study different instruments: piano, violin, guitar and flute; also for over
twenty years a ceramic laboratory in line with the local tradition Castellana is active.
The context is characterized by an important rate of instability of the population: the
area is a strong migratory process that generates continuous streams from a plurality of
backgrounds, cultures and traditions; register, in fact, during the year new registrations and
transfers to and from other locations. In the current year, the percentage of pupils with non-
Italian citizenship is around 19,23% of the total population. (Albania, Romania, Chinese).
In accordance with the musical Address, all the institute's schools have initiated projects
for two decades to develop the musical sensibility of pupils through instrumental and choral
practice, in continuity between the various orders, participating in various national projects (
"Music 2020 "," DM8 / 11 "," musical Scenes "," Opera Domani 2015 ") and realizing the
expansion of training activities in the artistic and musical field, through interdisciplinary
educational courses in music, theater, dance, as tools for ' education and pupils' well-being. The
Institute also collaborates with centers, organizations and associations operating in the territory,
to strengthen the school inclusion and customization of educational pathways, for which there
are agreements with: local social services, rehabilitation centers and multidisciplinary Unit of
the ASL .
Since 2012 the Institute has initiated the revision of the educational path educational
planning according to the New Directions. Through networks of schools training courses were
activated for skill development that has contributed to the drafting of a vertical curriculum
Institute.
Different experiences of European character: Comenius Project "Unity in Diversity"
2010-2012, Etwinning with mobility "Online Friends" 2012-2013, Etwinning with mobility
"Actors for a Year" 2013-2014, Etwinning no mobility "Let's be Cooks "2013-2014, Erasmus +"
EU Stress Free Schools "from 2014 to 2016 is currently underway. Through them, the Institute
has broadened the job prospects which have derived benefit teachers, students, families and
the realities in the area.
The Headmaster has a degree in Biological Sciences, was Professor of Science for 30
years in the secondary school of second degree at the Technical Institute of Nereto and high
schools and Giulianova Nereto. While teaching in High School oversaw the coordination of the
teaching of the Joint Educational Project - PEC - "Chemistry versus language: from laboratory

experiments integration between peoples", Socrates Programme, Sub-Action Language E, in
collaboration with Liceo Polycladico of Edessa - Greece, built in 1998; was also Project
Coordinator of the European Educational - PEE - "Living Healthly", Socrates Programme,
Comenius Sub-program, led by the "Robert Haveman Ober Schule" in Berlin, from 1998 to 2001.
The teacher coordinator holds the Diploma of Master diploma, the diploma of technical
and commercial maturity, a Bachelor's degree in Modern Foreign Languages and Literature and
the Diploma of qualification to the secondary SISS. And 'role teacher in the primary school of
Alba Capital since 2006, teaches English and Mathematics. Expert in L2 English, has participated
in all European projects (Comenius, Etwinning with and without mobility, Erasmus +) which took
part in the school and currently coordinates the participation as a school partner Erasmus +
"Stress Free Schools Eu", makes use of valuable and effective collaboration of the teachers of
the Erasmus + working group, specialized in English language and in music education. Especially
the music team includes: Professor Mariapaola Sardella Professor of Music Education of
Secondary School of First Instance, graduated in DAMS, carrying less piano, specialized on the
support and qualified teacher of music in secondary first and second able; Prof. Alessandro
Ascani teacher musical instrument (violin) music address the secondary level, graduated in Violin
and Viola (old system), Bienno II level to address teaching and Biennium II interpretative level
and composition, of post-graduate diploma "History of music" and advanced diploma "Archives
and music library science", the training course on musical "Stage" for Orchestra Professors; the
teacher Cinzia Di Giorgio, teacher of primary school, graduated in violin with the old system has
a degree of second level in musical disciplines "Disciplinary sector Violin"; the teacher Emanuela
Onofri the kindergarten teacher has a degree in Arts, Conservatory diploma in cello, several
training courses on the teaching of music, including Diambrini, Lameiro, Dalcroze. Numerous
other courses attended by teachers for the teaching of music and instrumental practice. The
Sardella teachers, Di Giorgio and Onofri started a training program called MusicainMovimento
the Dalcroze method.
Precisely for cross-fertilization and verticality of the project are active and integral part
of the working group of the teachers of the various disciplines of primary school and also
experience of kindergarten fields.

2.2. Ceip Gloria Arenillas, Zaragoza, SPAIN (partner)
Spanish School : Introduction
Ceip Gloria Arenillas, Zaragoça
Ceip Gloria Arenillas is a small public school, kindergarten and primary, with 160
students aged 3 to 12 years, with a staff of 14 teachers, among which there are two English
teachers and one music teacher. Most of the students are local, only some of them come from
South America and Africa and are well integrated into the community. The Institute is located in
a working-class neighborhood, the socio-economic level is not very high.
In recent years learning music has reached an important role: there is a large choir of
the school, some students study different instruments and a part of them attended regular
classes at the local conservatory. In addition there are various projects which connect the music
to other areas of learning.
As mentioned earlier, a team of teachers under the direction of music teacher brought
some projects forward using music to facilitate learning in other areas. The desire to deepen this
aspect of teaching has become more and more insistent, and in the consolidated time gradually
more profitable studies.
The music teacher works at the same time as Professor of Music Education at the
University of Zaragoza. He graduated in music pedagogy and music theory and a doctorate in a
program of the theme of development of verbal language and music in pre-school with the
Thesis: The oral language awareness process and wrote music in a class of kindergarten.
The research objective was to create educational environments that facilitate the
process of teaching-learning of the linguistic fact, from an approach in which the language and
the music showed their complementarity and mutual enrichment, in a co-equal approach
between speeches. In this process the song occupies the axis of each unit because it connects
and merges both speeches naturally. It took place in early childhood education with
their generalist teachers, led by the music specialist, who acted as an observer in the classroom.

2.3.Art School"Regina Maria", Alba Iulia, Romania (partner)
Romania School : Introduction
Art School ”Regina Maria”, Alba Iulia
Liceul de Arte “Regina Maria”, Alba Iulia is the only educational institution with artistic
specialities from Alba County: specialized music, fine arts and architecture.
The school mission is the promotion of value in the artistic field and transference of the
fondness for beauty for students and community. Within this context, the student feels competent,
connected to others, autonomous and prosperous. Students are the messengers of spirituality and
creativity, always presenting the results of their work at musical and visual events revealing an
outstanding accuracy and bringing joy and rising the cultural standards of the city and the Centre
region.
Art, as an endless process of creation, requires ambition, perseverance and talent. Liceul
de Arte makes the most of students’ artistic potential in order to change their perception of
themselves and of the world, as well as integrating them in a global and diverse society.
The general fields of study are: language and communication (Romanian, English,
French), mathematics and natural sciences (mathematics, physics, chemistry, biology,
information technology), man and society (history, geography, religion, logic, argumentation and
communication, psychology, economy, philosophy, entrepreneurial education, social education,
civics), arts, technologies, sports, counseling and guidance. The structure of the specialised
artistic education is different for each speciality – music, fine and decorative arts, visual arts and
architecture.
The subjects for the specialities studied are:
1. Music (primary, secondary and high school levels): piano, string instruments (violin, viola,
cello, guitar), woodwind and brass instruments (flute, clarinet, trumpet), vocal music (classic,
jazz, folkloric), theoretical subjects, history of music, theory and solfeggi, harmony, chamber
music, ensembles (choir, orchestra, folkloric), rhythmics.

2. Fine arts (secondary and high school levels) and architecture (high school level): drawing,
painting, sculpture, ceramics, colour, modelling, history of arts, study groups according to the
specialities.
Liceul de Arte “Regina Maria” is one of the most valuable artistic institutions from Alba County
due to the remarkable results obtained throughout the years regarding the confrontation within
the specialized regional, national and international olympiads, contests and festivals, as well as
the presence of our graduates at prestigious institutions of higher education from Romania and
abroad, along with the integration of the students on the working market in their specialized study
fields. Hundreds of prizes and awards are won annually at county, regional, national and
international contests (in the school year 2017-2018 alone, students won more than 200 prizes).
The school sustained the development of community relations by establishing
collaborations with representative institutions of the local community (City Hall, School County
Inspectorate, County Council, Police, Firefighters), with economic agents from the county in
order to arrange the space necessary for the exhibition of students’ works, by carrying out
common programmes with the kindergartens from the city, by signing partnerships with The
Unification Museum, ASTRA Association, “Lucian Blaga” County Library, “1 Decembrie 1918”
University Alba Iulia, Alba Community Foundation, as well as with various schools from Alba
county and other counties too.
Liceul de Arte „Regina Maria” emphasizes the importance of teamwork, self-study and
collaboration took place during the music, the fine arts and the architecture courses, this being
one of the main objectives of the institution. Students are integrated into the atmosphere after art
school and years offer them the opportunity to become familiar with the public art and its
implications for the artist's work. Every day spent in school becomes the page of a novel about
the discovery of the influence of art on the personal and professional growth of the students. The
school provides the following specific areas of education: instrumental music, vocal art, classical
singing, folklore, jazz music.
Students of Liceul de Arte Regina Maria belong to different ethnic groups (Romanians,
Hungarians, Germans, Moldavians, Italians, Espanhards, Gypsies), coming from different social
and economic backgrounds, from both rural and urban areas, many of them being commuters.
Students also belong to different religions: Christian, orthodox, greek-Catholic, Roman Catholic,
Protestant, Pentecostal, Adventist, Baptist etc.
The quality management is based on the entire community of teachers working together towards
achieving the institution's objectives. The school has tools for monitoring, evaluation and

implementation of quality control strategies by teachers in order to improve the teaching and
learning process, whose influence extends to the families and the communities from which
students come.
2.4. Vieira de Leiria Grouping School , Vieira de Leiria, Portugal (partner)
Portuguese School: Introduction
Vieira de Leiria Grouping School
The Agrupamento de Escolas de Vieira de Leiria is located in the west coast in the town
of Marinha Grande. The school is situated within the great Mediterranean scrub forest consists
of the Pinhal de Leiria and is very close to the banks of the River Lis and the mouth of the river
on the Atlantic Ocean. This group is made up of nursery schools, 1st cycle, 2nd cycle, 3rd cycle
and secondary. The students come from the town and surrounding areas, among them some
migrant children from countries of Eastern Europe, China and some Portuguese-speaking
countries.
This group of schools is frequented by students from 3 years to 18 years of age. Schools
have different classrooms, one classroom for music education, many with multimedia projector,
various materials for the practice of teaching experiments, a reprographic, notebooks, a school
library, a games room and playgrounds. Schools have different spaces where students can play
including a small recreational park. There are teachers with various specializations. Educators in
kindergarten and 1st cycle teachers are specialized in different areas of teaching such as
literature, mathematics, science, sports and art, the teachers of the second cycle are experts in
literature, mathematics, history, English, music , sports and art. Schools have different operating
assistants and other staff that helps in the cleaning and maintenance of the garden spaces.
The student population is made up of students from different social strata and the vast
majority are children of workers of the glass molds and plastic industries and some services.
There are several needy students and benefiting from social support of the municipality.
The school program is quite varied and beyond the structural curriculum subjects,
students of elementary schools have their curriculum enriched, from the age of six years, with
learning music, physical education, technologies of 'information and communication
technologies (ICT), dance and English.
School performance in national examinations are in line with the average observed at
national level, but the school is working to improve these results and to counter the downward
trend of recent years and is considered very important to involve students, teachers and families
in new projects that enable new approaches to the teaching of science and mathematics. The
importance of education in the different types of art in the development of the curriculum the
student has achieved a greater expression in schools, recognizing gradually, the value of its
interrelationship with other areas of education, such as mathematics, science and literature.
And 'strong awareness that early contact with the different forms of expression, with particular
attention to expression and music education are fundamental contributions to the construction
of active individuals in their learning, educated, a good citizen, with the knowledge and skills to
take over one's life, with a critical spirit of all that surrounds them.
In recent years the school has been involved in different European projects and has been
able to establish partnerships with other institutions. Erasmus + projects have contributed
immensely to improving student learning.

2.5.Szkola Podstawowa nr. 2 im. Jana Kochanowskiego, Zabki, Poland
(partner)
Poland School: Introduction
SZKOLA PODSTAWOWA NR 2 IM. JANA KOCHANOWSKIEGO
Primary School No. 2 in Ząbki (Poland) is a school that welcomes students of nursery and
primary school. The school is located in the suburbs of Warsaw, the country's capital. This results
in a rapid and steady influx of new students, who travel from distant lands. There is also a
significant number of children of foreigners, especially from Ukraine.
Since 1999, the school was the first land to have available qualified teaching staff for the
integration of children with disadvantages or fewer opportunities. All children who need
support, can attend the social therapy lessons for the psychological education, sensory
integration and the Tomatis method. They are carried out by various specialists.
Wide and broad is the range of extracurricular activities, for the development and
support of the students. The children mature their interest to participate in the activities of the
choir, which released a CD with songs performed in various celebrations, and is currently
preparing to record a new CD with songs. The school gives students the opportunity to study
different instruments: piano, violin, guitar and flute. The teachers are proud of numerous
reports and awards in many editions of the Song Festival, as well as the Art of Warsaw Festival
of children and youth "Asteriada". Since 2009 with the idea of teachers and in collaboration with
the municipal cultural center there is a foreign traditional songs Festival aimed at students of all
local schools.
And 'tradition of the Institute hold a benefit concert, during which teachers play, and
the money raised during the presentation is spent for a good cause.
For several years they promote programs to develop the talents of students and foster
their development. And 'it presents a program for children in kindergarten who spend the
morning meeting of artists and familiarize themselves with musical instruments. The first class
of primary students have music classes once a week, and the Class 3 another hour a week.
Students in grades 4, 5 and 6 attending classes in school, at the Philharmonic, in the theater.
Attending the school choir and the instrumental group.
Younger children have music classes integrated into the initial training, which are taught
by teachers with adequate preparation for the proper education to their age group. Music
lessons for older pupils, the choir, the music ensemble were held instead by music teachers.
The music teacher, who has experience working in the project, prepares students in grades 4-6,
manages the activities of after-school and choir.

3. General Idea of the project
The education of music and through music is a global act that engages the child in all
its physical, cognitive, affective and emotional, and in which the different levels of experience,
interact potenziandosi one another. The music is a privileged channel for increasing
motivation, commitment, creativity, the ability to work together, as well as memory and
concentration. Only through a new active pedagogy it is valued the personal contribution of
each, so the music becomes an educational means of understanding and re-reading of reality.
The strong idea of the project comes from the observation of the pupils during the
musical workshop activities in which you take active methodologies (Dalcroze, Orff, Delfrati)
and the detection of attitudes of awareness and participation in the learning process is the
individual pupil that of the class. Thus grew the belief that cognitive processes thus triggered in
this learning environment, can be activated in different areas to encourage the development
of other skills.
It should be emphasized that music is a common and unifying factor for the younger
generation who can find in it the necessary motivation to learn, and whereby the more
disadvantaged pupils the way to achieve essential milestones in the learning process. Finally it
can be an invaluable resource for a quality education from early childhood, which in turn
produces positive long-term results, especially for pupils with more difficulties.
Since the 2006 Recommendation of the Parliament and the European Council, which
introduced the framework of key competences for lifelong learning, the European Schools are
seeking methodologies and teaching strategies that allow young people, with special attention
to those in disadvantaged situations, to develop the eight key competences set out by the
Union. The partner schools have identified in Music a transversal tool for developing them.
4. Project objectives
• Propose, experiment and exchange best practices and musical active teaching
methods, cross to other educational areas of learning;
• Optimizing the achievement of key skills;
• Favor in an optical of inclusion pupils with fewer opportunities;
• Build a challenging and purposeful route from early childhood in an
evolutionary process that respects and enhances the student's nature and
involves the psycho-cognitive sphere as a whole;
• Create a learning environment and research around the best practices;
• Manifest gradually complementarity of practices in a global perspective and
leave tangible results that can also be used by others.

The partner schools are 5, 1400 participants were be involved, of which about 200
people with fewer opportunities, were carried out 80 student mobility (including at least 24
students with fewer opportunities), 68 mobility of teachers and headteachers.
They are all public schools, four of which are generalist schools with children from
kindergarden to secondary, one, the Romanian, is a lyceum with a focus on arts and music that
welcomes children from 6 up to 18 years.
There were 6 Transnational Project Meeting, the first in Italy (kick-off meeting) to start
the project, the next 5 were held concurrently with 5 Short-term Joint Staff Training Events
and 5 Short-term exchanges of groups of pupils in the following order: Spain, Romania,
Portugal, Poland and Italy again.
The activities are divided into five blocks, each headed by a partner with particular
expertise on the subject and coordinating, from the Transnational Project Meeting that
precedes, the activities that each partner will do in the next quarter and will show in the
Training Events and Mobility at the end of quarter, in the country that led the issue.
The first block is devoted to the competence in the mother tongue and is led by Spain.
The second thematic block is devoted to the scientific competence and is led by
Romania.
The third block is devoted to the mathematical and digital competences and is led by
Portugal.
The fourth thematic block is on inclusion and the educational needs of students with
fewer opportunities and is led by Poland.
The fifth block is dedicated to the competence of learning to learn and is led by Italy.
The project focused on the idea to develop the key competences of the European
framework through the use of music, it consists in the exchange of good practices already
tested by each of the partners, are studied in deep and tested in all partner schools and the
impact is evaluated on the pupils' skills. It will be edite a Manual of Good Practices in order to
implement the activities in different schools and defined the guidelines.
5. Expected impacts
On students: improvement in the achievement of key skills, starting from early
childhood, in the mother tongue, in science, math, digital competence, learning to learn, in an
inclusive approach with special attention to students with fewer opportunities; increased
motivation; more artistic and musical awareness; Most civic and European spirit.
On teachers: increase their knowledge and teaching skills, focusing to work on skills
with active teaching methods, enrichment of educational and motivational tools to use in
practice.

On the participating organizations: increasing the quality of teaching planning,
improvement of the climate and the spirit of the school, acquisition and application of new
methodologies that increase the educational effectiveness, improving student achievement,
reducing the disparity of results, increased motivation, increase of teachers' professionalism,
integration of best practices in the school curriculum, improving the image and attractiveness
of the school.
The potential long-term benefits could be:
• Sensitize other schools to innovation of teaching and to exploit the
opportunities of European projects;
• Share what we expect to be a best practice;
• Improve the spirit and the founding principles of the European Union in their
respective countries;
• Address European policies to a greater appreciation of Music;
• Future more competent citizens, aware and with a greater sense of civic duty
and the European spirit.
6. Educational Requirements and standarts
• Know oneself, in order to meet others in real and authentic way
• Develop positive behaviors, self-discipline, judgment, sense of responsibility,
the ability to cooperate and communicate positively with others
• Motivating commitment towards school, their classmates, the company
• Strengthen interpersonal ties
• Search within yourself the necessary skills to find the resolution of problems in
a internal locus of control
• Make positive decisions, also in terms of physical well-being
• Encouraging respect for oneself and others, valuing individual differences
• Develop conducted study, research logically-transferable operational
processes in different contexts
• Organize their knowledge in a creative, stimulating to better express their
talents.
7. Target-groups
• Pupils of the kindergarten, primary and secondary school level, in view of
verticality.
• Teachers of kindergarten, primary and secondary, with the fundamental
support of music teachers and English language teachers.
• The families of the students involved in the project and the international
mobility, as well as the school community especially during the periods of
hospitality.

8. Transnational character of the project
By the recommendations of 2006 on lifelong learning and key competences, schools
across Europe have had to make an effort, not yet completed, to address the historically
didactic purpose of acquiring knowledge to achievement of competence. Whereas education
for skills is not yet fully mature and applied uniformly in the continent, we believe that the
very transnational framework is the most appropriate to develop and exchange good practices
on it, with a view to greater convergence and consistency of results between countries.
Furthermore, the specificities of the project that involves the use of music as a vehicle
to acquire other skills narrows the field of possible partners, hardly available, with a
comparable level of complementarity, in a domestic context.
9. Innovation Project
The project is innovative in design, implementation and dissemination of its results.In
terms of design it is innovative because it would allow the dissemination of good practices,
which so far have been purely musical scope prerogative, using them as a vehicle to raise the
transverse relevant pupil skills in other areas and disciplines, thus contributing to the
implementation concrete of a vertical and horizontal curriculum.The student, in a context of
increasing complexity pedagogical, being an active part of the learning process, acquires
greater participation and motivation. The latter, as is known, is the lever that maximizes the
commitment and performance of learners.Thanks to the "universal language of music" will
promote more opportunities for integration in the context of multiculturalism. We also noted
that the most disadvantaged pupils, especially those who have difficulty in abstraction and
concentration, on the same property as that of music, are more space and opportunity to
acquire skills and competences.In terms of implementation it is innovative because it involves
the students since their early childhood to the end of basic education, in an educational
verticality logical and comprehensive application of the disciplines, skills and competences.
The assumption is that the more early and persistent is the use of good practices, inclusive and
motivating, the greater the long-term benefits. Furthermore, the ability to compare,
experiment and share experiences, techniques and sensitivity developed in different countries
for the history, culture and tradition, can further enrich the set of effective teaching tools and
successful available to individual participating schools. Verticality, transversality and the
internationality of the project develops and promotes the growth of an educational
community, not just limited to teachers directly involved in the project activities.
In terms of dissemination of results the project is innovative because it aims to share
the best results it will produce not only within the whole school community of the
participating institutions, but with the help of networks of schools primarily with neighboring
regions to partner schools and, via the web, social networks, national and international
specialized portals for teaching, with the greatest possible number of schools, teachers and
educators.

10. Learning Methodologies
10.1. Part 1: TEACHING AND LEARNING OF NATIVE AND FOREIGN
LANGUAGES THROUGH MUSIC
10.1.1. ARGUMENT
The first block of activities was devoted to the competence in the mother tongue and was
led by Spain. Alguns estudos mostram-nos que o Ensino da música promove:
• Better Phonological Word Recognition (Bolduc and Montesinos-Gelet, 2005).
• Faster development of metalinguistic skills (Friedman, 1959).
• Greater success in reading and writing (Gombert, 1991; Lecoq, 1991).
• Correlation between musical learning and linguistic learning (Gronko, 2005; Bolduc,
2006).
Why teaching Mother Tongue through Music? Taking into account some Musical
Pedagogues we highlight: Willems: “Musical development and the development of language
acquisition follow the same steps: live, feel, raise awareness, create”; Kodaly: “The popular
song is the base of the education because it picks up the linguistic and musical characteristics
of the own culture. We have to educate the ear and the voice”; Orff and Wuytack: “ Music,
movement and language go together.
The contents that we wanted interrelate in this project have been:
• Auditory development/ linguistic comprehension/ visual acuity: To improve attention,
recognition, visual and auditory memory to understand, to speak, to read and write in
every language.
• Vocabulary: To expand vocabulary of a Semantic field.
• Language Knowledge: grammar, orthography; for example: circle the adjectives of a
song, looking for adverbs, interjections or articles. Write the accent on the words of
this song that need it.
• Reading fluence and prosodic elements: Interest to read. Students read by singing
applying the intonation, accentuation and rhythm.
• Written expression and creativity: To use different types of texts. Creativity working in
heterogeneous working teams (team buildings) improve significant learning in a
process that start with the experience through the reflection and to be aware until
their own productions. The collaborative action, research between teachers favour
sharing resources and teaching strategies and this always improve all educative
systems: Cooperation and metacognitive development.
• Structure/ Form/ Rhyme: Musicalize poems, riddles, tongue twisters, etc.
• Vocal and Instrumental expression and Communicate feelings, ideas and thoughts.
“Words, song and rhythm are inextricably linked in the Greek Tragedy, producing a unique
feeling in the soul of listeners”. Aristoteles.

The planned activities were:
• Active listening: feelings that produces the music and lyrics of the songs and
relationships between them, vocabulary and semantic field;
• Relation between oral languages (music and verbal discourse): intonation, accent,
syllables, syllables and musical notes, syllables and musical figures, rhymes
• Relation between written languages: fluency and intonation, accent, pauses. poetic
structure: verses, stanzas, rhymes, refrains. Narrative structure.
• Variation between words and / or melody in the song
• Development of new texts or melody of a song, processing of various types of text in
relation to the musical theme of the song;
• Arts: relations with the visual arts, theater, dance and movement, literature
In addition, school partners have applied their own methods in the teaching and learning of
other languages, mainly in English.
Methodology proposed by the school:
CEIP GLORIA ARENILLAS, ZARAGOZA, Spain
Title The blind little hen
Age/level Infant Students. 3 years old
Main Competence Linguistic Competence
Musical Competence
Secondary Competence Active listening and Emotional Intelligence.
Time Required 1 session
Resources Voice and small instruments like a triangle.
Description of the activity A girl with blindfolds will go in the direction of the sound
which is made by a classmate. Students make a circle and in
the girl is placed in the middle.
Next they are blindfolded and given three turns, and one of
the girls starts playing an instrument or making sounds and
the girl has to go there.
Evaluation They have liked the activity-game. Playing with closed eyes at
first made them feel a little shy but later it was fun. They have
been attentive and have made it without difficulty.
Visual documents: photos, videos
and links.
https://ka2646.wixsite.com/inicio

Title The pink cloud 1
Age/level 1st
level of primary. 6, 7 years old
Musical Competence
Secondary Competence Active Listening. Oral Expression. Emotional Intelligence
Time Required 6 sessions
Resources Computer to listen relaxing music, paper, digital board
Description of the activity To write our fairy tale: The pink Cloud, students had to choose
the characters for the story. They invented the names (use of
capital letters).
Then they had to describe the characters: physically,
phychologically and clothes.
After that, students had to choose and describe the places
where the story occurred: Countryside, coast-beach, magic
places.
One of the characters was a dog so students had to describe the
main characteristics of an animal, comparing it with the
description of a person.
Through the music that teacher played every day, they worked
in the fairy tale; students had to indentify and describe the
feelings of the different characters.
And finally pupils had to write the dialogues of the characters
with all the orthography rules.
In science class they were studying healthy food so they
invented a very healthy breakfast to the end of the story.
Evaluation The objectives were achieved. It was a very motivated
activity and it join them a lot because they had to respect the
decisions of the most classmate (Democracy).
and links.

Title We are storytelling teachers
Age/level 2nd
level of Primary. 7, 8 years old
Musical Competence
Resources Computer
Description of the activity Read aloud the song "The magic of telling" and understand
the lyrics of the song.
Learn the refrain, declaim verse by verse and sing it. Dance to
tune.
Variants:
✓ Sing the song in different intensities: high, low, normal
volume; different speeds; new gestures, etc.
✓ Sing it expressing different feelings.
✓ Identify silence and create an expressive body posture.
We dance to the rhythm of the song and:
• When the refrain begins, students take a piece of
paper from a tray with the name of a feeling.
They read it when the song ends and nobody can say
anything about it.
• Each one must express himself with gestures and
movement to express the feeling.
• They observe each other and they are joined
according to the way they have identified their
feelings.
✓ Mime game. The student, chosen by lot, chooses a folded
paper from a tray.
Read the situation that is proposed and express your feelings
about it. The rest must guess it.
Evaluation The proposed objectives have been achieved and a qualitative
improvement has been noted in terms of memorization,
recitation and vocalization, all this has being transferred in
the improvement of reading and in the oral expression.
and links.

Title We choose Music for a poem
Age/level 2nd
Main Competence
Linguistic Competence
Musical Competence
Resources Computer
Description of the activity The activity lies in finding music for a poetry made by the
teacher.
For this they must choose the melody that they like and that
they will sing with the lyrics of the poetry.
They should pay attention to choose correctly the vocal or
instrumental piece to obtain a good result.
Variants:
✓ Invent a poetry.
✓ Create a song with the description made by formatting
verse to the text taking into account the rhyme. For example:
Pizza recipe with tarantella music.
improvement has been noted in terms of communicative
intention, paying more attention to listening and empathy
with the rest of the classmates.
and links.

Title My aunt´s yard
Age/level 2nd
Musical Competence
Resources Computer
Description of the activity Number of students: 6 approx. in each group.
First, the game is contextualized. Today we visit "The yard of
my aunt" and as if by magic we become animals that wake
up, stretch and say good morning, of course, each with his
onomatopoeia.
Mime is used throughout the development of the game.
1) Let's start, first, with the farm animals.
One by one, they say the onomatopoeia of the animal
they have chosen. In the 2nd round they should
remember the onomatopoeia of the rest of their
classmates.
Variants:
● Pets, wild animals, two-legged animals, etc.
2) One emits an onomatopoeia and another identifies
what animal it is.
3) One emits an onomatopoeia and another one
identifies it with its name, example: the cat meows.
4) Song: Croak sang the frog
The children learn the song.
● We sing a verse of each verse the student that the teacher
touches on the head, as a dialogue: question- answer
● We analyze the onomatopoeia "cuckoo".
● We keep on singing Boys and girls alternate stanzas using
the boys deeper tone and the girls sharper.
5) We invented a new song with the onomatopoeias of
other animals.
6) Interpretation of the song:
Variants:
● Class group, subgroups of 5 students.
● Each table interprets a couplet

● In pairs: each child sings a verse.
● In canon
improvement has been noted in terms of memorization,
recitation and vocalization. It has also been achieved that the
most reticent students in this type of activities get more
inhibit and this gives them more security and interest for the
rest of the school tasks.
and links.
Title If you are happy
Age/level 4th
level of Primary. 8,10 years old
Main Competence Linguistic (English) Competence
Musical Competence
Resources Computer
Description of the activity Taking advantage of the fact that we are working on robotics,
the conditioners have made a first viewing of the
aforementioned video to later work the conditionals, the
active listening, since they had to perform the slogans that
appear in the song, the corporal and vocal expression, singing
and making the gestures of the emotions that come out.
Evaluation The results have been very positive.
Students identified the actions when listening to them and
carried out the planned movements.
Then they learned and sang the song
and links.

Title Strings of Rhythms
Age/level 5th
Musical Competence
Resources Students
Description of the activity Placed in a circle, different rhythmic chains are made,
associating a word with each time and body movement (in
this case each student associates a movement with the
pronunciation of his name). Placed in the same way, each
student makes a gesture associated with a feeling and others
must make the gestures of the others and then his until the
end of the chain making the last participant the gestures of all
his classmates and ending with his.
Evaluation After a first moment of lack of control, until understanding
the orders, the activity takes place with great interest and
participation.
and links.

Title Eco´s game
Age/level 5th
Main competence Linguistic Competence
Musical Competence
Secondary competence Active Listening. Oral Expression. Emotional Intelligence
Resources Flute and score
Description of the activity Divided into two groups, the students work first the rhythmic
reading of the score to later add the melodic reading. For this
we work in the form of an echo learning to listen to ourselves
and to others; to respect the turn and keep the attention to
play on time.
Evaluation Attitude in the class has been improved; we have
achieved greater silence and attention to be
able to develop the activity properly.
and links.

Title From the music to the narration
Age/level 5th
Musical Competence
Resources Tablets
Description of the activity The students were grouped four by four.
They received the music of a story in which they had their
images removed.
They downloaded the file and individually listened to the
music and noted the possible situations that suggested them.
Later they shared their impressions to try to write a story
according to the music
Evaluation The activity has been very hard.
Students have tried, without success, to adapt the text to the
given music.
They have collaborated well within the groups.
The final result has moved away from what was programmed
at the beginning but finally they have invented a story and they
have applied a musical background.
and links.

Title “Bartolo Bartolo”
Age/level 6th
Musical Competence
Resources Students
Description of the activity We did two activities:
1. MUSICAL RHYTHMS with our names: in a circle you
had to follow the rhythm (slap fingers - slap on the
legs) and be attentive when they say our name.
2. BARTOLO-BARTOLO: All in a sitting circle are listed to
all participants, so that the 1st is the president the
2nd is the 2nd
president, the 3rd is the Secretary, and
the rest are listed from 1 to the end.
To the rhythm of two slaps on the knees and two
normal slaps your first number is said and then you
name the person you want.
If this person loses the rhythm or does not hear that
they have appointed him, he will be the last of the
group.
The goal is to become president. A certain time of
game is set.
Evaluation It was an activity that was fun and motivating for the
students. They found it hard to pick up the rhythm of the
game and the "song". It is necessary a concentration and
coordination that 2 students did not get.
and links.

Title Tell me a Fairy tale
Age/level 6th
Musical Competence
Secondary competence Active Listening. Oral Expression. Emotional Intelligence
Resources Computer, Spanish song “Cuéntame un cuento” (Celtas
Cortos)
Description of the activity We will work on several objectives through this song.
Goals:
1. Recognition of emotions
2. Expression of emotions.
3. Word accents.
4. Differences between story, fable, legend and myth.
We listen to the song
https://www.youtube.com/watch?v=MM9zHF4e810
We analyze WHAT the song says and the emotions that the
author wants to transmit and we make a list of emotions.
This work has been done in small groups and then we have put
the results in common.
After this and without having said anything the teacher, one
of the students realizes that the song has no accents.
Teacher proposed to put them.
They do it in small groups and so we file the song correctly
written.
After this we consider what characteristics they think a story
should have.
We put some examples of stories to draw small conclusions.
After this they took the tablets and had to complete a
comparative table between FÁBULA, TALE, MYTH AND
LEGEND.
Evaluation It was an activity that allowed us to work on many language
contents from this song.
The students had heard it but they did not know it.
From then on they sang it very happy in the corridors.
Positive evaluation of the activity.
and links.

Title The clans
Age/level 6th
Musical Competence
Resources Musical instruments, computer
Description of the activity
Goals:
• Work of the musical rhythm.
• Recognition of emotions.
• Expression of emotions.
• Linguistic contents:
• The description
• The adjectives
• The modes of verbs
• Characteristics of the TALES
• The lyric
• Types of rhyme
• Types of stanza
• Sinalefas
• Types of poems
This has been the central activity of the 6th grade class, which
has been more elaborate and longer in time.
Let's create a musical story called: LOS CLANES
There are five groups in class.
Each group in DRIVE will create the beginning of the story
(COOPERATIVE work) in which they must include the identity
of the group (name), the characteristics of each component,
description also of the place where they live and the functions
within the clan of each of them .
Here the objective to work is the adjectives and the
description.
After this beginning they will begin to create an IDENTITY
RHYMN that characterizes the group.
Then we will put a rhythm.
After successive adventures each of the Clans, for different
reasons, must leave the place where they live.
All the Clans end up meeting in the same place without
knowing each other.

Through the work of emotions and musical rhythm we record
the output of each group of their habitat, to be able to settle
elsewhere.
The students created a musical rhythm, which they identified
with the fear and intrigue that caused them to join the other
Clans in a mysterious place.
All the Clans gather in the same place mysteriously.
There they go on adventures all together and at the end we
elaborate a HAKA in the different languages of the project
(Portuguese, Polish, Romanian and Italian) with the aim of
representing the emotion of UNION of all the teams that have
gone through so many adventures.
Story, together with the musical rhythm that a haka must have,
even if it were in another language totally unknown to them.
Evaluation It has been an hard activity to perform for the many tasks that
have been carried out.
The work of the story has come to be in the background,
because we have added choreography, poetry, rhythms,
games.
We have worked more on the language content of poetry, and
everything that surrounds it.
The final result has been good. The students have grown as a
group and the cooperative work has been a success.
and links.
Title Songs and Emotions
Age/level 6th
Main competence Linguistic Competence
Musical Competence
Resources Paper, crayons, computer to listen to the songs
Description of the activity We have done two different activities, directly working the
emotions.
Goals:
• Expression of emotions through drawing.
• Recognition of emotions.
• Modes of the verb.
• Emotional representation
Teacher gives the students a sheet divided into six equal parts.

We will listen to six different types of music and we must draw
something that inspires us the music and write the emotion
that it transmits to us.
Reflection: What emotion do we assign to each of these songs
individually?
Does it match that of the group's classmates?
Does it match those of the rest of the class?
The second activity is to investigate how the INDICATIVE,
SUBJUNCTIVE and IMPERATIVE are different.
Then, each of the students, should take a photo in which
physically represent each of these verbal modes.
Evaluation It was difficult for the students to express their emotions. I was
more difficult in the second activity than in the first.
On a paper it is easier, corporally it has cost more.
Teacher value the activity in a positive way because it has been
more motivating for them to learn the ways of the verb.
and links.
Metodologia proposta pela escola:
ISTITUTO COMPRENSIVO DI ALBA ADRIATICA, ITALIA
Title “The story of Little Dart, the fish”
Age/level 1st level
Pupils from Kindergarten – 1st year of Primary school
Main
Competence
Cultural macroarea of reference
COMPETENCE IN THE MOTHER TONGUE
Secondary
Competence
Competences to be developed:
Listening and comprehension: technical and semantic competences
Time required 2 hours
Resources Scenario and images
Parachute
Little coloured balls
Orff instruments
Digital devices for photos and videos.
Description of
the activity:
methodology,
what the teacher
does, what pupils
do
Active didactic methodologies
Methodological principles inspired by the Dalcroze method.
INRODUCTION:
Immediate
involvement in the
lesson
The teachers take the pupils to the motor area or in
a part of the classroom and asks them to pretend to
be a little fish entering the sea (free movement of
the pupils):
Stimulus question:
what kind of little fish are you?

WARM-UP/
GETTING THE
GROUP TO
MOVE:
Bodily warm-up
and plays with the
voice:
experimenting body
and voice
individually and in
comparison with
others
-Free bodily exploration:
the teacher shows, one by one, some images of
some inhabitants living in the sea, s/he puts them
on the board and asks the pupils to move like the
little fish; FOR EXAMPLE: “how does the
jellyfish move?”
_Guided bodily exploration:
The teacher invites pupils to fill the space while
remaining distant and then getting closer to each
other; then only in some places of the room; etc…
- Activity proposed by one pupil and group
imitation:
the teacher observes the group and when s/he
notices a particular movement, s/he invites the
other pupils to move in the same way; for example,
“Look how Mario is moving; let’s move just like
him”; and similarly with the proposals of other
pupils
-Adding sound with the voice of the instruments:
“Let’s try to give a sound to our movement”; “Let’s
listen to the sound Mario is making!”, “Let’s try
to do just like Mario!”; proceed like this for the
other pupils’ proposals.
-Experimenting the movements of the fish with
each part of the body (torso, arms, legs, hands…):
“Let’s move our hand as if it were a seashell”;
“Let’s move our arm as if it were a seashell”; “Let’s
move our torso as if it were a seashell”, and so on…
ANIMATED
STORY:
”Little Dart, the
fish”
FIRST PART
- Presentation of the object facilitating
movement:
The teacher shows the object facilitating movement
to represent the sea: for example, ”Where do fish
live?”… “Here is our sea”…
-The story begins with the presentations of its
main character and its family, by having the little
balls roll over the cloth.
Tell the story until “he started to be happy again”
and add “he started to sing”…
SECOND PART
The characters of the story are presented through
the song intonation: the song “Little Dart” comes
before each little fish enters the story (tuned and
expressive interpretation).
The teacher has little balls moving on the cloth and
stimulates the participation of them, who can move
the cloth according to the features of the characters
repeat the song as imitation.

THIRD PART
Conclusion
(presentation of the story main theme):
the contrast between courage and fear
(loneliness/union).
The teacher invites pupils to move the cloth with
the distant little fish first and then with the near
ones, thus expressing the contrasting emotions
through the movement of the cloth.
FINAL
SYNTHESIS:
sound addition to
the story read by
the teacher
Sound addition to the story:
The teachers requests pupils to lay the cloth on the
floor and presents them different musical
instruments:
- Free manipulation of the instruments
- Searching for the sounds which are best suited
to the features of the characters and to the
contrasting emotions appearing in the story.
-Choice of a few instruments for the THREE
PARTS of the story and then pupils are gathered
into as many groups according to as many
instruments have been chosen (one or two
instuments for each scene)
-Creation of the “sound carpet” to accompany
the story of the teacher.
Evaluation
methodology
-Filling-in the observational form of the pupils’ behaviour during the
activity
-Check tests and self-assessment questionnaire
for the pupils at the end of the activity
-Filling-in the evaluation forms at the end of the activity
Documentation
(link to photos,
videos, etc).
http://musicislifelonglearning.weebly.com/
Title “Mirtilla and the flowers”
Age/level 2nd Level
Pupils attending the 3rd class Primary school
Main
Competence
Focus european competence
COMPETENCE IN THE MOTHERTONGUE
Secondary
Competence
TEXT COMPREHENSION AND INTERPRETATION:
Syntactic and pragmatical competences

Resources Headscarf
Track by M. Ravel “Le jardin feerique”
Description of
the activity:
methodology,
what the teacher
does, what pupils
do
INTRODUCTION:
immediate
involvement into the
lesson
-Symbolic play
The teacher takes the pupils to the gym and asks
them to pretend to be little butterflies flying in the
widespread field (free movement of pupils0029
WARM-UP:
getting the group to
move
-Body exploration:
the teacher asks pupils to move like those little
butterflies would do in a beautiful sunny day.
- Activity proposed by one pupil and group
imitation:
the teacher observes the group and when s/he
notices a particular movement, s/he invites the
other pupils to move in the same way; for
example, “Look how Mario is moving; let’s move
just like him”; and similarly with the proposals of
other pupils
-Vocal sound added to movement:
“Let’s try to give a sound to our movement”;
“Let’s listen to the sound Mario is making!”,
“Let’s try to do just like Mario!”; proceed like this
for the other pupils’ proposals.
-Movement experimentation withing the
group and sharing of proposals:
pupils are divided into groups of 4 each, then the
teachers invites them to make butterflies
movement in group as if they were having fun in
that beautiful sunny day.
(experimenting movements within the group and
then showing then to others)
The story “Mirtilla
and the flowers”
begins
Animated storytelling:
-FIRST PART
Presentation of the story and its environment:
The teacher starts the story “Would you like to
know what granma Francesca has told me? A long
time ago, these butterflies, lived in a field with no
flowers. The grass was green, just green”.
-Introduction of the character of the story:

“In that field a little girl, whose name was
Mirtilla, used to spend her morning running all
over the grass”.
- When starting the sentence “look at the
butterflies”, “the headscarf” - the facilitator
object - is introduced.
-Invite pupils to have the headscarf move in
space in a semicircle setting while the story
continues (until “happy”)
- The protagonist sadness:
with the sentence “when there were no
butterflies” the teacher closes the headscarf and
with this s/he invites pupils to close their own
headscarf in their hands assuming a closing
position with their body.
-The story continues until “they disappeared
silently…”:
invite pupils to put the headscarf in a particular
place of the gym and then sit down in circle. The
reading of the story continues.
SECOND PART
- Intonation of a simple song to present possible
solutions after the sentence “Mirtilla tried other
ways to make butterflies stay…”-
The song “I cannot be alone” comes before
every attempt Mirtilla tries
(tuned and expressive interpretation).
THIRD PART
-Presentation of the shape of Fairy Ghiandona
after the sentence “She fell asleep”
-At this point the teacher acts the dialogue
between Mirtilla and Fairy Ghiandona.
- At the sentence “The Fairy puffed three times”,
invite pupils to blow on the field.
FOUR PART
Conclusion:
-The story continues till the end and pupils are
shown the headscarves which by magic have
become flowers.
EXPLORATION
Facilitator object
-Pupils are invited to take the flowers by their
hands:
“Let’s take these buds in our hands” and they
simulate the slowly opening of the bud: “How can
I show these flowers opening in the field?” but
then they close again because of too much sun.
-Sound added to the opening and closing
movement.

-The teacher invites pupils in pairs to imitate
the opening and closing of the flower with their
body, thinking they have different shapes
(research within the group and sharing with the
others).
-Listening to the track by M. Ravel “Le jardin
feerique” and bodily movement according to the
suggestions of the music
FINAL SYNTESIS:
Representation of the
story read by the
teacher
- Representation of the story:
The teacher shows the pupils 4 images related to
the story.
-Pupils divided into 4 groups: represent the
story with the movement and the facilitator object
(the headscarf)
Evaluation
methodology
activity
Documentation
(link to photos,
videos, etc).
Title “DJIDI”
Age/level 3rd Level
Pupils attending 4th and 5th year of Primary school
Students attending the 1st year of Secondary school
Main
Competence
Focus european competence
COMPETENCE IN THE MOTHERTONGUE
Seconadry
competence
TEXT COMPREHENSION AND INTERPRETATION:
Textual and extratestual competences
Resources Images
Digital devices for pictures and videos.
Musical instruments
Interactive whiteboard
Everyday objects
Description of
the activity:
methodology,
what the teacher

does, what pupils
do
INTRODUCTION:
anticipation of the
atmosphere of the story
through images
-Evocative reading
- Presentation of images
-Free choice of one image and description of
the corresponding emotions aroused: personal
description and comparison with others
-Search of the body movement prompted by
the image: the teacher invites students to
explore the movement prompted by the image
through their bodies
-Vocal sound added to images and creation
of a “sound carpet” through voice: the
teacher invites students to give a sound to the
movement previously created
-Individual proposal and imitation by the
group
-Sound addition to images with
instruments: free exploration of the
instruments and creation of a “sound carpet”
(also with the voice)
PRESENTATION of
the story
-Handing of the text and silent reading.
-Evocative reading of a single sentence: the
teacher invites them to find a single sentence
linked to the chosen image and then to read it
with the sounds previously pursued (leave
time for personal research)
-Proposals to the group: the one who
proposes shares his/her own sound.
-Expressive reading by the teachers:
the teacher reads the short story “Djidi”
IDENTIFICATION of
the scenes
-Identification of the scenes: the teacher aks
students to identify the different scenes of the
story (individually or in groups), through the
delivery of five titles.
WORK in small group -Matching of the scenes to different groups:
analysis of the environment, situation and
emotions to put into sound
-Presentation of the research to the whole
class
HOMEWORK for
different groups
-Sound experimentation:
research of some materials of ordinary use,
making-up of simple musical instruments and
vocal experimentation for the sound addition
to scenes
-Expressive or animated reading of each
scene with the sound carpet.

EXPERIMENTATION
of the scens and final
reconstruction of the text
-Final revision of the text: sharing of the
different group works
RIFLESSIONE sul
lavoro e suggerimenti
dei ragazzi
-The teacher invites students to reflect on the
work done and on possible modifications or
improvement of the itinerary.
Evaluation
methodology
activity
Documentation
(link to photos,
videos, etc).
Metodologia proposta pela escola:
LICEUL DE ARTE ”REGINA MARIA” ALBA IULIA, ROMÂNIA
Title Spring is here: flowers, bees, gardens
Age/ level 8 years / 2nd
grade
Main Competence Reception of oral/written messages in familiar communicative contexts
Secondary Competence ➢ Production of oral/ written messages in various communicative
situations
Resources o Handouts with the lyrics of songs: Spring is here, The Bee and
the flowers, The Gardens are Blooming, Flower Lady
o Musical Scores for all songs
o Antonio Vivaldi: Spring
o Pictures illustrating spring
o Piano, flute, cello
o Handouts with division of words into syllables
Description of the
activity: methodology,
what the teacher does,
what the pupils do
➢ Song interpretations (voice, piano, flute, cello, violin)
➢ Performing various songs according to the scores given
➢ Division of words into syllables using the lyrics of the songs
with piano/violin accompaniment
➢ Solving tasks having in the background A. Vivaldi: Spring
➢ Singing rhyming songs accompanied by the piano, the flute and
the violin and then solving song-related tasks
➢ Performing songs having piano and cello accompaniment
➢ Using rhythmic verses/ words by making hands percussion on
desks and body
➢ Promotion of musical words/ expressions

➢ Singing songs and writing specific words: for each musical
instrument, specific words and expressions were chosen to be
consolidated
Evaluation methodology ❖ Systematic observation of students
❖ Song interpretation
❖ Associations of learnt words with specific musical instruments
❖ Word meaning identification through music performed by various
instruments (memory anchorage through sounds/music)
❖ Short tasks of division of words into syllables with piano
accompaniment
❖ Dictation starting from the songs listened, while listening to the
cello
❖ Identification of the message of short texts / lyrics, while listening
to the flute
❖ Completion of evaluation worksheets while listening to Spring by
Vivaldi
Documentation (link to
photos, videos etc.)
Title Lyric Poetry – traditional folkloric songs
Age/ level 12 years / 6th
grade
Main Competence Reception of written texts of various types through music
Secondary Competence ➢ Participation in communicative interactions through reception
and production of oral texts and musical compositions
➢ Expressing the linguistic identity in (inter)national context
Resources o Musical instruments: piano, cello, clarinet, violin, triangle,
tambourine
o Handouts with the text of lyric literary compositions
o Books with folkloric literary texts
o Posters, paintings, collage on the topic of ”doina”, ”tarantella”,
”fado”, etc.
o Handouts with text related tasks
o Exhibition of traditional folkloric costumes
Description of the
what the pupils do
➢ Presentation of ‘doina’/”tarantella”/”fado” etc. using different
instruments: cello, violin, clarinet and voice
➢ Interpretation of the pieces using musical instruments
➢ Group performance accompanied by the piano
➢ Presentation of the text of the folkloric song and identification of
the theme, motifs, figures of speech, versification
➢ Analysis of the connection between the musicality of the written
text and the versification
➢ Performance of the folkloric song in groups/ with the whole
class accompanied by musical instruments

➢ Combining written notes with musical interpretations and oral
presentations
❖ Folkloric song interpretations (voice, various instruments)
❖ Associations of musicality of the text and the versification
❖ Analysis of versification and message of the text
❖ Short tasks of definition and classification of lyric poetry
❖ Handouts with tasks related to lyric poetry
❖ Completion of evaluation worksheets
Title Glorious Food
grade
Main Competence Expanding the vocabulary connected to food issues through
musical tunes
Secondary
Competence
➢ Gaining phonological awareness of certain linguistic
words/expressions through linguistic musicality
Resources o Musical instruments: piano, blockflute, maracas,
tambourine, percussion instruments
o Handouts with snacks arranged on a musical scale for
rhythmic pronunciation
o Musical scores for the tune composed by the music
teachers for the comparative/superlative
o Pictures with snacks; food advertisements
o Handouts with text related tasks
Description of the
what the pupils do
➢ Discussion, explanation
➢ Rhythmic pronunciation of the vocabulary using a
tambourine and maracas (Rumba shakers)
➢ Singing short tunes accompanied by the blockflute and the
piano with adjectives to complete in a diagram
➢ Singing Opinion/ Fact accompanied by the piano and
bockflute so as to reflect the meaning of the two words
➢ Singing comparatives and superlatives divided into three
groups (unequal comparative, equal comparative,
superlative) having the same melody but slightly altered
so that it fits the words to be sung
Evaluation
methodology
❖ Systematic observation of students
❖ Associations of musicality of the words and their meaning
❖ Analysis of the adjectives used in the advertisements
❖ Distinguishing between facts and opinions through
singing

❖ Creating new rhythmic structures for other words
❖ Completion of comparatives/superlatives by relating to
the given musical tunes
Title Wonderland of Musical Characters
grade
Main Competence Reception of oral messages and musical terms in familiar
communicative contexts
Secondary
Competence
➢ Recognition and production of musical language in play-
related contexts
Resources o Musical games: Listen carefully!, Guess the key!, Darts,
Hot-Cold, Little mouse steals the cheese, Champion
Squirrels, Small orchestra
o Musical notes- character-dolls, houses G and F
o Posters, pictures, stories written by pupils
o Piano, violin, cello, guitar, viola
o Cards for musical notes, for alterations
o Dice, with durations, board games, polystyrene cheese, little
magnet squirrels
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
➢ Games of discovery through audition with the pupils’ eyes
covered
➢ Games of consolidating the keyboard, white and black
➢ Games for setting durations and rests: Darts, Little mouse
steals the cheese
➢ Games for setting basic piano knowledge: Hot-Cold
➢ Games for setting the alterations: Champion Squirrels
➢ Small Orchestra: a game of imitating an orchestra while a
pupil is performing a musical piece and the other children
are trying to achieve a rhythm or a melodic line using
another instrument and having a child – conductor in front
who tries to beat the measure.
Evaluation
methodology
❖ Systematic observation of pupils
❖ Musical Team competitions involving the games mentioned
and a series of musical instruments: piano, violin, cello,
viola, guitar
❖ The ‘golden coins’ collected by pupils during the games as
they reflect the number of correct answers they gave
❖ “Small Orchestra” – assesses pupils’ musical competences,
their creativity and imagination, their ability to adapt to the
group, their interactive skills in the musical field

❖ Pupils’ work: musical compositions, stories, dolls- musical
notes, pictures, houses G and F, image-word-sound
associations
Documentation (link
to photos, videos etc.)
VIEIRA DE LEIRIA School Grouping, PORTUGAL
Title Poem with rhythm (Canone)
Age/level 10 to 12 years/ Levels 4/5/6
Main Competence Mother Tongue and Music Competence
Secondary Competence Establish intertextual relations;
Improve read speed;
Reading and analysis of texts and images;
Understand the concepts of form and musical structure.
Be aware of elementary pulse organizations
Time required 90 minutes x 2
Resources Digital and manufactured textes, maps, informations about the
portuguese colonies, History and Music manuals, internet,
computer, sound speakers.
Description of the
what does the teacher,
what do the pupils
In the mother tongue class, the teacher explores with the students
a text of the school manual using the interactive whiteboard.
Students practice reading the text in order to improve reading
speed. With the help of the teacher of music the text is musicalized
keeping in mind the rhythm and the number of words. In groups
students explore different rhythms of reading accompanied by a
few beats. At the end, the groups practice different entrances and
the result is a rhythm canone with different complexity.
Evaluation
methodology
Direct observation and observation grid;
Timing of the reading time of the text in two moments;
Completion of a self-assessment form by the students;
Record Grid of the student's commitment and attitude in the
interpretation of the rhythmic canon.
photos, videos, etc).
Photos: https://goo.gl/eJmZDd
Video: https://youtu.be/PkDIPc-HhTE

Title Poetic text with music
Age/level 9 to 12 years/ Levels 4/5/6
Main competence Mother Tongue and Music Competence
Secondary
competence
Understanding the poetic text;
Identify stanza, block, verse and rhymes;
Reading and declamation of the poem;
Understand the different rhythms of music;
Understand the concepts of growing and decreasing.
Understand and apply the concepts of forte and piano in the context
of analysis, creation and musical execution.
Resources Information about different Portuguese authors and composers
(Almada Negreiros / Fausto); History and Music manuals, internet,
computer, sound speakers, drum, prongs, bells and clubs.
Description of the
what do the pupils
In the mother tongue class, the teacher explores with the students the
poetic text of the school manual with the use of the interactive
whiteboard. In a group, students read the poem. They count the
words in each verse and identify the rhymes. Each group of students
do a research to find new rhymes. In music class, students explore
different ways of reading the poem: low and high voice; slow and
fast; with suppression of words. (increasing / decreasing / strong /
piano). In a group, students explore the poetic text reading at
different rhythms accompanying with drum, bells, clubs and tools.
Evaluation
methodology
Performance of students in individual and group work; Completion
of a self-assessment form by the students;
interpretation and musical execution.
photos: https://goo.gl/eJmZDd

Title Portuguese Language with Music
Age/level 3 to 10 years/ Levels: Kindergarten and Primary School
Main Competence Mother Tongue and Music Competence
Secondary Competence Improve oral expression;
Explore rhymes and rigmarole
Play rhymes and flicks;
Working the child's expression;
Understand the notion of syllable;
Explore the voice and the body to produce different sounds.
Resources Syllable Games, Interative board; internet, computer, sound
speakers, drum, prongs, bells and clubs.
Description of the
what do the pupils
In the mother tongue classes, the students explore different
“rigmarole” and their rhymes. In a group, the students create
gestures and present the language to their classmates. In the
following sessions students explore the words on the interactive
whiteboard and separate the syllables from the words. Using body
beats or instruments students count the syllables of words. Then
different children's songs are explored and students use body
language and voice.
Evaluation
methodology
Performance of students in individual and group work; Completion
of a self-assessment form by the students;
interpretation of children's songs and body language and voice.

SZKOLA PODSTAWOWA NR 2 IM. JANA KOCHANOWSKIEGO, POLAND
Title Mother tongue: Collection of vocabulary around the subject: Winter. Safety during
winter holidays.
Age/level 8 years, 3rd grade
Main Competence Mother tongue
- Music influences the efficiency of the mind, concentrates, and makes the classes more
attractive.
- Music has a positive influence on learning Polish language.
- Rich vocabulary related to winter
- Shaping the habits of taking care of your own safety during winter play
Secondary
Competence
Student:
- Recognizes winter sounds - frosty wind, snow crashes, skiing, sled bells, etc.
- He knows a lot of words related to winter
- Cooperates with students group, listens when others talk
- Cares for safety during winter play
- Improves skater movements
- Sings a song about winter with a dance interpretation
Required time - 1.5 minutes - listening to sounds
- Approx. 10minutes - work in groups – writing words, control of work by reading and
hanging cards on the board
- 2 minutes - midday break
- 2 minutes - singing a song with a dance interpretation
- The whole class lasts 45 minutes.
Resources - sound effects - winter sounds- https://ucze.pl/zasob/efekty-dzwiekowe-mrozny-
wiatr-skrzypienie-sniegu-dzwonki-san-jazda-na-
nartach/?segment=163&cycle=2141
- A. Vivaldi's music CD, the Four Seasons series - „Winter” or
https://www.youtube.com/watch?v=TjhbQDfI0rg
- C. Saint-Saens's melody from the animal carnival series - "Swan”-
https://www.youtube.com/watch?v=nMGQ-EkyM9I
- A song “Zimowa wyliczanka”– CD or
https://www.youtube.com/watch?v=tG1yxLLUNBY

Description of the
activity: methodology;
What does the teacher
do? What do the
students do?
The teacher formulates and discusses the commands, helps the students and observes
them, and plays the appropriate music.
Students are able to perform the following commands:
They spell winter sounds. Students carefully listen to the sounds and correctly guess them.
In groups, they write words that they associate with winter. Together they create as much
as possible - the team that knows and writes the most "winter words" will win. They work
in groups.
Students mimic the movements of the skater, improvise dance on ice.
Students sing a song about winter sports with dance improvisation.
Evaluation
methodology
- Music has positively influenced the students.
- Students well know the winter sounds.
- By listening to Vivaldi's "Winter", they invented a lot of words related to winter. As
they worked in groups, they were focused on work.
- The music positively influenced the students and encouraged them to have fun. Very
well interpreted "ice skating". They will know how to take care of their own safety
while playing on ice.
- The students sang the winter song very beautifully and the singing is accompanying
by the movement by their own interpretation. They know how to play safely in the
winter.
Records of my classes:
http://www.sp2zabki.idsl.pl/filmy.html#flimy1
Pictures:
http://www.sp2zabki.idsl.pl/zdjecia.html#z1
Title Mother tongue: Onomatopoeia
Age/level Fourth-sixth grade / 10-13 years.
The ability to see the onomatopoeia in the surrounding world.
Secondary School Imitation and recognition of the sounds of the surrounding world, stimulation of
imagination, ability to cooperate in a group, enriching active vocabulary of students.
Required time 45 min.
Resources E-book for fifth grade students - “Piąta strona świata”, subject no. 87- “Do góry
nogami”.
Description of the
activity:
methodology; What
does the teacher do?
What do the
students do?
Teacher:
• explains the term "onomatopoeia";
• instructs the students to listen to the sounds of the surrounding world,
• makes students sensitive to perceiving details of everyday life,
• stimulates their imagination,
• encourages them to activity;
• evaluates student work.
Students:
• use the "onomatopoeia" term;
• see places where onomatopoeia likes to "live";
• use the sounds surrounding their everyday reality;

• guess who or what sounds like it was presented;
• they talk about the emotions that give rise to the presented sounds;
• enrich active vocabulary by recording auditory impressions;
• overcome their own shyness and embarrassment with public speeches;
• objectively evaluate their own and others work.
Evaluation
methodology
Observation of classes, evaluation of student work.
Documentation (link
to photos, videos,
etc).
Title Mother tongue: Tongue twisters
Age/level Fourth-sixth grade / 10-13 years
Singing of the poetical piece by Małgorzata Strzałkowska, entitled “Cztery
jędze spod Swarzędza” with own melody.
Seconadry Competence Developing the efficiency of beautiful, loud, clear and expressive recitation of
phonetically difficult literary texts, the ability to express the feelings with the
help of words, the enrichment of vocabulary.
Required time 45 min.
Resources Małgorzata Strzałkowska, “Cztery jędze spod Swarzędza" Wiersze, że aż
strach!, Warsaw 2012
Description of the
activity: methodology;
What does the teacher
do? What do the students
do?
Teacher:
• gives the literary texts – poem of Małgorzata Strzałkowska entitled
“Cztery jędze spod Swarzędza”;
• orders to read the poem quietly and reflect on its content;
• suggests musical interpretation of the poem;
• evaluates student work
Students:
• get to know the texts, read the poem quietly, together with the
teacher they explain the incomprehensible words and phrases, talk in
their own words about the lyrical situation presented in the poem;
• learn to expressly read literary texts, that is, with the help of words
expressed in the line of feelings and experiences;
• practice phonetically pronunciation of difficult words;
• read the fragments of the song "Cztery jędze ze Swarzędza" in their
chosen way, e.g.: the melody of popular Polish songs, slowly, quickly,
cheerfully, sadly, grimly, sadly, etc.;
• objectively evaluate their own and colleagues works;
• stimulate the imagination
Evaluation methodology Observation of classes, evaluation of student work.

10.2 PART 2: TEACHING AND LEARNING SCIENCE BY MUSIC
10.2.1. ARGUMENT
The second thematic block was devoted to the scientific expertise and was led by
Romania.
In primary school it can be applied to the natural sciences and in the secondary in
Chemistry and Physics.
• Inserting a background of classical music in the classrooms;
• The lesson begins and ends with 5 minutes played by the piano music (or other
instrument) by a larger student or a teacher;
• The algorithm of the problem of Chemistry, Physics and Sciences solution is proposed
in verse of a song (accompanied on the piano or other instrument by pupils or
teachers);
• it will be allowed to students who serve as Science, Chemistry or Physics to listen to
music with earbuds testing;
• relaxing activities with Science after school according to the principles of meloterapia.
One of the basic effects of using music in teaching sciences is that music is improving
students’ attention and motivation. They can concentrate better, the subject is more
interesting and, therefore, an extrinsic motivation for studying sciences becomes intrinsic
because students find sciences interesting and challenging.
In primary school, with the help of various types of music related to different natural
processes, teachers can help shaping and developing the abilities of exploration and
investigation of reality, as well as develop an interest regarding the living environment. An
effect of exploring and being interested in nature is the raising awareness towards the effects
of human activity in nature. An extended gain of the process of making all science classes with
music will be the knowledge of the natural world and its processes, the understanding of
changes in nature and various developmental phases (water cycle, seasons etc.), as well as the
importance of water, warmness and light for humans, animals, and plants.
For example, making associations between the verses or the rhythms of the songs and
the objects to be analyzed (parts of the body, plants, processes in nature etc.), singing rhyming

songs accompanied by piano, flute, violin or computer music creates memory connections that
will help students recognize and reproduce specific information and solving tasks.
In secondary school, music in science classes such as physics, chemistry, biology etc.,
will lead to an analytical approach to defining scientific questions and, on this ground, students
are more open to a broad-based knowledge acquisition, they are interested and motivated to
create their own scientifically testable hypotheses and then to do their own interpretation and
analysis of data.
A simple example: on a string instrument, it is possible to play harmonics (standing
waves) by creating nodes because these occur when a player touches the string at specific
points very gently with a finger while trying to make a sound normally with the bow; this effect
is only possible when the player’s finger is in exactly the right spot. Similarly, electrons can only
exist in shells. The analogy is even more appropriate when students study electrons and
quantum states in more detail.
For younger students, it is possible to explain the characteristics of sound waves by the
help of musical instruments: frequency, amplitude, length, period and speed. Various types of
sounds are made, for example, with various wind, string and percussion instruments and
intuitively even very young students can understand the characteristics of sound waves. Also,
teachers can initiate discussions on the concept of resonance and application of the concept to
the analysis of musical instruments that involve the vibration of strings and air inside a column.
Using music in classroom, using real instruments help students recognize that waves
are a way for energy to travel, as distinct from the kinetic energy carried by a moving object,
and also understand basic wave properties like amplitude, superposition, and interference, or
for periodic waves, they learn know how frequency, wavelength, and wave velocity are
related, and thus understand how physical systems can be made to vibrate in frequencies that
correspond to the notes of the musical scale.
A specific and simple application of the example above is to take primary as well as
secondary students to a concert: there is plenty of sound in a concert hall where an orchestra
is playing. Each instrument vibrates in its own way, producing the unique sound associated
with it.
Music in the classroom, during science classes is something new, something interesting and
somethings that raises concentration and willingness to know, to understand, to explore, and
to discover. This leads to the development of scientific attitude and scientific thinking, as well
as development of scientific values of inquiry, creativity, perseverance, honesty, tolerance,
accuracy, respect for natural processes and their properties.
Title Plants (Natural Sciences)
grade

Competențe
principale
Shaping and developing the abilities of exploration and investigation of
reality using specific tools and procedures
Competențe
secundare
➢ Recognition of the main parts of plants and their role
➢ Development of an interest regarding a balanced living environment
➢ Raising awareness regarding the effects of human activity on nature
➢ Recording of their observations regarding some phenomena or
processes of plants
Resources o Handouts with the lyrics of songs: The voice of flowers, Zum, zum,
zum (a song of bees)
o Handouts with drawings of the parts of plants
o Snowdrops, tulips, plants with roots
o Pictures illustrating plants
o Musical instruments: piano, flute, cello
o Science books, colouring handouts, botanical atlas
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
➢ Listening to different songs related to the topic of spring flowers (The
Voice of Flowers)
➢ Selecting specific information from songs and then synthesize it in
drawings
➢ Making associations between the verses of the songs and the plants to
be analyzed
➢ Performing various songs according to the topic
➢ Singing rhyming songs accompanied by the piano, the flute and the
violin and then solving song-related tasks
➢ Using rhythmic verses/ words by making hands percussion on desks and
body
➢ Listening and singing Zum, zum, zum (a song about bees) and solve
song related tasks useful in understanding the role played by bees in the
life of plants
➢ Establishing connections between the work of bees and the growth of
plants, as well as the short-term and long-term effects
Evaluation
methodology
❖Systematic observation of pupils
❖Song interpretations
❖Associations of plants and musical instruments (the sounds they
produce)
❖Identification of similarities and differences between plants with the
help of the music listened to/ performed
❖Presentation of the process of the growth of plants in relation to the
work of bees
❖Completion of evaluation worksheets while listening to certain pieces of
music
Documentation (link
Title Ionic Bond (Chemistry)
grade

Competențe principale Analytical approach to defining scientific questions:
Why a metal and a non-metal love each other?
Competențe secundare ➢ Broad-based knowledge acquisition: students know the atomic
structure of metals and non-metals
➢ Creation of scientifically testable hypotheses: could a metal and a
non-metal love each other? Why not?
➢ Interpretation and analysis of data: how does the Ionic bond take
place: use of sweet candies!
Resources o Musical instruments: piano, violin
o Handouts with the Ionic bonding
o Short theatre sequence with actors: story-teller, metal character
and non-metal character
o Sweet candies for electrons
Description of the
what the pupils do
➢ In front of the class, there is a story teller and 2 other characters:
a metal and a non-metal
➢ Each student has a poster on his/her T-shirt with METAL and
NON-METAL
➢ There is also a student playing the piano and a student playing
the violin
➢ While a sad song is played on the violin, the story teller says that
the metal and the non metal are very sad because they have no
stable structure of electrons on their last layer
➢ The metal gives electrons/sweet candies to the non-metal and
therefore it will have a stable structure
➢ The non-metal receives the electrons/sweet candies and will also
have a stable structure
➢ The metal becomes a positive ion and the non-metal becomes a
negative ion: together they create a Ionic bond
➢ Now, a happy play starts at the piano and the metal and the non-
metal are dancing together... happily ever after!
➢ All the students in the class eat sweet candies (not electrons) and
work in pairs to draw various Ionic bonds on their papers
➢ METAL AND NON-METAL LOVE EACH OTHER!
Evaluation methodology ❖ Performance of the short theatrical sequences
❖ Association of the formation of Ionic bonds with musical tunes
Title Covalent Bond (Chemistry)
grade
Competențe principale Analytical approach to defining scientific questions: I WONDER
WHETHER NON-METALS LOVE EACH OTHER?
Competențe secundare ➢ Broad-based knowledge acquisition: students know the atomic
structure of non-metals

➢ Creation of scientifically testable hypotheses: non-metals love
each other? Of course they do!!
➢ Interpretation and analysis of data: how does the Covalent bond
take place: use of sweet candies!
Resources o Musical instruments: piano, violin
o Handouts with the Covalent bonding
o Short theatre piece with actors: story-teller, two non-metal
characters
o Sweet candies for electrons
Description of the
what the pupils do
➢ In front of the class, there is a story teller and 2 other characters:
two non-metals (eg: 2 Oxygen atoms)
➢ Each student has a poster on his/her T-shirt with NON-METAL
➢ There is also a student playing the piano and a student playing the
violin
➢ While a sad song is played on the violin, the story teller says that
the non metals are very sad because they have no stable structure of
electrons on their last layer
➢ The non-metals put together some of their electrons/candies and
therefore they will both have a stable structure
➢ Together they form a Covalent bond
➢ Now, a happy play starts at the piano and the non-metals are
dancing together... happily ever after!
➢ All students in the class eat sweet candies (not electrons) and work
in pairs to draw various covalent bonds on their papers
➢ NON-METALS LOVE EACH OTHER!
Evaluation methodology ❖ Performance of the roles given
❖ Association of musical tunes to the formation of Covalent bond
Title The Atom (Physics)
grade
Competențe principale Identification of atoms, atom structure, characteristic element, atomic
relative mass, the characteristics of periodic table, the subject matter and
description of subject matter
Competențe secundare ➢ Using proton number and the simple structure of atoms to
explain the periodic table, with special reference the elements of
proton number 1 to 20
➢ Describe the building up of electrons in “shells” and understand
the significance of valence electrons and the noble gas electronic
structures
Resources o Musical instrument: piano
o Scores created by music teachers for the Hymn of the Atom
o Short poems written by students about the atomic structure

Description of the
what the pupils do
➢ Students work together in writing the lyrics of the hymn of the
atom
➢ The music teacher writes the score for the hymn of the atom
➢ Students learn the structure of the atom with the song, rehearsing
and singing it together, accompanied by the piano
➢ While rehearsing the hymn, the teacher gives scientific
information connected with the atomic structure: handouts with
neutrons, electrons, protons, nucleons, what orbitals mean and so
on
Chemical literature:
➢ Everybody with a common sense knows that during Chemistry
class we are struggling to calculate and understand how atoms
never lose their neutrons, nor protons, nor electrons!
➢ The orbitals s, f, p, orbitals type d, they all look like students that
study hard Chemistry, and then they look like teachers that are
trying hard to teach us all Chemistry!
Evaluation methodology ❖ Attainment of the structure of the atom through singing a song
❖ Completion of the handouts in a musical setting
Title Atomic Structure (Chemistry)
grade
Competențe principale Acknowledge that atoms of different elements can bond to form new
substances that often have very different properties from the original
elements.
Competențe secundare ➢ identify elements either metals, non-metals, or metalloids, and
know where they are on the periodic table. (For example, non-
metals are to the right of the “staircase”.)
➢ identify the properties of metals, non-metals, and metalloids.
➢ Understand that non-metals tend to share valence electrons with
each other when forming compounds, and that this is known as
covalent bonding.
➢ Understand that a metal and a non-metal will typically form a
compound with the metal giving up electrons and the non-metal
taking electrons, and that this is known as ionic bonding.
Resources o musical instrument: piano
o scores: J.S. Bach, D. Scarlatti, Fr. Chopin etc.
o periodical system of elements
o handouts with atom structure
o poems about atoms
Description of the
➢ students write poems about the structure of chemical elements:
the lyrics contain notions about the structure of the atom

what the pupils do
➢ all students in class try to write poems: atom structure, atom
properties etc. and then choose the scores (or any song they like
if they cannot read scores) that they consider suitable for their
poem (e.g. J.S. Bach, D. Scarlatti, Fr. Chopin)
➢ students work in pairs (or groups): one student plays the piano,
another student recites the poem in front of the classroom
➢ or: students work in groups of 6 and 4 of them make a quartet to
play the music of the atom, and the other 2 recite the poem like a
dialogue
Evaluation methodology ❖ Poem performance
❖ Completion of worksheets
Title Reflection and Refraction of Light (Physics)
grade
Competențe principale Understanding of the process of interaction of light with various surfaces
Competențe secundare ➢ knowing that the angle at which light hits a reflecting surface is
called the angle of incidence and the angle at which light
bounces off a reflecting surface is called the angle of reflection
➢ measuring the angle of incidence and the angle of reflection
Resources o drawings of reflection and refraction of light
o optical prism
o musical instruments: piano
o poems with optical phenomena
o scores
Description of the
what the pupils do
➢ all students in the class are drawing with coloured pencils the
reflection and the refraction of light while listening to piano
music (recommended classical music)
➢ while the class is drawing, a pair of students introduce reflection
and refraction with scientific information in poetry: a student
goes to the piano and starts a play of his/her own choice and the
other recites the poem about reflection and refraction of light
Evaluation methodology ❖ Completion of tasks required
Title Sound Waves (Natural sciences/ Physics)
Age/ level 8 / 12 years – 2nd
/ 6th
grade
Competențe principale Recognize that waves are a way for energy to travel, as distinct from the
kinetic energy carried by a moving object
Competențe secundare ➢ Understand basic wave properties like amplitude, superposition,
and interference (constructive and destructive)

➢ For periodic waves, know how frequency, wavelength, and wave
velocity are related
➢ Understand how physical systems can be made to vibrate in
frequencies that correspond to the notes of the musical scale
Resources o String instruments such as: violin, cello, guitar, piano
o Various percussion instruments
o Wind instruments: flute, oboe, etc.
Description of the
what the pupils do
String
➢ On a string instrument, it is possible to play harmonics (standing
waves) by creating nodes
➢ These occur when the player touches the string at specific points
very gently with a finger while trying to make a sound normally
with the bow
➢ This effect is only possible when the player’s finger is in exactly
the right spot
➢ Similarly, electrons can only exist in shells. The analogy is even
more appropriate when students study electrons and quantum
states in more detail
Wind, string, percussion
➢ For younger students, it is possible to explain the
characteristics of sound waves by the help of musical
instruments: frequency, amplitude, length, period and speed
➢ Various types of sounds are made, for example, with various
wind, string and percussion instruments and intuitively even
very young students can understand the characteristics of
sound waves
➢ Discussions on the concept of resonance and application of
the concept to the analysis of musical instruments that
involve the vibration of strings and air inside a column
Orchestra
➢ Take your students to a concert: You can hear plenty of sound in
a concert hall where an orchestra is playing.
➢ Each instrument vibrates in its own particular way, producing
the unique sound associated with it.
➢ The acoustical power coming from these instruments originates
with the musician.
➢ It is the energy of a finger thumping on a piano key and the
energy of the puff of air across the reed of the clarinet and the
energy of the slam of cymbals against each other that causes the
instrument’s vibration
➢ An orchestra with 75 performers has an acoustic power of about
67 watts!!!
Evaluation methodology ❖ Associations between wave properties, physical systems and
musical sounds

Title Standing Waves and Music – Chladni Plates (Physics)
Age/ level 8/12 years - 2nd
/ 6th
grade
Competențe principale Understanding the various modes of vibration of a rigid surface
Competențe secundare ➢ Ability to use a cello bow to excite the edge of a thin metal or
wooden plate.
➢ Knowledge about and ability to use an oscillator, amplifier, and
an electro-mechanical oscillator. The great advantage is that we
can easily vary the frequency of excitation thereby providing a
whole vista of experimentation
Resources o any type of sound producing device that will make standing
waves and register the frequency
o metal plate
o salt and coloured sand
o violin bow, cello bow
Description of the
what the pupils do
➢ Methods: standing waves and music Chladni Plates
➢ Technique: study the motions of vibrating plates: starting with a
metal plate whose surface had been lightly sprinkled with sand,
students can see that bowing it produces characteristic patterns
that could be related to the physical dimensions of the plate
Evaluation methodology ❖ Practical experiments and interpretation of their results
Title Water Cycle in Nature (Physics)
Age/ level 8/12 years – 2nd
/ 6th
grade
Competențe principale Knowledge of the natural world and its processes
Competențe secundare ➢ Understand changes in nature and various developmental phases
(water cycle, seasons etc.)
➢ Understand the importance of water, warmness and light for
humans, animals, and plants
Resources o big screen, loud speakers
o various videos with music and animations of natural processes
like water cycle in nature
o handouts with the water cycle in nature and coloured pencils /
tempera
o https://www.youtube.com/watch?v=uT3SBzmDxGk
https://www.youtube.com/watch?v=Az2xdNu0ZRk
Description of the
what the pupils do
PHASE 1: We are preparing to see a cello concert
➢ The mass of water on Earth remains fairly constant over time but
the partitioning of the water into the major reservoirs of ice, fresh
water, saline water, and atmospheric water is variable depending
on a wide range of climatic conditions

➢ The water moves from one reservoir to another, such as from
river to ocean, or from the ocean to the atmosphere, by the
physical processes of evaporation, condensation, precipitation,
infiltration, surface runoff and subsurface flow.
➢ The water goes through different forms: liquid, solid, and vapor.
PHASE 2: At the seaside, the sun is rising - evaporation
➢ Cello concert starts smoothly:
➢ The sun, which drives the water cycle, heats water in oceans and
seas. Water evaporates as water vapor into the air. Ice and snow
can sublimate directly into water vapour. Evotranspiration is
water transpired from plants and evaporated from the soil.
➢ As altitude increases, air pressure decreases and the temperature
drops down.
PHASE 3: Rain is coming - condensation, precipitation
➢ Cello concert changes into increased intensity:
➢ The lowered temperature causes water vapour to condense into a
tiny liquid water droplet which is heavier than the air, such that it
falls unless supported by an updraft. A huge concentration of
these droplets over a large space up in the atmosphere become
visible as cloud. Fog is formed if the water vapour condenses
near ground level, as a result of moist air and cool air collision or
an abrupt reduction in air pressure. Air currents move water
vapour around the globe, cloud particles collide, grow, and fall
out of the upper atmospheric layers as precipitation.
PHASE 4: Rivers are flowing...forte - infiltration, surface runoff
➢ Cello concert becomes more intense, increased in intensity and
speed, also with elements of percussion on cellos:
➢ Some precipitation falls as snow or hail, sleet, and can
accumulate as ice caps and glaciers, which can store frozen water
for thousands of years. Most water falls back into the oceans or
onto land as rain, where the water flows over the ground as
surface runoff.
➢ A portion of runoff enters rivers in valleys in the landscape, with
streamflow moving water towards the oceans. Runoff and water
emerging from the ground may be stored as fresh water in lakes.
➢ Not all runoff flows into rivers, much of it soaks into the ground
as infiltration.
PHASE 5: back to the ocean
➢ Cello music loses intensity and at the end replays the theme:
➢ Some infiltration stays close to the land surface and can seep back
into surface-water bodies (and the ocean) as groundwater
discharge. Some groundwater finds openings in the land surface
and comes out as freshwater springs. In river valleys and
floodplains, there is often continuous water exchange between
surface water and ground water in the hyporheic zone. Over time,
the water returns to the ocean, to continue the water cycle.
PHASE 6: Water cycle...cycling again

➢ Cello theme starts again, with image of the actual concert: and the
public is amazed with happiness!
Evaluation
methodology
Explaining each phase of the water cycle in nature by the help of music as
it has been learnt
Title Exploring the Environment (Natural Sciences)
Age/ level 7 years / 1st
grade
Competențe principale Identification of certain phenomena, consequences of actions and simple
processes
Competențe secundare
➢ Accomplishment of functional and/or aesthetic creations using
diverse materials and basic techniques
➢ Finding simple explanations through the use of logical elements
➢ Problem solving starting from the observation of some common
natural features
➢ Expression of oral messages using a few scientific terms
➢ Exploration of the abilities of relating to the others
Resources o Handouts with the lyrics of songs: The wind puts the leaves of
the trees in motion, The wind blows the windmill, All the flowers
are coloured, Shine little star
o Handouts with numbers, questions about sources of energy, topic
related images/ posters
o A castle where summer is a prisoner, windows to be opened to
free summer
o Pictures illustrating the sun, the castle, the windows, the
pinwheel, flowers
o Musical instruments: piano, violin, pipe
o National Syllabus, Textbooks, Science books, colouring
handouts, Pedagogical Books
Description of the
what the pupils do
➢ Using explanation on musical rhythms to facilitate
understanding processes, phenomena
➢ Practice a wide range of rhythmical exercises in order to revise
and consolidate specific scientific knowledge
➢ Development of simple musical conversation including scientific
elements
➢ Problem-solving tasks starting from the themes discussed and
one musical line per theme
➢ Team work, using music creatively while performing songs
➢ Working independently in order to assimilate the scientific
elements through music
Evaluation methodology ❖ Systematic observation of pupils
❖ Song interpretations

❖ Recognition of sources of energy
❖ Identification of similarities and differences between sources of
energy
❖ Managing to open the windows that allow ‘summer’ to escape
from the castle
❖ Completion of evaluation worksheets while listening to certain
pieces of music
❖ Responses given during students’ interactions on the margin of
the wind, the light, warmth, electricity, the sun etc.
Title Dissolution of Solids and Liquids. Capillarity of Particles
grade
Competențe principale Observation of various natural processes and phenomena through
experiments
Competențe secundare ➢ Making associations between different stages of development in
scientific processes
➢ Dealing with a range of criteria regarding the characteristics of
particles
➢ Selection of particles according to the purposes chosen
Resources o Pieces of classical music (Bach, H.Bertini, Mendelssohn etc.)
o Musical instruments: piano, flute, cello, violin
o Materials: salt, sugar, sand, glasses of water, oil, ink, colour
additive (blue and red), toilet paper, corrugated paper rolls etc.
o Handouts with various theme related tasks
o Process presentation in small steps on musical rhythms
Description of the
what the pupils do
➢ Performance of different classical pieces according to the topic
of the activity (dissolution of solids into liquids, dissolution of
liquids into liquids, dissolution of liquids used for food into
other liquids, capillarity of particles etc.) and using musical
instruments (piano, violin, flute, cello)
➢ Carrying out a wide range of experiments having classical music
in the background (Bach, Bertini, Mendelssohn etc.)
➢ Revising the previous knowledge by resorting to music and the
information it awakens in students’ minds: memory anchorage
with music
➢ Asking and answering questions in a musical setting
➢ Preparation of materials required on certain musical rhythms
➢ Paying attention to the sounds involved in the experiments
carried out and connecting them to the music listened to:
memory anchorage sound-experiment-phenomenon
Evaluation methodology ❖ Systematic observation of pupils

❖ Interpretations of pieces of classical music in accordance to the
experiments carried out
❖ Identification of similarities and differences between liquids,
solids and other particles
❖ Answering questions about the dissolution of liquids, solids, the
role of colour additives and the capillarity of particles
❖ Completion of experiments while listening to certain pieces of
music
Title Characteristics and Transformations of Lifeless Particles
(Natural Sciences)
Age/ level 9 years / 3rd
grade
Competențe principale Exploration of the characteristics of particles, phenomena and processes
Competențe secundare ➢ Investigation of the environment using specific tools and
procedures
➢ Solving daily life problems
Resources o Handouts with the lyrics of songs about the seasons
o Handouts with drawings of a tree changing according to the
season
o Pictures illustrating specific elements for the four seasons
o A. Vivaldi (fragments from the four seasons)
o The surprise basket containing cards with seasons and musical
scores as small presents
Description of the
what the pupils do
➢ Listening to different songs related to the seasons
➢ Selecting specific information from songs and then synthesizing
it in drawings
➢ Making associations between the pieces of music and the
seasons
➢ Performing small pieces of music according to each season
➢ Using the specific terms on the theme of seasons in various
contexts and with different goals
➢ Working in groups in order to achieve the expected result
➢ Encouragement of artistic expression of feelings and emotions
through music and drawing
➢ Adopting proper body posture during the activities
Evaluation methodology ❖ Observation of pupils
❖ Performance of pieces of music and interpretation of music
through drawing
❖ Associations of music with the specific notions used in
connection to seasons
❖ Degree of cooperation in the process of reaching a result
❖ Using the specific notions in other contexts

❖ Completion of evaluation worksheets while listening to music
❖ Acknowledgement of the main features of each season through
musical expression
Title Magnetic phenomena (Physics)
grade
Competențe principale Structured scientific investigation through experiments
Competențe secundare ➢ Scientific explanation of some simple phenomena in Physics and
some technical applications
➢ Interpretation of data and information obtained through
experiments regarding simple phenomena in Physics
➢ Solving problems / situations through methods specific to
Physics
Resources o Presentation of magnets – definition and properties
o School magnet kit
o Pieces of music reflecting the world of magnets (flute, guitar),
Jean Michel Jarre, Magnetic Field
o Materials: screw or iron nail, wire, battery, paper clips
o The National Syllabus for Physics
Description of the
what the pupils do
➢ Starting the lessons with a piece of music played at a musical
instrument (flute, piano)
➢ Presentations of the topic of the lessons emphasizing definitions
and characteristics
➢ Bringing practical materials in class, such as the school magnet
kit
➢ Building experiments in Physics in relation to music in different
ways according to the content of the lesson, to the knowledge to
be acquired, students’ attitudes and approaches of the process or
the laws governing the issues taught
➢ Drawing students’ attention to an increased focus on building a
magnet with the help of music
➢ Facilitating students’ understanding of various phenomena in
Physics by using music as a link between the laws governing
Physics and the way they work in the world
❖ Associations of musical pieces and the issue explored from
Physics in order to remember better the scientific notions and
stages
❖ Students’ involvement in the accomplishment of the task (e.g.
building an electromagnet)
❖ Achievement of the final product (e.g. electromagnet) and
testing it for proper working (checking whether the
electromagnet attracts the paper clips or not)

Title How to Make Your Own Slime and Chemical Volcano?
grade
Competențe principale Exploration of phenomena and properties of substances encountered in
daily activity
Competențe secundare ➢ Interpretation of data and information obtained during the
process of investigation
➢ Solving problems in concrete situations using algorithms and
tools specific to Chemistry
➢ Evaluation of the consequences of processes and effects of
chemical substances on the individual and the environment
Resources • Materials slime: glue, colour additive, shaving foam, liquid
washing powder, glitter
• Materials volcano: modeling clay (colour additive, water,
vegetable oil, flour, salt), jars, bowls, spoons, baking soda,
vinegar
• Presentation of chemical processes
• Musical instruments: piano, flute
• Song: I’m the amateur chemist
• National Syllabus for Chemistry
Description of the
what the pupils do
➢ Presentation of the chemical process that students have to carry
out as an experiment similar to You Tube videos of How to ….?
(combining the ingredients in order to obtain the chemical
mixture for the slime, combining the ingredients in order to obtain
the molding clay used for building the volcano, combining the
ingredients that render the chemical reaction similar to the
eruption of a volcano etc.) having classical music in the
background
➢ Creating a musical atmosphere in which the experiments to take
place so that students associate the peacefulness of the pieces of
music chosen with working with chemical mixtures
➢ Offering assistance to students in the development of the
chemical experiments carried out by each one of them through
simple suggestions or observations and encouragement in
working with substances
➢ Gradual movement from one stage to another so that students
notice the changes produced by the chemical reactions, movement
facilitated by the music played (piano, flute etc.)
Evaluation methodology ❖ Systematic observation of the gradual movement from one
chemical phase to another and students’ responses across the
process
❖ Preparation of the chemical mixtures and the substances
obtained (slime, molding clay)

❖ Achievement of the chemical reactions required (e.g. eruption of
the volcano)
❖ Pursuit of the chemical phases presented leading to the
accomplishment of the chemical experiment
Title “The Little Seed and Little Drop”
Age/level 1st Level
Pupils from kindergarten school
Pupils at their first year of primary school
Competențe
principale
Focus European Competence
BASIC COMPETENCE IN SCIENCE
Competențe
secundare
Acquisition and interpretation of contents
Comprehension of logical nexus, links
Use of specific language
Time required 2 hours and 30 minutes
Resources Headscarf
Orff instruments
Description of the
activity:
methodology, what
the teacher does,
what pupils do
Methodological principles inspired by the Dalcroze method
PRESENTATION/
WARM-UP
Stimulation of pupil
intuitions, through free
and little-structured
activities. Let
spontaneity emerge
through symbolic plays
Introduction
The teacher takes the pupils to the gym and
asks them to move freely in space pretending
to be many small water drops
Exploration of the body in free space with
spontaneous sound effects, with movements
suited to the drops
Sound added to movement
Presentation of the object facilitating
movement: the headscarf (freely in space)
Imagining the sound contexts linked to words
and the movement with the object
EXPLORATION
Leave time to explore the
topic proposed, dealing
with it in different ways
in order to have the pupil
Circle-time arrangement,
Animated storytelling
“The story of Little Seed and Little Drop”
1st
step: The teacher adds sound with the Orff
musical instruments while pupils tell the
story through their bodies.

experiment it from
different perspectives
2nd
step: the teacher repeats only the sounds
of the story while pupils tell the story with
their bodies
SCIENTIFIC
EXPERIMENTATION
Sowing
STRUCTURING
Giving the lesson a more
structured form, playing
through some elements
such as:
repetition, modules
Memorization of the doggerel with the main
steps of the course in order to interiorize the
process
Evaluation
methodology
activity
-Check tests and self-assessment questionnaire for the pupils at the end
of the activity
Documentation
(link to photos,
videos, etc).
Title “Water and its states”
Age/level 2nd Level
Pupils at their third and fourth year of primary school
Competențe
principale
Competențe
secundare
Resources Pictures
Orff instruments
Description of the
activity:
methodology, what
the teacher does,
what pupils do
PRESENTATION/
WARM-UP
activities. Let
spontaneity emerge
through symbolic plays
Evocative introduction
Presentation of pictures related to
atmospherical phenomena in circle time
Pictures exchanging and sharing.
Evocation of the emotions aroused: personal
description within the group
Warm-up
Body exploration:

-Individual free experimentation in space of
the movements suited to the drops
(gaseous/aeriform state)
-Groups experimentation of the movements
(liquid state)
-Movement experimentation in the bigger
group (solid state)
Sound exploration:
-Sound added to the movements with the
musical instruments
EXPLORATION
experiment it from
different perspectives.
Creating different paths
and being able to follow
them in the opposite way
and from different
starting points
Making up of three different groups
corresponding to the three different states of
water
- Handing out of the scientific text and
explanation of the task:
Searching for the key information and
representation of the three states
- Sharing of the group works
-in the bigger group, experimenting the three
changes of state through the body
SCIENTIFIC
EXPERIMENTATION
The changings of state
STRUCTURING
such as:
repetition, modules
Memorization of a rap song with the main
process
Evaluation
methodology
activity
-Check tests and self-assessment questionnaire for the pupils at the end
of the activity
Documentation
(link to photos,
videos, etc).
Title “The heart and the circulatory system”
Age/level 2nd Level
Students at their fifth year of primary school and first year of secondary
school

Competențe
principale
Competențe
secundare
Resources Orff instruments
Description of
the activity:
methodology,
what the teacher
does, what pupils
do
PRESENTATION/
WARM-UP
activities.
body expansion:
mobilization, explorating different
possibilities of expansion with the different
body parts
movement: the sponge/the dodecahedron
Free position in space.
The object expands and squashes.
Some aspects can be varied: accents, rhythms,
dinamics, speed.
-The teacher moves the object and the pupils
mirror the movements through their bodies,
showing speed, accents and intensity; then the
teachers invite the pupils to add vocal sound to
the movement
-Pupils in turns try to move the object, and the
others reply with their body
-(The pupil moving the object tries to add
sound, while the group moves accordingly).
EXPLORATION
experiment it from
and from different
starting points
Different rhythmical plays with the object
facilitating movements (increase, decrease,
invertion) in order to explore pulse
(Circle-time arrangement)
Work on gait in accordance with the pulse
(Free position in space).
SCIENTIFIC
EXPERIMENTATION
-Film watching on the functioning of the
circulatory system

-Clinic conversation
-Analysis of the didactic text
-At home: study on the text, analysis of the
specific terms and map construction
-Bodily reworking of the course
STRUCTURING
such as:
repetition, modules
Homework:
-Group creation of a rap song with the main
process
-Sharing of the group works
Evaluation
methodology
activity
-Check tests and self-assessment questionnaire for the pupils at the end of
the activity
Documentation
(link to photos,
videos, etc).
Title “The water cycle”
Age/level 3rd Level
Pupils at their first and second year of secondary school
Competențe
principale
Competențe
secundare
Time required 2 hours and 30 minutes
Resources Orff instruments
Description of
the activity:
methodology,
what the teacher
does, what pupils
do
PRESENTATION/
WARM-UP
activities.
Evocative and motivating introduction
according to the topic
-Listening of the different sounds linked to
natural phenomena (water cycle)
-Sharing of the emotions felt
-Searching for the movements to be matched
to the sounds

EXPLORATION
experiment it from
and from different
starting points
Making up of different groups
- Handing out of the scientific text
- Reconstruction of the process of the different
natural phenomena through music added with
the Orff instruments
SCIENTIFIC
EXPERIMENTATION
The water cycle through the reconstruction of
the microclimate
STRUCTURING
such as:
repetition, modules
Homework:
-Group creation of a rap song with the main
process
Evaluation
methodology
activity
Documentation
(link to photos,
videos, etc).
CEIP GLORIA ARENILLAS, ZARAGOZA, ESPANHA
Title Timbre and Duration
Age/level Infant Students 3, 4 and 5 years old
Competențe principale Musical and science Competences
Competențe secundare Linguistic Competence
Resources Percussion Instruments

Description of the activity To work the timbre we close our eyes, each one that you
touch have to say a phrase and the others guess who has
spoken. The teacher also plays an instrument without being
seen and they have to guess. After, Orff instruments are
distributed (small percussion) to touch and understand them,
depending on their material the sound will be more or less.
Before making that, they will be asked what they think.
Evaluation Very positive. Students were very motivated.
and links.
Title The glasses
Age/level Infant students. 3, 4 and 5 years old
Competențe principale Musical and Science Competences
Resources Water and glasses
Description of the activity The glass of water is filled at different heights and in each
case the glass is made to sound by rubbing the edge of the
cup with the wetted finger. Depending on the water level, it
will sound one height or the other (sharper or more deep).
Evaluation Very positive. Students were very motivated and they
wanted to discover if they could do the same with plastic
glasses.
and links.
Title Sound Vibration
Age/level Infant students. 3,4 and 5 years old
Competențe principale Musical and Science Competence
Competențe secundare Linguistic Competence: sound height.
Resources Metal plate, bicarbonate and string bow instrument.
Description of the activity We put bicarbonate on the plate we rub the frame on one edge
of the plate.

Depending on the height of the resulting sound, a figure or
another is created with the bicarbonate.
Evaluation Very motivated activity for the students.
and links.
Title Communicating glasses
Age/level Infant students. 3, 4 and 5 years old.
Competențe principale Musical and science Competences
Resources Plastic glass and wool
Description of the activity In pairs, they communicate through a telephone made with
two plastic cups, placed at the end of a piece of wool.
One speaks (says a word or phrase) while the other listens to
the message, then they change.
When you touch the string when you are emitting sound you
realize that it vibrates, therefore, you understand that the
waves pass through it.
Evaluation Very motivated activity for students.
and links.
Title Sound Duration
Age/level 1st
and 2nd
level of primary 6, 7 and 8 years old
Resources Metallic objects.
Description of the activity The duration corresponds to the time that the vibrations
produced by a sound are maintained. This parameter is
related to the rhythm. This parameter is represented in the
wave by the seconds it contains. It is one of the four essential
qualities of sound along with height, intensity and timbre.
Two metallic objects are struck and the sound is heard,

roughly calculating the duration. It is repeated but bringing
two threads that serve as a transmission of sound to the ear.
Evaluation The expected objectives are achieved and in most of the
students there is a process of reflection before starting another
activity trying to pose a hypothesis of what may happen.
and links.
Title Why does our voice seem to us different when we listen to it
recorded?
Age/level 1st
and 2nd
level of Primary. 6, 7 and 8 years old
Competențe principale Musical and Science Competence
Resources Metal objects
Description of the activity When we speak, in addition to expelling sound out of our
body, we are also doing it inward, and this is transported
through our bone structure through the tissues of the head,
which by their characteristics, reinforce the low frequency
vibrations, which They give that deeper tone to our voice.
How is this path that predominates, we listen to the result of
this internal conduction of sound. The microphones do not
record the reverberation of the bones but the sound waves
transmitted in an aerial way, when we listen to our recorded
voice we are eliminating the most predominant and familiar
phase, that of the internal conduction. And with it, the low
frequencies. Two metal objects are struck and the sound is
heard, roughly calculating the duration. It is repeated but
bringing two threads that serve as a transmission of sound to
the ear.
Evaluation The expected objectives are achieved and in most of the
students there is a process of reflection before starting another
activity trying to pose a hypothesis of what may happen. In
addition, they come to understand how our ear is designed, the
different channels of internal communication and how we
perceive objects through sound.
and links.

Title Height and timbre of sound on elastic membrane
Age/level 5th
level of Primary. 10-11 years old
Competențe secundare Linguistic Competence.
Resources Plastic can covered by an elastic membrane (latex glove or
balloon), with an opening, baking soda and cardboard tube.
Description of the activity With the mentioned resources, coupling the tube to the hole of
the boat, we emit a sound through the tube so that this makes
vibrate the membrane on which we have previously cast
bicarbonate. We verify that the bicarbonate acquires different
forms depending on the timbre and height of the emitted
sound. The more acute the sound, the more the bicarbonate
expands, and the more severe it becomes, the more it
concentrates towards the center.
Evaluation After the first failed tests, the students are able to venture the
evolution of the bicarbonate dispersion according to the
partner that emits the sound. Everyone is attentive and wants
to participate.
and links.
AGRUPAMENTO DE ESCOLAS DE VIEIRA DE LEIRIA, PORTUGAL
Title Reduce, recycle and reuse with Music
Age/level 10/12 years/ Levels: 4; 5 and 6
Competențe principale Science and Music Competence
Competențe secundare Understand the influence of pollution and its consequences on human health;
Fight the excess of plastic in the environment;
Promote healthy habits of life;
Educate students to the politics of the 3R: Reduce, Recycle and Reuse;
Understand the concepts of timbre and conventional and non conventional sound
source;
Interpret rhythms instrumentally with different intensities.
Resources Empty packaging for detergents, cereals, cans, glue, wires, bottle caps, Interative
Board; internet, computer, sound speakers, drum, prongs, bells and clubs.

Description of the
what do the pupils
In science class, as a group, students discuss their daily habits related to garbage
production. The students then watch a movie about the dangers of pollution to the
planet earth - https://www.youtube.com/watch?v=wcBwFCVC1R0 In a group,
students analyse the film and draw up a poster with the main causes of pollution.
Holding a debate on the causes of pollution and presenting some measures to
solve the problem. In the Musical Education class students explore songs about
the theme and build musical instruments with recycled material. In groups they
create different rhythms with the instruments exploring the timbre notions and
sound sources.
Evaluation methodology Direct observation and observation grid;
Performance of students in individual and group work; Completion of a self-
assessment form by the students;
Record Grid of the student's commitment and attitude.
Video:https://www.youtube.com/watch?v=AZuKql_e5UY&feature=youtu.be
Title Plants and Music
Age/level 4/5/6/7 Levels: Kindergarten and 1st and 2 grd.
Competențe principale Science and Music Competence
Competențe secundare Observe different plants in time;
Explore and identify the parts of the plants;
Make associations between the parts/roles discussed;
Explore crafts related with plants;
Experimental activities;
Develop the capacity to make forecasts;
Using rhythmic verses/ words by making hands percussion on desks and body.
Resources Different types of seeds; Empty containers, soil, water, Interative Board;
internet, computer, sound speakers, tambourine.
Description of the
what do the pupils
The students take a short walk through the surrounding space observing the
different types of plants. With the help of the teacher the students observe the
differences: size; color, species and shape. In the classroom the students also
explore the differences of various seed species: beans, corn, cabbage, lettuce,
fava ... Students separate seeds by size; color, species and shape. The story of
the seed is explored https://www.youtube.com/watch?v=nl76rvCvscI and then
the students perform the expression game that simulates the plant to grow from
the germination to the fruit.

Video: https://www.youtube.com/watch?time_continue=2&v=Z-wh2p3GKZE
Title Plants, Animals and Music
Age/level 6 to 10 Levels: Primary School.
Competențe
principale
Science and Music Competence
Competențe
secundare
Observe different plants in time;
Explore and identify the parts of the plants;
Recognize the parts of a plant and their role;
Make associations between the parts/roles discussed;
Explore expressive and musical activities about plants and animals Explore crafts
related with plants;
Using rhythmic verses/ words by making hands percussion on desks and body.
Resources Different types of seeds; Empty containers, soil, water, Interative Board; internet,
computer, sound speakers, tambourine.
Description of the
activity:
methodology, what
does the teacher,
what do the pupils
The students take a short walk through the surrounding space observing the different
types of plants. With the help of the teacher the students observe the differences: size;
color, species and shape. In the classroom different multimedia resources are explored
on plants and animals. Students carry out the tasks on the interactive whiteboard and
in groups prepare posters about the different parts of a plant and about wildlife and
domestic animals. Students explore the song "Gosto de Flores" -
https://www.youtube.com/watch?v=rJ356Jf71o4 and "Cuco na Floresta"
https://www.youtube.com/watch?v=8JM_nzE-ZR4, and “O Nosso Galo” exploring
rhythm and intensity. Students explore body movement as they sing songs.
Evaluation
methodology
Documentation
(link to photos,
videos, etc).
Video: https://www.youtube.com/watch?v=FMbL58_jtR8&feature=youtu.be
SZKOLA PODSTAWOWA NR 2 IM. JANA KOCHANOWSKIEGO, POLONIA
Title Natural science: We get to know the structure of a flower

Age / Level 7 years, 2nd
grade
Key competence Natural science
Influence of music on the memorisation of information, making the classes more
attractive.
Enrichment of the vocabulary connected with nature.
Competențe secundare The pupil
• Learns how to adapt body movements to the melody, rhythm and tempo
of a piece of music.
Time required at 2.13 - "Waltz of flowers" ["Walc kwiatów"] from the "Nutcracker" ["Dziadek do
orzechów"] ballet by P. Tchaikovsky - listening to the music and performing the
dance.
at 1.58 - "Every flower is a little world" ["Każdy kwiat to mały świat"], music: R.
Panek, lyrics: A. Markowska.
Sources Piece of classical music entitled: "Waltz of flowers" ["Walc kwiatów"] from the
"Nutcracker" ["Dziadek do orzechów"] ballet by P. Tchaikovsky
https://www.youtube.com/watch?v=QxHkLdQy5f0
Song entitled: "Every flower is a little world" ["Każdy kwiat to mały świat"], music:
R. Panek, lyrics: A. Markowska.
https://www.youtube.com/watch?v=UJ90QcB0Rkg
Description of
the exercise: methodology,
what the teacher does, what
the pupils do
The pupils create their own dancing arrangement with flowers (made by them
during art classes) for the song: "Flower Waltz" from the ballet "Nutcracker"
["Dziadek do orzechów"] by P. Tchaikovsky. Singing the song: "Every flower is a
little world" ["Każdy kwiat to mały świat"], music: R. Panek, lyrics: A. Markowska -
using their own body movements.
Evaluation of
the methodology
• The pupils got familiar with the structure of a flower.
Documentation
(link to photos, videos, etc.).
http://serwer1508943.home.pl/art,464,przyroda-klas-mlodszych
Title Science: Music with Glass Bottles
Age/level Fifth grade / 12 years
Competențe principale Science
What determines the pitch of sound?
Competențe secundare Pupil:
- knows that the pitch of the sound is the length of the air column
- knows that the pitch of the sound depends on the speed of vibration of air
- can prove it by doing simple experiments
Required time - Preparation of the experience 5 min.
- Presentation of the experience 5 min.
Resources www.fizyka.net.pl
https://www.youtube.com/watch?v=pSF-CnXl5Ow
https://www.youtube.com/watch?v=vTJmhqLhtnM

Description of the activity:
methodology; What does
the teacher do? What do
the students do?
Students under supervision of the teacher prepare the experience.
Materials: 5-6 same bottles, water.
The course of experience:
fill the bottles with water from the smallest to the largest. Then we (ascending)
blow air into them so that they sound.
Observations: Bottles emit sounds of different heights.
Conclusion: The longer the air column, the higher the sound.
Evaluation methodology The music from the bottle positively influenced the students.
- The students perfectly guessed the melody of the song
- They correctly observed and formulated the conclusion.
http://serwer1508943.home.pl/art,224,przyroda
Title Collection of vocabulary around the subject: Winter. Safety during winter
holidays.
Age/level 8 years, 3rd grade
Main competence - Music influences the efficiency of the mind, concentrates, and makes the
classes more attractive.
- Music has a positive influence on learning Polish language.
- Rich vocabulary related to winter
- Shaping the habits of taking care of your own safety during winter play
Other competences Student:
- Recognizes winter sounds - frosty wind, snow crashes, skiing, sled
bells, etc.
- He knows a lot of words related to winter
- Cooperates with students group, listens when others talk
- Cares for safety during winter play
- Improves skater movements
- Sings a song about winter with a dance interpretation
Required time - 1.5 minutes - listening to sounds
- Approx. 10minutes - work in groups – writing words, control of work by
reading and hanging cards on the board
- 2 minutes - midday break
- 2 minutes - singing a song with a dance interpretation
- The whole class lasts 45 minutes.
Resources - sound effects - winter sounds- https://ucze.pl/zasob/efekty-dzwiekowe-
mrozny-wiatr-skrzypienie-sniegu-dzwonki-san-jazda-na-
nartach/?segment=163&cycle=2141
- A. Vivaldi's music CD, the Four Seasons series - „Winter” or
https://www.youtube.com/watch?v=TjhbQDfI0rg
- C. Saint-Saens's melody from the animal carnival series - "Swan”-
https://www.youtube.com/watch?v=nMGQ-EkyM9I

- A song “Zimowa wyliczanka”– CD or
https://www.youtube.com/watch?v=tG1yxLLUNBY
methodology; What does
the teacher do? What do
the students do?
The teacher formulates and discusses the commands, helps the students,
observes them, and plays the appropriate music.
Students are able to perform the following commands:
They spell winter sounds. Students carefully listen to the sounds and correctly
guess them.
In groups, they write words that they associate with winter. Together they
invent and save as much as possible - the team that knows and writes the
most "winter words" will win. They work in groups.
Students mimic the movements of the skater, improvise dance on ice.
Students sing a song about winter sports with dance improvisation.
Evaluation methodology - Music has positively influenced the students.
- Students well know the winter sounds.
- By listening to Vivaldi's "Winter", they invented a lot of words related
to winter. As they worked in groups, they were focused on work.
- The music positively influenced the students and encouraged them to
have fun. Very well interpreted "ice skating". They will know how to
take care of their own safety while playing on ice.- The students sang
the winter song very beautifully and the singing is accompanying by the
movement by their own interpretation. They know how to play safely in
the winter.
Pictures:
http://www.sp2zabki.idsl.pl/zdjecia.html#z1

10.3. PART 3: TEACHING AND LEARNING OF MATHEMATICS AND INFORMATION TECHNOLOGY
AND COMMUNICATION THROUGH MUSIC
10.3.1. ARGUMENT
The third block was devoted to the mathematical and digital competences and was
under the guidance of Portugal.
Using music to improve math skills is already an idea and concept comproved by many
academic investigations. If music is associated with the use of information and communication
technologies (ICT) and different musical instruments, we will certainly increase students'
motivation to learn mathematical concepts. Music is very analytical and therefore facilitates the
development of students' critical and analytical thinking. In music the accomplishment of any
task presupposes the accomplishment of more than two things at the same time. It is often
necessary to read notes, to sing words, to follow a rhythmic pattern and to observe a conductor
and everything with the maximum artistic expression of the feeling that is being transmitted.
This requirement helps to prepare students to take a more insightful look and a greater wit to
focus on the center of the problems presented to them in different mathematical situations
during their schooling.
A student who learns to read a musical score is a student who will easily understand the
fractions. The whole note is the whole, half is half, one quarter is a quarter and so on. Musical
pieces are read by students as if they were reading mathematical symbols. The pieces of music
are divided into sections called measures or bars. Each measure incorporates an equal amount
of time. These are all mathematical divisions of time. Fractions are used in music to indicate
lengths of notes.
An example of the connection of music to math is the numerical sequence of Fibonacci.
This is a sequence in music which can be found on the piano scales. Also the exploration of
patterns in mathematics and music can help to structure the thinking and to develop the
student’s ability to establish predictions. One of the main aspects that music represents in the
teaching-learning process is the stimulus of the senses by the student. Any musical experience,
regardless of the style and instruments used, promotes greater ability of observation, location,
understanding, description and representation in who touches and in whom listens. The use of
various musical instruments in the classroom can highlight unknown abilities, increase the
interaction with objects and "know-how", among other important skills in the different phases
of student development. These skills may be applied not only to the development of one's own
musical aptitudes in the future but also to learning mathematical concepts and other concepts
in other subjects.
The student with ear trained for the observation of letters, can also be a good reader
and interpreter of texts that will help a lot in understanding and solving problematic situations.
The exploitation of musical games promotes student involvement in common tasks and ICT tools
can facilitate learning and can help in consolidating learning. As an example of some ICT tools

that can help in the exploration of mathematical contents with music we suggest: incredibox;
virtualdrumming; nyphilkids; fun2think; illuminations; mathplayground; Jungle Music; DoSolFa-
Lite - learn music; Patterns; Happy Piano - Solfeggio!; FluteMaster; Rhythm Teacher: Music
beats; Pianist HD : Piano + and Math4Kids.
• Models in Music and Mathematics: solve musical and mathematical problems finding
patterns;
• Beat your feet: students do practice by following a model and becoming familiar with
the concept of beat, tempo and rhythm.
• Mathematics and Music: the Fibonacci sequence;
• Numbers and songs: create and play songs based on mathematical concepts and facts;
• Bring the music in the classroom: celebrate with music in school, multicultural
activities with different types of music;
• Making music with your computer;
• Workshop with Professor Paulo Lameiro about music for children in early childhood;
• Workshop on Music and Mathematics with Carlota Simoes professor in the
mathematics department of the University of Coimbra.
Title Patterns with Music and ICT
Age/level 6 to 12 Levels: Primary School; 5 and 6 grade
Competențe
principale
Math with ICT and Music Competence
Competențe
secundare
Read different patterns;
Identify the module of a pattern;
Determine the following figure;
Write patterns with numbers and letters;
Use body and vocal language to read patterns and express feelings and ideas;
Develop spontaneity and individual dramatic creativity;
Develop different ICT skills.
Resources Interative Board; internet, computer, sound speakers, tambourine, castanets,
bells, drum, triangle,...
Description of
the activity:
methodology,
what does the
teacher, what
do the pupils
In the interactive whiteboard it is shown different types of patterns. Students
learn to identify the pattern module and discover the different types of
pattern. After oral exploration students read the patterns using letters and
numbers. Then they perform different beats exploring the rhythm and
intensity. Different songs are explored with musical and rhythmic patterns
https://www.youtube.com/watch?v=V7qlQwC0QdY In a following phase

students use different musical instruments and read the pattern by beating.
Students use their creativity to create the musical pattern.
Evaluation
methodology
Documentatio
n (link to
photos, videos,
etc).
Video: https://www.youtube.com/watch?v=FMbL58_jtR8&feature=youtu.
be
Title Patterns with Music Games
Age/level 6 to 12 Levels: Primary School; 5 and 6 grade
Competențe
principale
Math and Music Competence
Competențe
secundare
Numbers and numerical sequences;
Identify patterns in musical themes;
Use body and vocal language to read patterns and express feelings and ideas;
Resources Internet, computer, sound speakers, towel and balls
Description of
the activity:
methodology,
what does the
teacher, what
do the pupils
In a room where students can move freely, the teacher presents the activity.
Students choose a behavioural pattern and assign them a numerical code.
With the music the students move around the room and when they hear the
number they have to perform the task. If they make a mistake, they leave the
game. In the next session students explore body movement and seek to
identify the pattern of music. They try to associate a movement of the towel
with the musical pattern but try to avoid that the balls fall. In the next level
the students explore the music of the wheel where they associate a movement
and a beat to the musical pattern. Students repeat actions until they achieve
a harmonious movement.
Evaluation
methodology
Documentatio
n (link to
photos, videos,
etc).
Video: https://www.youtube.com/watch?v=Ly6EQtzcyKA&feature=yout
u.be

Title Sequences and regularities with Music and ICT
Age/level 4 to 12 Levels: Kindergarten, Primary School, 5 and 6 grade
Competențe
principale
Math, ICT and Music Competence
Competențe
secundare
Numbers and numerical sequences;
Determine terms of a sequence;
Identify patterns in musical themes;
Use ICT tools to learn and explore diferent sounds;
Resources Internet, computer, sound speakers, tablets, Interative whiteboard, ICT tools:
incredibox, virtualdruming, nyphilkids, fun2think, robots, ...
Description of
the activity:
methodology,
what does the
teacher, what
do the pupils
In the classroom and after the previous sessions the students identify the
module of the pattern and be able to identify different numerical sequences
the teacher divides the class into groups and presents the different computer
applications for the creation and exploration of patterns and sequences with
music. After the tools have been explored, the students change their activity
so that they can explore all the resources. At the end of each session each
group presents their productions to others. After these activities and while a
group presents their musical productions the students of the other groups are
invited to express with body movements a choreography for the music
listened to.
Evaluation
methodology
Documentatio
n (link to
photos, videos,
etc).
Video: https://www.youtube.com/watch?v=g7jckPU0xMo&feature=youtu
.be
Title “Formal patterns and musical structures”
Age/level 3rd Level
Pupils at fifth year of primary school
Pupils at first and second class of secondary school
Competențe
principale
DIGITAL AND MATHEMATICAL COMPETENCE

Competențe
secundare
Analysis of mathematical elements through some musical experiences
Situation and problem solving through perceptive experiences and global
approach to knowledge
Resources Objects facilitating movement:
bamboo sticks, headscarves, rope
Reworking softwares
Recorded tracks
Description of
the activity:
methodology,
what the teacher
does, what
pupils do
PRESENTATION/
WARM-UP
intuitions, through
free and little-
structured activities.
-Esploration of
strucutured and
non- structured
materials, in order
to have students
actively involved in
choosing their own
personal solutions.
Discrimination of musical phrases
movement: the headscarf
-Breathing in and breathing out while moving the
headscarf up and down
- While breathing out, make a trajectory (each one
making his/her own direction) when taking the
headscarf in the room
-Form groups of two and carry the headscarf
together, like a flying carpet, on improvised
musical phrases sung or played by the teacher (the
phrases must be of different lenghts, well clear and
separated)
-Form a circle and pass the headscarf one after the
other while following the music being played, at
the end of each musical fragment (play harmonic
progressions with fixed modular structure)
-Insert longer phrases: the student has to deliver the
headscarf only at the end of the phrase.
Presentation of the objet facilitating movement:
the bamboo stick
-The teacher hands a little stick to each pupil and
invites students to explore the material while
putting it in relationship to one’s body
-In circle-time setting, one after the other students
take a static bodily shape with the stick while
listening to the musical phrase played or sung by
the teacher: if repeated, the student imitates the
shape of his/her mate, if different, the student
makes a new one.
Exploration of the object following the times of
the musical progression
(track played or sung by the teacher, based on three
harmonic progressions the third of which is the

longest. The track is characterized by the
succession of moments of suspension through
musical cadences):
The teacher divides the students in groups of three
and each group identifies itself with a number from
1 to 3.
One after the other, the students make up a shape
following the times of the musical progression by
using the stick.
EXPLORATION
Leave time to
explore the topic
proposed, dealing
with it in different
ways in order to
have the pupil
experiment it from
different
perspectives.
Active listening of the Minuetto by Haendel
”Plays on water” in order to have students
experiment the phrasing (length of the phrases)
with their body:
-In circle-time setting, during the listening the
students show the length of the phrases by drawing
arches starting from different points of their body.
movement: the rope
Activity to be done with a group of four students at
a time: three students hold the rope and one leads,
by having the others move in space, shifting
direction at every phrase change.
STRUCTURING
Giving the lesson a
more structured
form, playing
through some
elements such as:
repetition, modules
Structural analysis of the musical track
Minuetto by Haendel
A A’ B B’ A’ Structure
(A’/B’= refrains for each theme)
A= 3 phrases 6+6+12
B= 3 phrases 6+6+12
-Listening and quantification of the musical phrases
and corresponding transciption on the blackboard
-Identification of the period of the structure divided
into three phrases which are in progression, the last
one being the longest
-Association of the different musical phrases with
the colours and headscarves return.
In circle-time setting, students move the headscarf
when they listen to their own phrase of reference;
-Creation of a coreography: students divided into
colour groups create a coreography showing the
structure as a synthesis of the proposals which have
been made
ELABORATION
Finding the
relationship among
the different
languages
Transfer of the numerical data of the studied track,
into graphical, mathematical, artistical and digital
language

Evaluation
methodology
activity
the activity
Documentation
(link to photos,
videos, etc).
Title “Let’s create our garden”
Age/level 1st Level
Pupils from kindergarten school
Competențe
principale
Competențe
secundare
Analysis and classification of elements of reality in order to catch their
relationships
Resources Everyday objects
Orff instruments
Recorded excerpt
Description of
the activity:
methodology,
what the teacher
does, what
pupils do
PRESENTATION/
WARM-UP
intuitions, through
free and little-
Classification based on given criteria (same and
different elements):
In circle-time setting, have pupils involved in a
round dance, by using a chosen musical track.
Each time the teacher invites to the centre of the
circle only those possessing the requisites chosen
by the teacher (elements of physical appearance
and details related to clothing).
Pupils can move freely at the centre and then go
back to their places when changing is requested.
EXPLORATION
Leave time to
explore the topic
proposed, dealing
ways in order to
have the pupil
experiment it from
different
perspectives
Space, shapes and quantification
A “VARIED” GARDEN
-While sitting in circle-time, group discussion on
stimulus-questions in order to evoke the garden
environment and the different kinds of plants,
highlighting the features of each plant (trees,
flowers, tufts, etc).
- Invite pupils to find a way to express the different
shapes by using their body and have them choose
which plant they want to represent

-Group the pupils by three different types in
different places of the room and make numeric,
spacial, etc relationships.
Sound experimentation of variations of intensity
“THE WIND PLAY”:
-The teacher reproduces the sound of the wind with
one or more instruments/objects (rubbing a drum,
rotating the rain baton, blowing a flute,
manipulating a paper, etc), then s/he invites the
pupils to move in order to experiment the different
intensities produced.
-The teacher asks pupils to reproduce a sound
freely with their own voice to be related to the
movement and to the intensity given to one’s plant.
- Then the teacher proposes to find a common
movement and a common vocal sonority to each
group; class listening of each group and general
vocal sound adding.
Space and shapes
The gardener play
-In turns, identify a pupil who, as a good gardener,
will place the groups of plants in a way as to create
his own garden, identifying and expressing in
words the different relationships
-then, while keeping the wind effect (the teacher)
and that of the different vocal sounds of each kind
of plant, the gardener decides which plant has to
move and produce sounds, just like an orchestra
director
-Optional activity: the pupils choose three kinds of
instruments to be used when adding sound to the
different kinds of plant for the Director play
STRUCTURING
Giving the lesson a
more structured
form, playing
through some
elements such as:
repetition, modules
Structure: listening and auditive individuation
of repetition
Active listening:
-While sitting in circle-time, pupil listen to
“Rondino” by Telemann; the teacher guides them
in the finding of a sound pattern which is repeated
alternated to three different musical ideas, by
touching different parts of the body and always the
same part for the refrain.
-Creation of a choreography
Create again the previous groups and arrange them
in space. With the pupils choose a movement for
each group and in turn, point a gardener who will
interpret the refrain.

During the listening the three groups alternate their
movements to that of the gardener, following a
given numeric sequence (group 1, 2 and 3).
ELABORATION
Finding the
relationship among
different languages
Transferring the different experiences into other
languages: verbal, graphic, numeric, geometric,
digital.
Evaluation
methodology
activity
the activity
Documentation
(link to photos,
videos, etc).
Title “Time scanning and duration relationships” 1
Age/level 2nd Level
Pupils at fourth year of primary school
Competențe
principale
Competențe
secundare
hoops
rhythmical cards
hoops, wooden sticks, headscarves
Reworking softwares
Orff instruments
Recorded tracks
Description of
the activity:

methodology,
what the teacher
does, what
pupils do
PRESENTATION/
WARM-UP
intuitions, through
free and little-
Working on the relationships of duration
-Walking along the brazilian track “Aguas de
Marco”
-Free walk in space, following the track beat
- Walk at three different speeds: slow, medium
and fast gait
- Alternating the walk to hand clapping or to the
movement of different parts of the body
- when meeting a classmate, each couple claps
their hands together by 2, 4 or 8 times
-Presentation of rhythmical cards: show the
symbols of durations and with them create
locations in the room. The pupils will have to
walk around the rhythmical card played by the
teacher.
EXPLORATION
Leave time to
explore the topic
proposed, dealing
ways in order to have
the pupil experiment
it from different
perspectives.
Coordination and dissociation plays
“An dan tes” nursery rhyme at three speeds
-Learn the nursery rhyme with gestures, walk on it
and represent the rhythm with hoops on the floor
(three different sizes) and then with the rhythmical
cards.
-Represent the nursery rhyme by the movement in
groups of 3: each pupil moves at his/her own
speed. Create a choreography.
“The clocks’ Song”
-Listening and memorization of the song proposed
by the teacher
-Accompanying the song with movements
invented by the pupils who are divided into three
groups according to the three different speeds
-Pupils divided into three groups: they choose the
most suited instruments to indicate the three
speeds
-MIXED PERFORMANCE:
whitin each group the pupils will be divided into
voice and instruments
“Follow” Activity on the track “Oh what a nice
Castle”
Use voice and instrument: free walk in space
following the instrument with feet and the lyric
with the hands and vice versa.
STRUCTURING
Giving the lesson a
more structured
form, playing
through the
presentation of new
PRESENTATION OF THE RHYTHMICAL
CARDS
Plays on prompt reaction:
-in circle, changing the beat by clapping the hands
according to the cards shown by the teacher
Crotchet (one beat)

materials and playing
through some
elements such as:
repetition, modules.
Quaver (two beats)
Minim (one beat with a wide circular movement)
-Hand over each pupil the rhythmical cards related
to the three gaits; the teacher keeps the beat with
an instrument on a particular speed with an
instrument and only the pupils identifying the
speed of his/her own card will move
Making-up rhythmical patterns with the cards:
-In circle sitting, each pupil at a time shows a
rhythmical pattern by walking in the hoops and
the other pupils write it on the cards, while the
teacher keeps the beat.
-Choice of two/three rhythmical patterns which
have been memorized by the pupils in order to
make up a short rhythmical sequence to be
reproduced by the musical instruments.
MEASURE
-Plays with the hoops:
The4 hoops placed one after the other represent
the measure unit (4/4)
Children have to move from one hoop to the other
by following the indication of the duration given
by the rhythmical cards (3 crotchets and 1 couple
of quavers) which are put beside the hoops. Vary
the indication of duration, by moving the quavers
card
-Active listening of the track “Danza del
Hacha”:
while listening to the track, performance of the
simple 4/4 rhythmical pattern (ta ta titi ta); each
pupil, in turn, can move the couple of quavers to
vary the pattern.
ELABORATION
Finding the
relationship among
the different
languages
Play on modular compositive structures by
inventing different sequences with these three
measures/speeds by using the following criteria:
inversion, repetition, variation, contrast/opposition
-Transfer these patterns into other languages:
graphic, numeric, geometric, computer.
-Play the invented patterns using them as
accompaniment for a song.
Evaluation
methodology
activity
the activity

Documentation
(link to photos,
videos, etc).
Title “Time scanning and duration relationships” 2
Age/level 2nd Level
Pupils at their second and third year of primary school
Competențe
principale
Competențe
secundare
little balls
red paddle
hoops
Cardboards
Songs
Orff instruments
Recorded tracks
Reworking softwares
Description of
the activity:
methodology,
what the
teacher does,
what pupils do
PRESENTATION/
WARM-UP
intuitions, through
free and little-
Let spontaneity
emerge through
symbolic plays
-Exploration of
structured and non-
structured materials
in order to have
pupils actively
involved in
choosing their own
personal solutions.
Slow/fast contrast
Exploration on contrast
In circle-time setting, the teacher invites the pupils
to move one part of the body at a time, first slowly
and then fast (or viceversa), while evoking images
and pupil’s proposals (let’s imagine we are in a
hurry, or we are tired; etc..)
Then, the teacher invites the pupils to give a vocal
sound to the movement.
“Follow” Activity
The teacher sings or plays a little march varying the
speed (Micky Mouse’s march, for example), while
the pupils walk or move a part of their body.
Beating
Song: “A little man in the wood”
While circle-time sitting, the teacher hands a little
ball to each pupil and then sings the song while the

pupils hit the beating on the floor and on some
parts of their body.
Then the teacher has pupils hand the ball from one
to the other by following the beat.
Optional activity:
When asking “who is it?”, the pupil who has
received the little ball chooses a mate to give it to
resume the play.
The gallery play (beating internalization)
To the established signal (a red/green paddle, for
example), pupils keep on singing the song in their
own mind; when the signal stops, they get back to
the point they have arrived
EXPLORATION
Leave time to
explore the topic
proposed, dealing
ways in order to
have the pupil
experiment it from
different
perspectives.
Working on the two speeds
Presenting the little song “Run, run” based on a
“Polish folk tune”
Play of the little trains:
Pupils form two trains, each one with a different
speed (regular/fast). During the song, only the train
recognizing its own speed will move.
Coordination and dissociation plays:
-Playing/singing the little song “Polish folk tune”,
by inviting the pupils to walk on the quarters and
clapping their hands on the octaves.
Singing and accompanying the song with
percussions.
-Using the big and the small hoops to highlight the
rhythm of the song and have the pupils walk inside
the hoops.
(One row with the small hoops and another with
the big ones).
Repeat the song while the pupils walk inside the
hoops.
- Propose two speed patterns with the wooden
sticks or timbrels, the pupils perform the
rhythmical sequence with their body and then make
up the rhythm with the hoops. (EX: Titi-ta-ta-ta)
STRUCTURING
Giving the lesson a
more structured
form, playing
through the
presentation of new
materials and
playing through
some elements such
Song presentation “Let’s sing together” with
two different speeds
Coordination play
While singing, the pupils walk around the room
clapping their hands on the octaves and walking on
the quarters.
Find the rhythm with the hoops.
Displaying the rhythm with cut-out cardboards
Each pupil has a A4 sheet, s/he cuts it on its half
along its length, then horizontally by 4 pieces on

as: repetition,
modules.
the top, and the bottom by 8 pieces, and then makes
the sheet back again in A4.
-Sing the song again while the pupil points the
rhythmical patterns on the cardboard.
-Play with the cards by moving the couple of
quavers in a 4 quarter sequence.
-Pupils make up two different speed sequences by
using the cardboards. They find the rhythm with
the hoops and than they invent simple melodic
sequences.
ELABORATION
Finding the
relationship among
the different
languages
Playing on modular compositional structures by
using the hoops and the cut-out cardboards, thus
inventing different sequences on these two
measures/speeds using the following criteria:
inversion, repetition, variation, contrast/opposition.
Transferring these patterns into other languages:
graphic, numeric, geometric and digital.
Playing the make-up modules using them as an
arrangement for a song.
Evaluation
methodology
activity
the activity
Documentation
(link to photos,
videos, etc).
Title Working with natural numbers
Age/ level 9-10 years / 3rd
grade
Competențe
principale
Recognition and comparison of natural numbers (0-10000)
Competențe
secundare
➢ Approximation of natural numbers
➢ Number formation, reading and writing with Roman numerals, sums and
deductions
Resources o Tables on cardboard
o Musical instruments: piano, violin, cello, guitar
o Computer application – Road distances
o Watches, clocks, sticks, posters
o Songs: The song of the Clock, Competition Song
o Colourful Worksheets with exercises - contest

Description of the
activity:
methodology,
what the teacher
does, what the
pupils do
➢ Presentation of natural numbers and explanation of how they are read and
written according to the table with the units class, thousands class
➢ Working on the cardboard tables while playing the piano, violin, cello
➢ Comparing numbers within musical contexts (piano, violin)
➢ Performing musical instruments (piano, violin, guitar, cello) while doing
number approximation on the computer application
➢ Singing The Song of the Clock in order to get familiar with the Roman
numerals
➢ Completion of worksheets with musical settings and transferring the
content of the worksheet in The Song Competition
➢ Conversation, learning through discovery, didactic play in musical
sequences
Evaluation
methodology
❖ Oral assessment of students’ answers
❖ Completion of specific tables through musical associations
❖ Comparison of natural numbers in musical contexts and with the help of
computer applications
❖ Performing songs related to Roman numerals, sums and deductions
❖ Written assessment of student achievement through worksheets
Documentation
(link to photos,
videos etc.)
Title Discovering Computer Parts
-4th
grade
Competențe
principale
Identification of computer hardware and software
Competențe
secundare
➢ Identification of computer input / output devices
➢ Description of how computers work
Resources o Computer components taken separately
o Songs from youtube.com (A wonderful world)
o Piano
o Worksheets with computer hardware and software
o School computers, loudspeakers
o Computer simulation assembly (world-it.ro)
Description of the
activity:
methodology,
what the teacher
does, what the
pupils do
➢ Presentation of computer components through musical pieces, choosing
different tunes according to the selected component
➢ Performing various songs according to the components presented
➢ Solving tasks in a musical setting meant to facilitate concentration and
release of assessment stress
➢ Singing songs accompanied by the piano followed by tasks
➢ Connecting and consolidating ICT notions through musical rhythms
➢ Guided discovery of computer components through musical sequences
➢ Performing computer simulation assembly in musical settings

Evaluation
methodology
❖ Song interpretation
❖ Associations of computer components and musical pieces in order to
recognize them more easily
❖ Worksheets with basic notions and specific images
❖ Oral assessment through short presentations of different parts of the
computer
❖ Computer simulation assembly with musical background
Documentation
(link to photos,
videos etc.)
Title Computer System - Efficient Use and Safety
grade
Competențe
principale
Efficient use of computer and information systems within safety conditions
Competențe
secundare
➢ Identification of the elements of information systems in specific contexts
Resources o You tube songs (Crazy Frog)
o Parts of the computer taken separately
o ICT sites (world-it.ro )
o Board, chalk, internet links
o Worksheets with the structure of computer systems
o Cheerful songs (used under the form of sung dialogues) matching the
information acquired
Description of the
activity:
methodology,
what the teacher
does, what the
pupils do
➢ Presentation of the basic structure of computer systems through sung
dialogues
➢ Explanation and demonstration of the working process of computer
systems
➢ Individual and whole class conversation in musical settings
➢ Guided discovery of the structure of computer systems
➢ Acknowledgement of safety measures when working with computer and
information systems through music rhythms
➢ Performance of musical dialogues on the topic of computer components
➢ Assembly of computer parts with musical background
Evaluation
methodology
❖ Identification of computer parts through musical play
❖ Performance of musical dialogues about computer components and
structure
❖ Associations of musical rhythms and computer parts
❖ Recognition of safety measures and efficient use of computer systems
❖ Completion of evaluation worksheets
Documentation
(link to photos,
videos etc.)

Title Microsoft Word Documents
grade
Competențe
principale
Identification of the elements of information systems in specific contexts
Competențe
secundare
➢ Knowledge of the principles of basic use of the applications for text
editing
Resources o Microsoft Word application
o Internet; school network of computers
o You tube songs (Home - Smiley)
o Video projector, loudspeakers
o Musical instrument: piano
o Lines of various songs written in a Word document
o Worksheets with the list of the Start Menu items
Description of the
activity:
methodology,
what the teacher
does, what the
pupils do
➢ Presentation of the basic elements in a Word document through songs
➢ Demonstration of the use of text editing with musical background
➢ Individual and whole class conversation
➢ Guided discovery of the items of the Start Menu in Microsoft Word
through musical tunes
➢ Working in teams in order to make a presentation of a text edited according
to the tasks and in the musical setting provided
➢ Editing texts according to requirements within adapted musical settings
Evaluation
methodology
❖ Associations of musical pieces and word document items
❖ Oral appreciation of the results of students’ text editing
❖ Levels of achievement regarding the text editing tasks
❖ Knowledge of the options of the Start Menu
❖ Completion of worksheet with tasks related to the elements taught
Documentation
(link to photos,
videos etc.)
Title Internet and Work Safety Measures
grade
Competențe
principale
Knowledge of specific norms of safety in the social and legislative spheres
Competențe
secundare
➢ Identification of specific elements of computer systems
➢ Efficient use of computer systems within safety conditions
Resources o List of safety measures at work and fire prevention and extinction
norms
o Musical instruments: piano, violin, flute, guitar
o Lyrics of a rap song about safety measures
o Internet sites: flocabulary.com (Internet safety)
o School network of computers
o Video projector, loudspeakers

Description of the
activity:
methodology,
what the teacher
does, what the
pupils do
➢ Presentation of safety measures at work and fire prevention and extinction
norms within musical setting
➢ Listen to rap songs on the internet and select the safety measures
mentioned
➢ Associate safety measures with rap rhythms and lyrics
➢ Demonstration of various actions depicted on the internet using an
appropriate and suggestive musical background
➢ Take notes regarding the safety measures at work and fire prevention and
extinction norms within a piano tune background
➢ Answer and use specific gestures to present the safety measures required,
rendering the response in suggestive musical tunes
Evaluation
methodology
❖ Association of musical rhythms to safety measures presented
❖ Recognition of the positive or negative value of different actions depicted
on the internet through music correlations
❖ Acquisition of safety measures to be respected when using the internet
❖ Rendering various norms and regulations through suggestive gestures and
musical pieces
Documentation
(link to photos,
videos etc.)
Title Five little fingers
Age/level Infant Students 3 years old.
Competențe principale Musical and Maths Competences
Competențe secundare Linguistic, Artistic and Corporal Competences
Time Required 2 sessions: 45 minutes each.
Resources Crayons, paper, computer to listen to the song.
Description of the activity 1 We listened to the song and saw the video.
2 We greet hello learning number 5.
3 We draw on a big paper (wall paper) our little hands.
4 Recorded the Video.
Evaluation Mathematical competence: Children have acquired the concept
of 5, from the manipulation with objects and counting with the
fingers. They could write number 5 too on a paper.
and links.
Title We Dance!

Age/level Infant Students. 4 and 5 years old.
Competențe principale Digital and Maths Competences
Competențe secundare Learn to learn, Linguistic, Social and Civic Competences.
Resources Tablet, Zowi app, lights, masks/ costumes and two songs:
“María” by Ricky Martin and “Mambo nº 5” of Lou Bega.
The students of 2nd and 3rd of Early Childhood Education
have worked with a robot called ZOWI which works through
an APP in the tablets.
They have been given some instructions with the necessary
movements to dance some choreographies ("María" by Ricky
Martin and "Mambo Nº5" by Lou Bega).
To disguise Zowi and to become Lou Bega or María de Ricky
Martin they have designed and painted masks and prepared a
dance scene.
When they have prepared the algorithm according to the
templates indicating the speed, direction, number of steps or
facial expression, have given action to the robot while they
have launched the song on the computer.
Evaluation
They have become familiar with the Zowi APP and have a
considerable interest in programming.
They have identified directionality, speed and quantity on
almost every occasion and have represented it correctly.
Regarding the coordination of Zowi's movements with the
rhythm, they have adjusted to the rhythm of the dance and
have rarely been able to correct them although it was not a
goal either.
When they have had to imitate Zowi in the dance, they have
been successful with the movements and have enjoyed them.
and links.
Title Straight and curved lines
Age/level 1st
level of primary. 6-7 years old
Competențe principale Digital, Mathematical and Musical Competence.
Competențe secundare Linguistic competence.
Resources Bee-bot
Bee-bot: Small groups of 5 or 6 students. It is about creating a
strategy, explaining it to the group, making an assumption of
whether or not it is correct, experimenting, reflecting on the

error and correcting it. The teacher only observes the learning
process.
Dance of straight lines and curves: class group. The dance is
taught by fragments that progressively are joined until
reaching the final result. The teacher teaches the dance. The
students reflect on what they are doing.
Number of sessions: 4, both for the development of the
dance and the introduction to the bee-bot.
Keep in mind: these concepts are still working today.
Evaluation
The concept of a straight and curved line has been internalized
correctly, demonstrating it in all kinds of
paper activities carried out subsequently. Right-left
directionality has been assimilated, except in two students with
learning difficulties.
and links.
Title Couples and odd numbers (Imaginary square)
Age/level 3rd
level of Primary 8-9 years old.
Competențe principale Mathematical Competence, Social and Civic.
Competențe secundare Linguistic Competence. Cultural expression Competence.
Resources Computer to see themselves, projector.
The students are located in rows of 3 participants.
They draw an imaginary square on the ground.
At the rate of 4/4 they are placing one foot on each vertex, all
at the same time.
The activity consists of giving a slap when the "stride"
coincides with an odd or even number (depending on what we
are working on at that moment).
Other worked variants have been multiples of 2 and 4.
Evaluation
The evaluation consisted of a self-evaluation by the students
after observing the videos. They should reflect on their
progress in terms of coordination of movements skill or the
pronunciation of numbers in English.
The result in general lines has been satisfactory.
On the other hand, a written evaluation has been made in
which it has been verified if the students identify and
differentiate the odd / even numbers and know the multiples
of two and four, the result being very satisfactory.
and links.
Title Ordinals song (Satistaction Rolling Stones 1965)

Age/level 3rd
level of Primary 8-9 years old.
Competențe principale Linguistic, Mathematical and Musical Competences.
Competențe secundare Social and Civic Competence and Cultural expression
Competence.
Resources Computer, projector and video camara.
This is a version of the song Satisfaction to learn the ordinal
numbers up to 10 in English and vocabulary related to the
song.
The students read the karaoke lyrics while they listen to the
music.
They have also proposed choreography, they have drawn
numbers, they have designed some guitars and they have been
characterized as rockers for recording.
LETTER: Ordinals, what a trouble !, I can never, say the
number, and I try, and I try ...
The first is the first, the second is the second ... (so until 10)
Evaluation
The evaluation consisted in a group self-evaluation of the
whole class in assembly.
It was about reflecting and evaluating the progress from the
beginning of the activity until the final recording of the song.
The main aspects to evaluate have been the pronunciation in
English, the effort in the elaboration of materials (posters,
guitars ...) or the participation and musical interpretation.
The result in general lines has been satisfactory.
On the other hand a written evaluation has been made in
which it has been verified if the students identify the ordinal
numbers in English and some
typical phrases of the song like "what a trouble" or
"and I try", being the result very satisfactory.
and links.
Title Our Geometric Figures
Age/level 5th
level of primary 10-11 years old
Competențe principale Musical mathematical and Digital Competences.
Resources Computer: walk band app, chalk,
Each group had to draw a different geometric figure on the
ground, with chalk.
Giant size Then move freely through it: either through the
lines or inside.

We made a joint and we discussed what kind of sound would
be better for the displacement along the line (perimeter) and
inside (area).
The conclusion was: Sharp sound for the perimeter and deep
sound for the area. We put music and moved according to the
decision.
Evaluation Positive because they realized that there were two different
aspects in the same figure. AREA AND PERIMETER.
and links.
Title Musical figures and Combined operations
Age/level 6th
level of primary 11-12 years old
Competențe principale Musical and mathematical Competences.
Competențe secundare Linguistic and artistic Competences.
Resources Photocopies
Description of the activity They are given a combined operations exercise in which the
numbers have been replaced by musical figures.
His job is to transform these figures in their values to solve
later operations.
Evaluation
The activity has been expensive to carry out.
They do not listen to the instructions and they have made
mistakes in assigning the values of the figures.
It has been repeated twice. In the final evaluation we have seen
that they have strengthened their knowledge of the figures and
their values.
and links.
Title ICT: PLAY MELODIES
Age / Level 12 years, 5th
grade
Key competence ICT
- Music affects mind efficiency and concentration,
- it activates and stimulates thinking
Competențe
secundare
The pupil
• perpetuates rhythmic values of musical notes,
• arranges musical notes on a computer,
• recognizes musical instruments

• creates buttons to play melodies,
• composes own melodies using the Melodia [Melody] module /
IMEGINE computer program
Time required • The whole class takes 45 minutes
Sources
• IMEGINE computer program - the Melodia [Melody]
module
• Manual entitled: "Computer-assisted lessons" ["Lekcje z
komputerem"] for 5th
grade pupils
Description of
the exercise:
methodology, what
the teacher does,
what the pupils do
The teacher discusses the basics how to work with the Melody
module / IMEGINE program.
The pupils - in the Melody module / IMEGINE program -:
- create their own compositions,
- create melodies based on musical notes,
- choose various instruments to play with,
- create a project - the exhibition of instruments
Evaluation of
the methodology
• Music had a positive impact on the pupils - it stimulated their
thinking and let them create their own wonderful
compositions.
Documentation
(link to photos, videos,
etc.).
Photos:
http://serwer1508943.home.pl/files/pl/t7.jpg
Videos:
We create melodies: https://youtu.be/ySI0LZIbrIE
Exhibition of instruments: https://youtu.be/LA5G2L_tC9E
10.4. PART 4: AN INCLUSIVE SCHOOL THROUGH MUSIC– CROSS-COMPREHENSIVE SKILLS
10.4.1. ARGUMENT
The fourth thematic block was inclusion and the educational needs of students with
fewer opportunities and was led by Poland.
All teachers of preschool and early education sensitize children to the beauty of music
by:
• Organizing physical activities and physical exercises with music, that works on many
senses, activates many centers in the brain and improves concentration.
• Listening and singing songs to each thematic block and playing games involving
physical movement to the songs, which improves attention span, increases creativity,
helps in remembering , focuses attention on sounds, improving the quality of
communication with the child's environment;
• Conducting vocal exercises, which in the course of the singing can be one of the factor
removing children’defects with speech disorder and speech impediments;
• Introduction to percussion instruments and the way to play them;

• Participation in eurhytmics classes, that helps children to feel a sense of beauty, not
only in music, but in general.
Movement accompanied by music is a source of joy, relaxation, discharge of energy, gives
a chance of physical development.
Music plays important role in life, shaping the children’ personality, especially in
developing their cognitive and emotional sphere.
The planned activities are:
• Participation in 'musical mornings' once a month
• Meeting with the artists and knowledge of musical instruments.
• Fun with rhythm accompaniment, singing, playing an instrument.
• Contact with different forms of musical activities: the children learn to do analysis and
synthesis
• Contact with the music for the development of speech and imagination.
• The basic needs of the mental health of the children with music: the movement, the
joy, achieving a success.
• Activities to improve coordination of listening-movement, memory and attention,
• Activities to improve concentration,
• stimulus activities or relaxation, depending on the type of music,
• Work on the sense organs, activating many centers of the brain.
Title Inclusion: Drawing in "autumn" colour tones
Age / Level • 10 years, 4th
grade
Key competence • Development of creative imagination
Competențe
secundare
Inclusion
The pupil
• listens to a piece of music
• is able to express emotions related to this piece of music
through drawing
• knows A. Vivaldi's 'Four seasons - Autumn [Cztery pory roku -
Jesień]
• defines the colours related to the season of the year (autumn)
• is able to present his/her work in front of the classroom
Time required • 1 lesson - 45 minutes
Sources Music CD A.Vivaldi's “Four seasons – Autumn”
or https://www.youtube.com/watch?v=H7hGiZ579cs
Description of
the exercise:
methodology, what the
teacher does, what the
pupils do
Required materials:
• white A4 sheet for each pupil
• pencils, markers
• A. Vivaldi's “Four seasons – Autumn” [Cztery pory roku -
Jesień]
Lesson course:
• Discussion on the present season - autumn - definition of
changes taking place in nature, their description. Paying

attention to colours which occur in the discussed season of
the year.
• The pupils listen to a piece by A. Vivaldi. They close their eyes.
• Their task is to imagine, while listening, which image, event
they think fits this melody.
• They get white A4 sheets and prepare drawing accessories.
• The pupils are asked by the teacher to make their drawings in
colours associated with autumn.
• After the work, any pupils (willing to do so) present their work
/ drawings, discuss their associations
Evaluation of
the methodology
• The students got familiar with the piece of classical music.
• They had a chance to activate their imagination and put their
ideas on paper.
• They were able to go to the middle of the class and present
their works.
• The pupils noticed how varied associations they had.
Documentation
(link to photos, videos,
etc.).
http://serwer1508943.home.pl/art,465,integracja
Title Inclusion with Music: “Now it’s your turn”…
Age/level 1st Level
Pupils from kindergarten school-
Competențe
principale
Focus European Competence:
CIVIC AND SOCIAL COMPETENCES
Competențe
secundare
Promotion of self-esteem
Interpersonal relationship
Resources Song “One day my hand”
track Rondino “Forlane” by Francois Couperin Cardboards containing
pictures of the body parts
Audio-visual aids
Description of
the activity:
methodology,
what the teacher
does, what pupils
do
PRESENTATION/
WARM-UP
intuitions, through
free and little-
Discrimination of the different parts of the
body and lateralization
Proposal of the song “One day my hand”
-Propose the song combining the movements
- Repeat and change part of the body also crossing
the parts (for ex., right hand and left foot),
according to the different proposals of the pupils
EXPLORATION
Leave time to
explore the topic
proposed, dealing
Discrimination of the bodily parts on oneself
and on others
Building up bonds with others, through the
body

ways in order to
have the pupil
experiment it from
different
perspectives
Active listening of the track Rondino “Forlane” by
Francois Couperin (listening and auditory
recognition of the repetition, through the body):
-While in circle-time seated, the teacher leads the
pupils in recognizing a recurring theme which is
alternated to other musical ideas, by touching the
different parts of the body, but always using the
same part for the refrain.
AA’-B-AA’-C-AA’-D-AA’-E-AA’ Structure:
each section is associated to a different part of the
body; only section A is always repeated (twice:
piano-forte)
(for ex: massage the head during phrase A,
shoulders for B, arms for C, legs for D and feet for
E).
-In pairs, at turn one pupil massages his/her mate
in the different bodily parts previously defined.
Vary also the type of touch used in the massage.
STRUCTURING
Giving the lesson a
more structured
form
Socialization and Interaction
Elaboration of a simple choreography
Divided into groups of five, for each musical idea
the pupils invent some movements with the parts of
their body which have been involved in the
previous activities, through the suggestion of
evocative contexts (sharing of the proposals from
the groups).
ELABORATION
Finding the
relationship among
different languages
Reconstruction of a sequence of movements
-Presentation of cardboards containing pictures of
the body parts involved in the previous activities,
in order to have pupils reconstruct the sequence,
also in small groups
Evaluation
methodology
activity
Documentation
(link to photos,
videos, etc).
Title Inclusion with Music: “I express myself while I breathe”
Age/level 2nd Level
Pupils at their second year of primary school
Competențe
principale
Competențe
secundare
Resources Headscarf
Song “Over here, over there”

Audio-visual aids
Description of
the activity:
methodology,
what the teacher
does, what pupils
do
PRESENTATION/
WARM-UP
intuitions, through
free and little-
Perception of respiration
Hand out the headscarves making different sounds
and gestures during the distribution, in order to
involve the pupils
-Free exploration of material and sound
addition: each pupil proposes a movement (and
adds a sound to it), the group imitates his/her
proposal
-Respiration through the object and sound
addition
While on the spot, pupils move the headscarf and
give a sound to the movement when breathing out
(let the headscarf float in the air and show the
arrival point).
EXPLORATION
Leave time to
explore the topic
proposed, dealing
ways in order to
have the pupil
experiment it from
different
perspectives
Respiration in space through the object and
sound addition
-Have the headscarf float in space individually by
following one’s breathing and give a sound to the
movement showing the arrival point (breathing
out);
- In pairs, have the headscarf float by following
the collective respiration in space and give a
common sound to the movement;
Activities with objects facilitating movement for
the expressive use of the movement and to
favour relatioships
•In pairs, pupils throw the headscarf in the air and
get it back with different parts of the body (one
tosses and the other one collects)
•In pairs, search for a contact with the hand: one
pupil acts as the headscarf and the other one leads
it with his/her hand.
STRUCTURING
Giving the lesson a
more structured
form playing
through the
presentation of new
materials
Individual creativity and sharing
Proposal of the song “Over here, over there”
During the song, the teacher moves the headscarf,
following the spacial indications of the text and
pupils imitate the different gestures.
Pupils’ proposals
Then, during the verse the teacher asks them to
change the headscarf in an object pupils choose and
have them show the sound and movement: each

pupil, in turns, shows his/her proposal and the
others imitate it: alternate the different ideas of the
pupils to the refrain
ELABORATION Finding the relationship among different languages
Evaluation
methodology
activity
Documentation
(link to photos,
videos, etc).
Title Inclusion with Music: “Respiration, phrasing and expression”
Age/level 2nd Level
Pupils at their third year of primary school
Competențe
principale
Competențe
secundare
-Self-awareness of one’s potentials and limits
-Collaboration with peers for a common aim.
Resources Headscarf
Cloth
Track “Morning Mood” by E. Grieg
Song “Song of faraway lands” by Ruth Moroder
Audio-visual aids
Description of
the activity:
methodology,
what the teacher
does, what pupils
do
PRESENTATION/
WARM-UP
intuitions, through
free and little-
-Presentation of the object facilitating object:
the headscarf
involve the pupils
adds a sound to it), the groups imitates his/her
proposal
addition

arrival point).
EXPLORATION
Leave time to
explore the topic
proposed, dealing
ways in order to
have the pupil
experiment it from
different
perspectives
sound addition
-Individually, pupils let the headscarf float in
space following their own breathing and they add a
sound to the movement, showing the arrival point
(breathing out);
-In pairs, have the headscarf float in space
following the collective respiration and add a
Listening, attention and perception of the
phrasing
Play of the “Flying carpet” with the cloth, on the
track “Morning Mood” by E. Grieg
In groups, let the cloth float imaging it is a flying
carpet moving according to the music and stopping
when the musical idea gets to an end; pupils follow
the phrasing of a chosen song in an intuitive way
STRUCTURING
Giving the lesson a
more structured
form playing
through the
presentation of new
materials
Socialization and positive interaction
-Proposal of the track “Song of faraway lands”
by Ruth Moroder: listening, memorization and first
intonation
-Divide pupils in four groups according to the
countries mentioned in the song.
-Each group searches for and shares a movement
for each verse, according to the country of
reference
-During the refrain the groups have the cloth float
in space
-Performance of the choreography
ELABORATION
Finding the
relationship among
different languages
Invention of new verses for the song to describe
the countries of the pupils in the class coming from
different cultures.
Evaluation
methodology
activity
Documentation
(link to photos,
videos, etc).

Title Inclusion with Music: “At dancing pace”
Age/level 2nd Level
Pupils at their fourth year of primary school
Competențe
principale
Competențe
secundare
Resources Track “Israeli traditional Dance”
Orff instruments
Audio-visual aids
Description of
the activity:
methodology,
what the teacher
does, what pupils
do
PRESENTATION/
WARM-UP
intuitions, through
free and little-
Research of common beating
Work on gaits
-Free walk in space, each one with his/her own
speed (the teacher does not stress the beating).
At a teacher’s signal (HOP), search for the common
pace (that implies observation and reciprocal
listening).
-Alternate free walk to the common pace, to the
established signal (HOP/HIP).
Synchronicity and coordination according to
the auditory stimulus and the classmate
Play on prompt reaction
-On an auditory stimulus, walk in space following
the beat stressed by the teacher; when meeting a
classmate jump three times, searching for
coordination and synchronicity of movements and
then resume walking (repeat the activity with two
jumps and one jump).
EXPLORATION
Leave time to
explore the topic
proposed, dealing
ways in order to
have the pupil
experiment it from
different
perspectives
Increase of listening, attention, memory and
personal creativity
Coordination activities and plays on prompt
reaction to the musical stimulus
-Walk following the orders given by the numbers:
1 forward, 2 backward, 3 turn around, 4 stop, 5 find
a mate and walk in pairs, 6 free (choose freely
something to do)
-Performance of sequences in succession:
4 steps, 4 clap (at “hop” signal repeat the
movement you are doing);
4 steps, 4 clap, 4 thights, 4 clap hands with a mate’s
hands to be searched by glance (at hop signal repeat
the movement you are doing)

STRUCTURING
Giving the lesson a
more structured
form
Internalization of motor sequences and
elaboration of a choreography
Elaboration and execution of the Israeli
traditional Dance:
Introduction A: in circle time, pupils hold their
hands together, the pulse is scanned by the
stamping of feet ((16);
A Walk to the right(16) and walk to the left (16)
Introduction B: while standing on the spot, pupils
keep the pulse stamping their feet on the floor (8);
B: forward to the centre (8) and backward to one’s
place (8).
Repeat introduction B+B
Introduction B: while standing at their place,
pupils keep the pulse stamping their feet on the
floor (8);
B: turn right on the spot (8) and left (8);
Introduction B: while standing at their place,
pupils keep the pulse stamping their feet on the
floor (8);
B: forward and backward to the centre, pupils raise
their hands (8) then they get back to their spot (8);
A: walk rightward with crossed step (16); walk
leftward with crossed step (16).
ELABORATION
Finding the
relationship among
different languages
MUSIC AND GEOMETRY activities on
isometry: rotation and translation
Evaluation
methodology
activity
Documentation
(link to photos,
videos, etc).
Title Inclusion with Music: “I breathe with the music and I let myself be carried
away…”
Age/level 2rd Level
Pupils at their 5th year of primary school-students at their 1st and 2nd year of
first grade of secondary school

Competențe
principale
Competențe
secundare
-Promoting oneself and one’s interpersonal relationship
-Cooperative learning in the area of proximal development
-Development of self-effectiveness
Resources Track ““Humoresque” op.101 n.7 by Dvorak
Track "Slavonic Dance” op. 72 n. 2 by Dvorak
Audio-visual aids
Description of
the activity:
methodology,
what the teacher
does, what pupils
do
PRESENTATION/
WARM-UP
Stimulation of
student intuitions,
through free and
little-structured
activities.
Directions in space
Activities for spacial orientation and direction
- Creation of itineraries in space: draw lines moving in
space as if they were “webs” intersecting and having a
defined direction (follow one’s direction with the eyes)
-Free voice addition of the paths and active listening of
the group
EXPLORATION
Leave time to
explore the topic
proposed, dealing
ways in order to
have the student
experiment it from
different
perspectives
Directions and space conduction
“Follows” on direction shifts
-Execution of itineraries in space, which should be more
or less long according to the melody played or sung by
the teacher
-Execution in pairs of the itineraries: search for hand
contact and, in turns, experiment conduction with or
without the music
STRUCTURING
Giving the lesson a
more structured
form, playing
through some
musical elements
Sound discrimination
Active listening
- In circle time seated, listening of the track
““Humoresque” op.101 n.7 by Dvorak (the first part of
the track) and drawing of arches on the body, following
the phrasing
Expression, communication and involvement;
self-control and decision-making
The conductor play:
-The teacher divides the students into two groups and
leads them, having them move in space, with gestures
and eyes, also using a simple song.
In turns, have students experiment conduction
-Experimentation of group conduction on the track
“Humoresque” by Dvorak/"Slavonic dance” by Dvorak
op. 72 n. 2; in turns, one student conducts and has the
group (or two groups) move in space through the body
and hands movements, and proposes direction changes
according to the track variations (each one follows the
music highlighting what strucks more: phrase, dynamics,
semiphrases…)

Evaluation
methodology
-Filling-in the observational form of the pupils’ behaviour during the activity
Documentation
(link to photos,
videos, etc).
away…”
Age/level 2rd Level
Competențe
principale
Competențe
secundare
Audio-visual aids
Description of
the activity:
methodology,
what the teacher
does, what pupils
do
PRESENTATION/
WARM-UP
Stimulation of
student intuitions,
through free and
little-structured
activities.
Directions in space
the group
EXPLORATION
Leave time to
explore the topic
proposed, dealing
ways in order to
have the student
experiment it from
different
perspectives
the teacher
without the music
STRUCTURING
Giving the lesson a
more structured
form, playing
Active listening

through some
musical elements
the phrasing
The conductor play:
semiphrases…)
Evaluation
methodology
Documentation
(link to photos,
videos, etc).
Title Inclusion with Music: “I breathe with the music and I let myself be
carried away…”
Age/level 2rd Level
Pupils at their 5th year of primary school-students at their 1st and 2nd year
of first grade of secondary school
Competențe
principale
Competențe
secundare
Audio-visual aids
Description of
the activity:
methodology,
what the teacher
does, what pupils
do
PRESENTATION/
WARM-UP
Stimulation of
student intuitions,
through free and
little-structured
activities.
Directions in space
- Creation of itineraries in space: draw lines
moving in space as if they were “webs”
intersecting and having a defined direction
(follow one’s direction with the eyes)
-Free voice addition of the paths and active
listening of the group

EXPLORATION
Leave time to
explore the topic
proposed, dealing
ways in order to
have the student
experiment it from
different
perspectives
-Execution of itineraries in space, which should be
more or less long according to the melody played
or sung by the teacher
-Execution in pairs of the itineraries: search for
hand contact and, in turns, experiment conduction
with or without the music
STRUCTURING
Giving the lesson a
more structured
form, playing
through some
musical elements
Active listening
““Humoresque” op.101 n.7 by Dvorak (the first
part of the track) and drawing of arches on the
body, following the phrasing
The conductor play:
-The teacher divides the students into two groups
and leads them, having them move in space, with
gestures and eyes, also using a simple song.
“Humoresque” by Dvorak/"Slavonic dance” by
Dvorak op. 72 n. 2; in turns, one student conducts
and has the group (or two groups) move in space
through the body and hands movements, and
proposes direction changes according to the track
variations (each one follows the music highlighting
what strucks more: phrase, dynamics,
semiphrases…)
ELABORATION Finding the relationship among different
languages
Evaluation
methodology
activity
Documentation
(link to photos,
videos, etc).
Methodology proposed by the school
LICEUL DE ARTE ”REGINA MARIA” ALBA IULIA, Roménia
Title Artistic Views of Languages
Age/ level 11-17 years / 5th
-11th
grade

Competențe principale Improve the participation of students from disadvantaged groups in
exchanges of ideas regarding the study of foreign languages through
music, drawing, painting
Competențe secundare ➢ Use foreign languages as means of accessing the European
linguistic and cultural diversity
Resources o Musical instruments: piano, violin, cello, guitar
o Coloured papers
o Songs in different languages (English, French, Italian, Spanish,
Portuguese etc.)
o List of words from different languages grouped according to
themes (flowers, colours, hobbies etc.)
o Books about the history of different countries
Description of the
what the pupils do
➢ Traditional/modern songs in English, Italian, Spanish, Polish,
Portuguese, Romanian etc. with simple choreography for
students to imitate
➢ Using specific symbols of countries in musical games
➢ Creative arrangement of words from different languages within
musical backgrounds
➢ Contest: musical performance of thematic words belonging to
different languages
➢ Exhibition: students’ works in musical settings
Evaluation methodology ❖ Observation of students
❖ Representation of words from different languages in creative
images
❖ Musical performance of songs based on thematic words from
different languages following the pronunciation of words in that
language
❖ Performance of various steps according to the traditional/modern
song listened to
❖ Exhibition of students’ art works
Title Festive School Days
Age/ level 8-18 years / 2nd
– 12th
grade
Competențe principale Facilitate access to literary and cultural resources in order to gain
perspective on universal values reflected in the works of Queen Marie of
Romania
Competențe secundare ➢ Raise awareness regarding various types of artistic expression
Resources o Musical instruments: piano, panpipes
o Coloured paper, frameworks, posters
o Cd player, laptop
o Queen Marie of Romania – stories and articles
o Lucian Boia’s writings about Queen Marie of Romania
o Worksheet with a story by Queen Marie of Romania
Description of the
what the pupils do
➢ Exploration of stories and articles by Queen Marie of Romania in
musical contexts
➢ Working with literary texts by Queen Marie of Romania through
creation of songs starting from key words, association of

words/expressions with certain musical tunes, performing short
musical pieces based on the themes of the text
➢ Collaborate in musical contexts in order to create musical pieces, to
recognize words/expressions from the texts
➢ Interpretation of selected quotes belonging to Queen Marie of
Romania through drawing, painting, crafts
➢ Exhibition: students’ works presented within musical frames
❖ Representation of selected quotes by Queen Marie of Romania
❖ Association of words/expressions with the created musical tunes
❖ Creation of short musical pieces using words/expressions from
the texts discussed
❖ Analysis and interpretation of various thoughts of Queen Marie
of Romania in musical settings
Title Christmas Time
Age/ level 9- 17 years / 3rd
– 11th
grade
Competențe principale Encourage stage performance through playful and entertaining
approaches to social situations
Competențe secundare ➢ Promote linguistic and cultural specificity through interpretation
of Christmas carols in various languages
Resources o Musical instruments: piano, violin, cello
o Coloured paper
o Carols in different languages (English, French, Romanian) –
traditional and modern
o Christmas stories (about being grateful, about giving presents,
and the value of generosity)
o Christmas cards, posters, drawings, collage
Description of the
what the pupils do
➢ Performing various stories/ plays on stage while collaborating in
order to render it in an imaginative way
➢ Combining musical pieces with the stories told
➢ Interpretation of different carols in Romanian, English and French
➢ Designing cards, drawings, paintings, collages having music in the
background
➢ Pantomime (3rd
grade) – what’s the time?
❖ Representation of Christmas thoughts through painting, drawing,
collage
❖ Musical interpretation of traditional and modern Christmas
carols
❖ Performance of stories and plays on stage
❖ Discussion of the messages contained by stories/ plays
❖ Effect of pantomime on the audience

Title Timeless Moments with I.L. Caragiale
– 11th
grade
Competențe principale Perform (on stage) interactions based on Caragiale’s views of people and
their lives
Competențe secundare ➢ Establish connections between Caragiale’s world and the
contemporary frameworks through music and visual arts
Resources o Different writings belonging to Caragiale
o Critical views of Caragiale’s presentation of the Romanian
habits, speech, behaviour
o Musical instruments: piano, violin, cello
o Posters, drawings, paintings, portraits
o Traditional and classical musical pieces linked to Caragiale’s
world
Description of the
what the pupils do
➢ (Re)discovery of the wonderful world created by the well known
Romanian writer - I.L. Caragiale – through stage performance and
creative interpretations of selected texts
➢ Establishment of connections between Caragiale’s world and the
contemporary society reflected in stage performance and in the
visual interpretations
➢ Participation in an English contest based on the plays performed on
stage and the musical moments presented up to that point
➢ Musical interpretations of Caragiale’s views through Romanian
traditional songs and poems
Evaluation methodology ❖ Visual representation of Caragiale’s perspective of Romanian
people in certain contexts through drawing, painting, portraits
❖ Theatrical performance of different fragments/ plays by
Caragiale
❖ Traditional and classical musical pieces linked to Caragiale’s
views of the world
❖ Score obtained in the English contest based on the previous
moments presented
❖ Audience’s reaction to stage performance (theatrical, musical)
Title Theatre for Children. I want to play on stage
Age/ level 9 years / 3rd
grade
Competențe principale Work in groups in order to promote collaboration and self-confidence
Competențe secundare ➢ Take initiative and show spontaneity in communication through
musical performance
Resources o Theatrical Play ( Math Class in the forest)
o Musical instruments: piano, violin
o Dice with different prepositions of place
o Puppets, toy animals (fox, frog, puppy, rabbit etc.)
o Songs involving circle movement and pair steps (in Romanian
and English)
o Pictures with toys placed in different parts of a room
Description of the
➢ Performance on stage of different plays – pupils identifying
themselves with the characters they interpret

what the pupils do
➢ Involvement of parents in creating the costumes for the characters
and the scenery
➢ Combination of songs and movement in expressing the joy of
working together
➢ Collaboration in finding the most expressive mime or non-verbal
communication to be used in the plays
➢ Playing English games using specific dice, puppets, pictures
➢ Switching roles (actors, spectators) according to the activity
Evaluation methodology ❖ Observation of pupils’ involvement in the activities
❖ Interpretation of the theatrical play
❖ Analysis of pupils’ role play, mime, song interpretation
❖ Participation in the English games and songs according to the
level of pair/ group cooperation
❖ Creativity shown in play and song interpretation
❖ Presentation of pupils’ handouts
Title Traditions. Music. Movement
, 6th
, 10th
grade
Competențe principale Encourage interaction on the topic of musical instruments and traditional
Romanian songs/ costumes / values
Competențe secundare ➢ Increase participation in musical activities through pre-taught
steps
Resources o Traditional Romanian costume
o Musical instrument: saxophone
o Various modern songs played on laptop
o Poem about the traditional village
o Traditional Romanian songs from the Romanian folklore
o Dance steps and various sport exercises
Description of the
what the pupils do
➢ Presentation of musical instruments (the saxophone in particular) by
students from “Regina Maria” Arts High School (parts, types of
music to play – jazz, traditional Romanian music)
➢ Discussion of different aspects regarding the saxophone
➢ Presentation of Romanian traditional costume from Transylvanian
region followed by questions and discussions
➢ Performance of several Romanian traditional songs (accompanied by
the saxophone) and a poem about the traditional village– guests and
hosts’ involvement
➢ Performance of dance steps, running, jumps, stretching exercises
according to the pieces of music played
❖ Discussion about the traditional Romanian costume, the poem
about the traditional village, the traditional songs from the
Romanian folklore
❖ Analysis of pupils’ way of carrying out the dance steps and the
sport exercises according to the music played
❖ Degree of cooperation throughout the activity
❖ Willingness to sing together (guests and hosts)

Title Music is… telling stories over centuries
, 9th
grade
Competențe principale (Re)discover the beauty and wonder of music by analyzing the story it
tells
Competențe secundare ➢ Raise awareness regarding the role played by music in people’s
lives regardless of their education or social status
Resources o Biography of Lady Diana
o Texts presenting the lives of Lady Diana, Marilyn Monroe
o Song: Candle in the Wind, by Elton John
o Laptop, loudspeakers
Description of the
what the pupils do
➢ Discussion regarding the role of music (more than a melodic
line, music tells a story)
➢ Finding links between three 20th
century personalities – Lady
Diana, Marilyn Monroe and Sir Elton John
➢ Finding parallels between Lady Diana’s and Marilyn Monroe’s
lives and realizing the key role played by music in shaping their
life stories
➢ Listening to and analysing Candle in the Wind, by Elton John in
order to help students realize that music may write history by
remaining in people’s collective memory
❖ Discussion about the lives of the personalities chosen
❖ The parallels found between the life stories of Lady Diana and
Marilyn Monroe
❖ Analysis of the role played by music in shaping history
❖ Reflection on the stories told by music over centuries
Title Musical game.“Pasemisí”
Age/level 1st
level and 2nd
level Primary.
6-7 years old/ 7-8 years old.
Competențe principale Musical Competence.
Competențe secundare Social and Physical Competence, Linguistic Competence,
Natural Competence. Mathematical competence.
Time Required Four sessions:
● In the classroom, reading the song and searching vocabulary
words. We write new rhymes.
● In the music classroom learning the melody with the rhythm
by imitation.
● In the classroom of Physical Education, learning
choreography / dance.
● Implementation of the game in the park.
Resources Photocopies, pencil and paper. Computer / music.

Description of the activity The ACNEAES students (elevii cu CES – cerințe educative
speciale) explain to the rest of the class the “Pasemisí” game
consists of the following steps:
● A couple of pupils directs the game. They stand face to face
holding hands.
● The rest of the students form a line.
● When the couple begins to sing the song, the students that
form the line begin to pass under the arms of the singing
couple pupils.
● At the end of the song, the couple catches a student and ask
a question giving two response options.
● As chosen, they will be placed behind one or the other
member of the couple.
● The song is repeated as long as there are students who can
pass.
● At the end of the musical game each pair of students will
have a row behind.
● Finally, they will throw each one in one direction to see who
is the strongest.
Evaluation The ACNEAES students have become the protagonists of the
classroom.
This has favored their inclusion in the class group, has
motivated them, they have developed their memory,
linguistic, personal development, self-esteem and
personal autonomy because they have been "helped" instead of
"being helped".
and links.
Title Distribution of tickets
Age/level Inter-level (all special needs students).
Competențe principale Linguistic Competence
Competențe secundare Social and Civic Competence. Digital competence. Musical
competence. Mathematical competence.
Time Required Two sessions:
● The activity is prepared in the classroom of PT and AL.
● They are distributed to the rest of the students.
● The tutors work in class different parts of the entrance to a
musical show.
Resources Computer, paper, colors and stickers.
Description of the activity The students design and make the ticket for the show "Shadow
theatre".
Evaluation
The ACNEAES students were able to design the tickets on the
computer through the publisher program.
They participated more actively than in other occasions in the
development of the class with the rest of the group
and links.

Title Musical game: Game of chairs
Age/level 3rd and 4th
level of Primary.
8-9 years old/ 9-10 years old
Competențe principale Musical Competence
Competențe secundare Social and Physical Competences, Mathematical Competence,
Linguistic Competence, Natural Competence.
Time Required Fours sessions:
• Explanation of the rules´ game in the classroom.
• Once in the park, the students are ready to start the
game.
• Realization of the game when the instruments
begining with a specific sound.
• Players are eliminated, game over for some students.
Resources Rings of the Physical Education classroom.
Small percussion instruments, music class.
A big place to play (a park).
Description of the activity 1. Explained the rules of the game adapted to special
needs students to be able to perform abroad.
2. The rings that we are going to use are arranged,
instead of the traditional chairs, in a circle and on the
floor.
3. The students are placed in a circle around the rings
that are already on the ground.
4. When a couple of children and the teacher begin to
play the instruments with a clear and simple rhythm,
the rest of the children begin to walk around the
hoops, to the rhythm of the music.
5. Pupils who do not stay in a hoop are eliminated when
the music stops.
6. The eliminated children joins
the group of children who play instruments to follow the
game and practice with the instruments.
Evaluation Follow the rules of the game, fair play and with
sportsmanship and fellowship.
Move to the rhythm of the music marked by the
instrumentalists.
Do not push or interfere with the game of other students.
and links.
Title Visit to a butchery
Age/level From 3 years to 12. All Infants and Primary education. (The
ACNEAES students)
Competențe principale Social and Civic competence

Competențe secundare Linguistic Competence. Knowledge of the environment.
Mathematical Competence.
Digital competence.
Learn to learn.
Visit: 2 groups of 40 minutes each.
Resources Computer, internet and the real butcher.
Description of the activity Search for information about what a butcher is.
Preparation of a “longaniza” (saussage) recipe (ingredients,
steps to follow ..)
1st visit to the butcher shop closest to the center, requesting
permission to carry out the activity.
2nd search on the internet of the ingredients of the “longaniza”
(saussage).
Make a book with all school recipes.
Evaluation Very positive for participation and interest.
Positive recognition by their colleagues of the work done and
their subsequent explanation.
Knowledge of the elaboration of a typical product of the area.
(Country).
and links.
Title Musical games. Dance duels
Age/level 10 - 12 years
5th and 6th grade of Primary
Competențe secundare Cultural and Artistic Competence
Social and Citizen Competence
Time Required 20 minutes
Resources Music player
Speakers
Microphone
Description of the activity The students were distributed in 2 rows of 20. When the music
begins one of the groups begins to dance and then the other as
an alternative.
The artistic skills were valued by a jury formed by Special
Education students who scored each of the performances.
The students participated with great motivation because they
could dance in a creative way.
The jury acquired a leading role in the evaluation of the
dancing.

Evaluation All the students, as a whole, learned the dynamics that are
established in a contest in which some win and others lose,
accepting the result.
and links.
Title Musical games: Music in the park
The musical caps
Age/level 10 - 12 years
5th and 6th level of Primary
Competențe secundare Cultural and Artistic Competence
Social and Citizen Competence
Time Required 20 minutes
Resources Music player
Speakers
Microphone
Description of the activity The students are sitting in a single circle. Each is given a paper
hat, previously made in class. The music sounds and the
students must change them with the companion located to
their right, trying to follow the rhythm. When the music
stops, they change the direction of the exchange, while the
musical rhythms change.
Evaluation The students participated with great motivation having fun
for the situations that the exchange is producing: students
without hats, students with various hats, broken hats ...
Everyone welcomed this activity, favoring work in a large
group and accepting the mistakes of colleagues.
The wind affected in part the development of the activity.
and links.
List of songs
"Living life" Marc Anthony
"Satisfaction" Rolling Stones
"Two gardenias" Antonio Machín
"March Radetsky" Johan Staruss
"Paquito Chocolatero" Pasodoble
"Can not touch this" Mc Hammer
"The gorillas" Melody
"The Pink Panther" Soundtrack
Title Longaniza recipes
Age/level All levels Special needs students.

Competențe principale Linguistic Competence
Competențe secundare Knowledge of the Social and Cultural Environment
Math
Time Required Two weeks
Resources Photocopy of the template for the development of the
activity.
Students were given a copy with the main sections for the
realization of a recipe that had as an ingredient the longaniza.
The recipes were made at home and a recipe book that was
left in the library was completed.
There has been a lot of participation. The recipe book has two
volumes.
Families have been very involved.
We have received very varied recipes
Some of us have tried them in class
Evaluation All the students were very motivated and wanted to write and
investigate about recipes.
and links.
Title Sociogram
Age/level 1st to 6th level. From 6 to 12 years old
Competențe principale Social and citizen Competence.
Time Required One day
Resources Paper and pencils.
Description of the activity Find out the degree of acceptance of students with educational
needs.
Know the relationships between students of different groups.
Determine the acceptance and rejection of different aspects of
the school.
Application session of the initial questionnaire.
Application session of the final questionnaire.
Evaluation of the results.
Exhibition and sharing with the teaching team.
Evaluation Analysing of the results we could appreciate, that the project
was an important inflection point in acceptance of students
with special needs.
and links.
Title Shadow theather

Age/level All the students, Infants and Primary for 3 years old to 12
years.
Competențe principale Linguistic Competence.
Competențe secundare Artistic Competence.
Musical Competence.
Time Required 3 sessions for the elaboration of the materials.
4 sessions reading, memorization and expression the fairy
tale
5 sessions representing the theatre for all the school groups.
Resources Music sound system, puppets and a big sheet.
Search for information on the internet.
Memorization of a script.
Attention and listen.
Eye-manual coordination.
Respect for the intervention turn.
Use microphone and speakers.
Selection of musical audios.
1. Theater of shadows based on the children's story:
"The three little pigs" related to the reason for the
celebration (the longaniza is made with pork).
2. Search and elaboration of the text and the
silhouettes.
3. Stage preparation and focus of light.
4. Distribution of tasks: narrator, characters, silhouettes,
music.
5. Carrying out the tests.
6. Representation before the students of the school.
Evaluation The choice of the shadow theater supposes to facilitate the
learning of the script given the difficulties of language that
the group of students has got in the learning process.
Participation has been adequate for the students given the
variety of activities.
The objective of representing for all school students was a
special motivation.
and links.
Title Inclusion with Music: Sensory exploration games

Age/level 3 to 12 years/ Levels Kindergarten/Primary School/
Secondary School
Competențe principale Mother Tongue and Music Competence
Competențe secundare Develop oral communication skills; Improve relationships
with others; Create integration and acceptance situations;
Move freely and personally: alone, in pairs... Explore the
attitudes of: immobility-mobility, contraction-relaxation,
tension-relaxation; Explore thoracic and abdominal
breathing; Explore the overall movement of your body
from the smallest to the largest. Explore the segmental
movements of the body.
Resources Internet, computer, sound speakers, other materials.
methodology, what does the
teacher, what do the pupils
Students with special educational needs are in the class
group. Students listen to the instructions transmitted
through the audio file and perform the requested tasks:
they move around imagining that they are in a garden. At
the sound of the bell they greet a colleague who is close at
the time when the bell vibrates. Then they imagine that
they are being pursued by a swarm of bees which they try
to push away with a gesture. Next they imagine that they
are going to catch a train and reproduce the sound of the
train in movement.
Documentation (link to photos,
videos, etc).
Video: https://youtu.be/WNmsC-IzK_8
https://youtu.be/v36ww4J5XIk
Title Inclusion with Music: Voice and Drama
Age/level 3 to 12 years/ Levels Kindergarten/Primary School/
Secondary School
Competențe principale Expression and Dramatic Education; Mother Tongue
and Music Competence
Competențe secundare Develop oral communication skills; Improve
relationships with others; Create integration and
acceptance situations; Explore the different
possibilities of the voice; Align progressively with
sound, gestures and movements; Try different ways of

producing sounds; Explore organic sounds linked to
everyday actions; try different rhythms and beats.
Resources Internet, computer, sound speakers, other materials.
methodology, what does the teacher,
what do the pupils
group. After listening to the song, the students in a
collaborative work will choose the gesture that best
exemplifies the lyrics of the song. They present to the
group the group their choices and then is chosen that
gesture and beat that will be done by all. Students
experience different rhythms and tonalities. In group
they construct a choreography that later is presented to
the classmates of the moment in which to combine.
videos, etc).
Video: https://youtu.be/lcqNB-uFYJs
https://youtu.be/U1EjPaKc4JE
https://youtu.be/Bo2jMUAq99Y
Title Inclusion with Music: Dramatic games
Age/level 3 to 10 years/ Levels Kindergarten/Primary School
Competențe principale Expression and Dramatic Education; Mother Tongue
and Music Competence
Competențe secundare Develop oral communication skills; Improve
relationships with others; Create integration and
acceptance situations; Develop the ability to relate and
communicate with others; Explore the non-verbal
dimension; Develop the ability to relate and
communicate with others; Raise awareness for the use
of sounds, silences and words.
Resources Music manuals, internet, computer, sound speakers,
cones, bows, legos, other materials.
what do the pupils
group. Through the exploration of dramatic games,
students are encouraged to accept others and participate
in the same task in an inclusive way. They all have the
opportunity to experience the different roles in the
activity and thus gain the worked commissions. Respect

for rules and the other assume a very important role in
these tasks.
videos, etc).
Video: https://youtu.be/tbx_57ga7pg
https://youtu.be/4ZT35JYBAIw
https://youtu.be/-vY6cdaU_0k
https://youtu.be/r7-fZN40CpY

10.5. Part 5: LEARN to LEARN - APRENDER ATRAVÉS DA MÚSICA –
COMPETÊNCIAS TRANSVERSAIS
10.5.1. ARGUMENT
The fifth block was dedicated to the competence of learning to learn and was led by Italy.
The activities carried out by the students were:
• Sound exploration games with the voice, the body, objects facilitators and educational
tools.
• Exploration and spatial orientation
• Search body of directions, in the space lines and shapes
• Breathing and use of the voice in speech and song
• Creative Activities on poetic text
• Body Interpretation of songs
• Rhythmic and body expression
• Drama
• Improvisation
• Symbolizing (conventional and not)
• approach to instrumental practice
• Dances related to cultural tradition
• Knowledge of the musical heritage.
Title Inclusion with Music: “Now it’s your turn”…
Age/level 1st Level
Pupils from kindergarten school-
Competențe
principale
Competențe
secundare
Resources Song “One day my hand”
track Rondino “Forlane” by Francois Couperin Cardboards containing
pictures of the body parts
Audio-visual aids

Description of
the activity:
methodology,
what the teacher
does, what pupils
do
PRESENTATION/
WARM-UP
activities.
Discrimination of the different parts of the
body and lateralization
Proposal of the song “One day my hand”
-Propose the song combining the movements
- Repeat and change part of the body also
crossing the parts (for ex., right hand and left
foot), according to the different proposals of the
pupils
EXPLORATION
Leave time to explore
the topic proposed,
dealing with it in
different ways in order
to have the pupil
experiment it from
different perspectives
Discrimination of the bodily parts on oneself
and on others
Building up bonds with others, through the
body
Active listening of the track Rondino “Forlane”
by Francois Couperin (listening and auditory
recognition of the repetition, through the body):
-While in circle-time seated, the teacher leads
the pupils in recognizing a recurring theme
which is alternated to other musical ideas, by
touching the different parts of the body, but
always using the same part for the refrain.
AA’-B-AA’-C-AA’-D-AA’-E-AA’ Structure:
each section is associated to a different part of
the body; only section A is always repeated
(twice: piano-forte)
(for ex: massage the head during phrase A,
shoulders for B, arms for C, legs for D and feet
for E).
-In pairs, at turn one pupil massages his/her
mate in the different bodily parts previously
defined. Vary also the type of touch used in the
massage.
STRUCTURING
Giving the lesson a
more structured form
Socialization and Interaction
Divided into groups of five, for each musical
idea the pupils invent some movements with the
parts of their body which have been involved in
the previous activities, through the suggestion of
evocative contexts (sharing of the proposals
from the groups).
ELABORATION
Finding the
relationship among
different languages
Reconstruction of a sequence of movements
-Presentation of cardboards containing
pictures of the body parts involved in the
previous activities, in order to have pupils
reconstruct the sequence, also in small groups
Evaluation
methodology
activity

Documentation
(link to photos,
videos, etc).
Title Inclusion with Music: “I express myself while I breathe”
Age/level 2nd Level
Pupils at their second year of primary school
Competențe
principale
Competențe
secundare
Resources Headscarf
Song “Over here, over there”
Audio-visual aids
Description of
the activity:
methodology,
what the teacher
does, what pupils
do
PRESENTATION/
WARM-UP
intuitions, through
free and little-
involve the pupils
adds a sound to it), the group imitates his/her
proposal
addition
arrival point).
EXPLORATION
Leave time to
explore the topic
proposed, dealing
ways in order to
have the pupil
experiment it from
different
perspectives
sound addition
-Have the headscarf float in space individually by
following one’s breathing and give a sound to the
movement showing the arrival point (breathing
out);
- In pairs, have the headscarf float by following
the collective respiration in space and give a
Activities with objects facilitating movement for
the expressive use of the movement and to
favour relatioships
•In pairs, pupils throw the headscarf in the air and
get it back with different parts of the body (one
tosses and the other one collects)
•In pairs, search for a contact with the hand: one
pupil acts as the headscarf and the other one leads
it with his/her hand.

STRUCTURING
Giving the lesson a
more structured
form playing
through the
presentation of new
materials
Individual creativity and sharing
Proposal of the song “Over here, over there”
During the song, the teacher moves the headscarf,
following the spacial indications of the text and
pupils imitate the different gestures.
Pupils’ proposals
Then, during the verse the teacher asks them to
change the headscarf in an object pupils choose and
have them show the sound and movement: each
pupil, in turns, shows his/her proposal and the
others imitate it: alternate the different ideas of the
pupils to the refrain
Evaluation
methodology
activity
Documentation
(link to photos,
videos, etc).
Title Inclusion with Music: “Respiration, phrasing and expression”
Age/level 2nd Level
Pupils at their third year of primary school
Competențe
principale
Competențe
secundare
Resources Headscarf
Cloth
Track “Morning Mood” by E. Grieg
Song “Song of faraway lands” by Ruth Moroder
Audio-visual aids
Description of
the activity:
methodology,
what the teacher
does, what pupils
do
PRESENTATION/
WARM-UP
intuitions, through
free and little-
-Presentation of the object facilitating object:
the headscarf
involve the pupils
adds a sound to it), the groups imitates his/her
proposal
addition

arrival point).
EXPLORATION
Leave time to
explore the topic
proposed, dealing
ways in order to
have the pupil
experiment it from
different
perspectives
sound addition
-Individually, pupils let the headscarf float in
space following their own breathing and they add a
sound to the movement, showing the arrival point
(breathing out);
-In pairs, have the headscarf float in space
following the collective respiration and add a
Listening, attention and perception of the
phrasing
Play of the “Flying carpet” with the cloth, on the
track “Morning Mood” by E. Grieg
In groups, let the cloth float imaging it is a flying
carpet moving according to the music and stopping
when the musical idea gets to an end; pupils follow
the phrasing of a chosen song in an intuitive way
STRUCTURING
Giving the lesson a
more structured
form playing
through the
presentation of new
materials
Socialization and positive interaction
-Proposal of the track “Song of faraway lands”
by Ruth Moroder: listening, memorization and first
intonation
-Divide pupils in four groups according to the
countries mentioned in the song.
-Each group searches for and shares a movement
for each verse, according to the country of
reference
-During the refrain the groups have the cloth float
in space
-Performance of the choreography
ELABORATION
Finding the
relationship among
different languages
Invention of new verses for the song to describe
the countries of the pupils in the class coming from
different cultures.
Evaluation
methodology
activity
Documentation
(link to photos,
videos, etc).
Title Inclusion with Music: “At dancing pace”
Age/level 2nd Level
Pupils at their fourth year of primary school
Competențe
principale

Competențe
secundare
Resources Track “Israeli traditional Dance”
Orff instruments
Audio-visual aids
Description of
the activity:
methodology,
what the teacher
does, what
pupils do
PRESENTATION/
WARM-UP
intuitions, through
free and little-
Research of common beating
Work on gaits
-Free walk in space, each one with his/her own
speed (the teacher does not stress the beating).
At a teacher’s signal (HOP), search for the common
pace (that implies observation and reciprocal
listening).
-Alternate free walk to the common pace, to the
established signal (HOP/HIP).
Synchronicity and coordination according to the
auditory stimulus and the classmate
Play on prompt reaction
-On an auditory stimulus, walk in space following
the beat stressed by the teacher; when meeting a
classmate jump three times, searching for
coordination and synchronicity of movements and
then resume walking (repeat the activity with two
jumps and one jump).
EXPLORATION
Leave time to
explore the topic
proposed, dealing
ways in order to
have the pupil
experiment it from
different
perspectives
Increase of listening, attention, memory and
personal creativity
Coordination activities and plays on prompt
reaction to the musical stimulus
-Walk following the orders given by the numbers:
1 forward, 2 backward, 3 turn around, 4 stop, 5 find
a mate and walk in pairs, 6 free (choose freely
something to do)
-Performance of sequences in succession:
4 steps, 4 clap (at “hop” signal repeat the movement
you are doing);
4 steps, 4 clap, 4 thights, 4 clap hands with a mate’s
hands to be searched by glance (at hop signal repeat
the movement you are doing)
STRUCTURING
Giving the lesson a
more structured
form
Internalization of motor sequences and
elaboration of a choreography
Elaboration and execution of the Israeli
traditional Dance:
Introduction A: in circle time, pupils hold their
hands together, the pulse is scanned by the stamping
of feet ((16);
Introduction B: while standing on the spot, pupils
B: forward to the centre (8) and backward to one’s
place (8).

Introduction B: while standing at their place, pupils
B: turn right on the spot (8) and left (8);
Introduction B: while standing at their place, pupils
B: forward and backward to the centre, pupils raise
their hands (8) then they get back to their spot (8);
A: walk rightward with crossed step (16); walk
leftward with crossed step (16).
ELABORATION
Finding the
relationship among
different languages
MUSIC AND GEOMETRY activities on isometry:
rotation and translation
Evaluation
methodology
activity
Documentation
(link to photos,
videos, etc).
Title Inclusion with Music: “I breathe with the music and I let myself be
carried away…”
Age/level 2rd Level
Pupils at their 5th year of primary school-students at their 1st and 2nd year
of first grade of secondary school
Competențe
principale
Competențe
secundare
Audio-visual aids
Description of
the activity:
methodology,
what the teacher
does, what
pupils do
PRESENTATION/
WARM-UP
Stimulation of
student intuitions,
through free and
little-structured
activities.
Directions in space
- Creation of itineraries in space: draw lines
moving in space as if they were “webs” intersecting
and having a defined direction (follow one’s
direction with the eyes)
-Free voice addition of the paths and active
listening of the group

EXPLORATION
Leave time to
explore the topic
proposed, dealing
ways in order to
have the student
experiment it from
different
perspectives
-Execution of itineraries in space, which should be
more or less long according to the melody played or
sung by the teacher
-Execution in pairs of the itineraries: search for
hand contact and, in turns, experiment conduction
with or without the music
STRUCTURING
Giving the lesson a
more structured
form, playing
through some
musical elements
Active listening
““Humoresque” op.101 n.7 by Dvorak (the first part
of the track) and drawing of arches on the body,
following the phrasing
The conductor play:
-The teacher divides the students into two groups
and leads them, having them move in space, with
gestures and eyes, also using a simple song.
“Humoresque” by Dvorak/"Slavonic dance” by
Dvorak op. 72 n. 2; in turns, one student conducts
and has the group (or two groups) move in space
through the body and hands movements, and
proposes direction changes according to the track
variations (each one follows the music highlighting
what strucks more: phrase, dynamics,
semiphrases…)
Evaluation
methodology
activity
Documentation
(link to photos,
videos, etc).
away…”
Age/level 2rd Level
Competențe
principale

Competențe
secundare
Audio-visual aids
Description of
the activity:
methodology,
what the teacher
does, what pupils
do
PRESENTATION/
WARM-UP
Stimulation of
student intuitions,
through free and
little-structured
activities.
Directions in space
the group
EXPLORATION
Leave time to
explore the topic
proposed, dealing
ways in order to
have the student
experiment it from
different
perspectives
the teacher
without the music
STRUCTURING
Giving the lesson a
more structured
form, playing
through some
musical elements
Active listening
the phrasing
The conductor play:
semiphrases…)

Evaluation
methodology
Documentation
(link to photos,
videos, etc).
Title March Celebrations
Age/ level 6 years / preparatory grade
Competențe principale Improving practical skills while working with different materials
and applying accessible techniques in musical settings
Competențe secundare ➢ Performing various songs and poems according to the
chosen theme
Resources o Musical instruments: piano, violin, guitar
o Coloured paper, scissors, glue,
o Songs in different languages and having different themes
o Songs: Mother’s Day, Spring, The Snowdrop
o Poems about family relations, the arrival of spring, joy
and flowers
o Techniques for handicrafts
Description of the
what the pupils do
➢ Presentation of different materials to be used in creating
special cards for mother’s day
➢ Card design is carried out by pupil and mother together
➢ Listening to background music (piano, violin, guitar)
while working at the card
➢ Having students from high school as guests who perform
various songs using different musical instruments
➢ Song and poetry performance on selected themes
Evaluation
methodology
❖ Observation of pupils
❖ Cards for mother’s day – design, arrangement, message
❖ Steps followed in designing the card having musical
background
❖ Song interpretation according to the themes discussed
❖ Poetry performance in musical settings
❖ Exhibition of pupils’ works

Title Music and Poetry
grade
Competențe principale Development of reading, memorizing, understanding and learning
capacities related to poetry
Competențe secundare ➢ Association of familiar musical fragments with poetic
verses in order to broaden pupils’ knowledge on certain
topics
Resources o Musical instruments: piano, violin, xylophone
o Coloured paper, posters, board
o Handouts with the verses of poems/ songs
o Various songs about spring and nature (The gardens are
blooming)
o Poems about spring and nature
o Drawings (vocabulary, poems, songs)
o Familiar musical fragments known by pupils
Description of the
what the pupils do
➢ Reading poems on different topics, asking and answering
questions in order to reach the message of the poems
➢ Interpreting various existent songs for the selected poems
➢ Offering guidelines for learning certain poems
➢ Musical interpretation of several missing words from
poems using different musical instruments (one pupil
performs the musical piece, the other pupils try to guess
the missing word having on a handout the verses of the
poem discussed)
➢ Word games in musical settings and selection of familiar
musical fragments to play the verses of poems
➢ Exhibition: students’ works presented within musical
frames
Evaluation
methodology
❖ Pronunciation of verses while reading poems
❖ Answers given to questions related to the images and the
message of the poems
❖ Association of words with musical fragments played on
the piano, violin, xylophone (creativity, sense of rhythm/
word pronunciation)
❖ Musical interpretation of poems using familiar musical
fragments
❖ Exhibition of pupils’ works (texts of songs, poems
accompanied by drawings)
Documentation (link
Title Theatre and Music Advertisement
grade
Competențe principale Detail identification, character description and role play in literary
contexts

Competențe secundare ➢ Production of functional text including visual and verbal
language
o Literary texts from school library (The girl who took ‘NO’
in her arms)
o Classical music: J.S.Bach, Cantatas, Beethoven,
Moonlight Sonata, Mozart, Eine kleine nacht muzik
o Songs: Oh, poor little cuckoo offspring (sadness),
Competition Song (joyful)
o Posters representing key words, white paper, crayons,
watercolours, glue, scissors, collage
Description of the
what the pupils do
➢ Identification of various details in a literary text (real,
unusual characters) having musical pieces played on the
piano by pupils
➢ Character description with guidance in finding positive
and negative features accompanied by joyful/ sad songs
according to the features identified
➢ Role play starting from the literary text (pupils read their
roles having in the background Moonlight Sonata, by
Beethoven – piano performance)
➢ Designing an advertisement starting from the information
given about a show including theatre play and music (in
the background Mozart, Eine kleine nacht muzik)
➢ Exhibition: pupils’ works presented on the Class Creative
Panel
Evaluation
methodology
❖ Classification of characters (real, unusual)
❖ Identification of positive and negative features of
characters
❖ Association of songs (joyful, sad) with the characteristics
of the characters (positive, negative)
❖ Selection of details from literary texts according to the
tasks given
❖ Role play in musical settings (pronunciation,
understanding of lines)
❖ Design of Theatre and Music Advertisement and
exhibition of pupils’ work
Documentation (link
Title At the market: development and growth of plants
grade
Competențe principale Exploration of characteristics, stages identification, comparison
criteria in relation to elements from nature

Competențe secundare ➢ Presentation of conclusions regarding the investigations
carried out and the use of acquired knowledge in daily life
o Flower pots with different plants / seeds
o Classical music: F. Chopin, Spring Waltz
o Songs: The Rose, The Snowdrop, The Fir Tree, Edelweiss
(Ducu Bertzi), Ana Lugojana (I. Vidu)- folkloric song
o Portfolios with various information regarding plants and
their specific elements
o Boxes with different seeds (vegetables, fruit, medical
plants, trees)
Description of the
what the pupils do
➢ Exploration of the parts of plants using posters
(vegetables, flowers, trees, medical plants)
➢ Observation of plant germination (wheat, corn, beans)
➢ Song interpretation: The Rose, The Snowdrop, The Fir
Tree, Edelweiss, traditional Romanian folk songs
➢ Description of plants’ basic needs (water, air, light,
temperature, soil) and the stage of their development
including environmental conditions
➢ Comparison of various seeds brought by pupils, writing
down observations
➢ Role play: at the market (agriculturists, farmers, buyers)
where pupils exchange/ buy seeds to improve their
agricultural crops
Evaluation
methodology
❖ Identification of the parts of different plants (vegetables,
flowers, trees etc.)
❖ Song interpretations according to each activity
❖ Description of the observations made in connection to the
basic needs of plants
❖ Presentation of the information acquired in pupils’
portfolios
❖ Identification of criteria while comparing the
characteristics of seeds
❖ Participation in the role play: at the market
Documentation (link
Title Childhood Adventures
grade
Competențe principale Identification of key elements in literary texts and manifestation of
curiosity towards literary messages
Competențe secundare ➢ Narration of familiar events or stories starting from the
reading of different literary texts
Resources o The anthem of the project

o Drawings inspired by poems, stories, fairy tales
o Books from “Lucian Blaga” Alba County Library (O.
Cazimir, For you, spring!, Ana Blandiana, One day as I
was working, Mircea Santimbreanu, The little key, P.
Ispirescu, The poor man’s smart daughter)
o Reading and Borrowing Rooms from “Lucian Blaga”
Alba County Library
Description of the
what the pupils do
➢ Identification of key words, characters, main
events/messages in literary texts (poems, short stories,
fairy tales)
➢ Poem interpretations in musical settings
➢ Expressing feelings related to the texts discussed through
music
➢ Songs related to the themes of the selected literary texts
➢ Creating drawings for each text discussed having music in
the background
➢ Reading poems, fragments from stories/ fairy tales aloud
➢ Pointing out the structures of fairy tales during reading
and discussions
➢ Characterization of characters and identification of the
moral of stories
➢ Performance of project’s anthem at the Alba County
library
Evaluation
methodology
❖ Identification of key words, characters, main
events/messages, lessons in literary texts (poems, short
stories, fairy tales)
❖ Observation of the structure of fairy tales
❖ Reading of poems, verses or stanzas aloud with intonation
❖ Characterization of characters in stories, fairy tales
❖ Drawings representing messages understood by pupils
from poems, stories, fairy tales
❖ Performance of the hymn of the project
Documentation (link
Title Practical skills: Quilling
grade
Competențe principale Using materials according to their properties and working
techniques in various contexts
Competențe secundare ➢ Manifestation of receptivity towards visual expression
Resources o Materials: sheets of paper of different colours, shaped
frames, different types of glue, scissors, needles, paper
bands
o Classical music: Vivaldi, Spring, Beethoven, Moonlight
Sonata, Tchaikovsky, The Waltz of the Flowers, J. Strauss,
The Blue Danube Waltz
o The project anthem: Like a little flower

o The quilling technique
Description of the
what the pupils do
➢ Pupils choose the materials they want to use (paper sheets
– different colours, different types of glue, scissors, paper
bands for rolling etc. ), the spacial frames they want to
build on, the themes they want to represent (spring,
flowers, insects, musical notes etc.)
➢ Classical music: Vivaldi, Spring, Beethoven, Moonlight
Sonata, Tchaikovsky, The Waltz of the Flowers
➢ Song performance using various musical instruments:
piano, cello, violin, guitar
➢ Pupils work individually and in groups in order to
complete the pictures using the quilling technique and
having classical music in the background
➢ Exhibition with pupils’ works in musical setting (J.
Strauss, The Blue Danube Waltz)
➢ Performing the hymn of the project Like a little flower
Evaluation
methodology
❖ Combination of materials in order to create the pictures
❖ Use of materials in order to render a message through the
quilling technique
❖ Selection of themes to be represented and the arrangement
of materials in rendering the themes
❖ Involvement in the creation of the pictures and willingness
to collaborate and discover new perspectives
❖ Performance of the hymn of the project: Like a little
flower
Documentation (link
Title Music and Movement: Music and Body
grade
Competențe principale Improvement of body coordination and motor skills with view to
achieving harmonious growth
Competențe secundare ➢ Development of attention and concentration capacity
o Laptop. loudspeakers
o Musical pieces with various rhythms
o Selection of movements adapted to the age, abilities and
flexibility of pupils
o Rules for the musical games
o Articles on the combination of harmonic sounds and movement

Description of the
what the pupils do
➢ “In the old lady’s house” – pupils are arranged in 2 circles and
they sing and perform various movements (clapping, jumping,
turning round etc.) while a pupil plays the piano
➢ “Musical chairs” – several chairs are arranged in a circle with
space between them, but one pupil does not have a chair. A pupil
plays the piano and the others have to move around the chairs.
When the music stops they have to find a seat very quickly. The
one who misses the chair is eliminated.
➢ “Aerobics- dancing steps are combined with Tae-Bo exercises
trying to follow the musical rhythm of the melody played
➢ “Harmonic sounds and movement” – arms and legs movements
in a selected rhythm (butterflies dancing, birds chirping, bees
dancing)
Evaluation methodology ❖ Coordination of body movement with musical pieces
❖ Performance of movements according to the musical rhythms
❖ Respecting the rules of the musical games
❖ Arms and legs movements in musical settings
❖ Expressing feelings through movement performance and sound
associations
❖ Ability to focus on the movement and music and attention paid
to the rules of the games
Title Movement dynamics through Music
grade
Competențe principale Harmonious physical development and acquisition of basic motor skills
Competențe secundare ➢ Improving competition efficiency and teamwork
Resources o Rhythms created by students so that they are able to move at the
same pace
o Laptop. loudspeakers
o Musical pieces with various rhythms
o Selection of movements
o Aerobic ball, sport mattress, balloons
o Articles on the dynamics of movements and influence of music
on carrying out different exercises
Description of the
what the pupils do
➢ “Transporting a sport mattress” – students (divided into 2 teams)
have to carry a sport mattress on their heads without falling. On
their path they have to create a rhythm of moving so that they do
not lose balance and they also have to overcome some obstacles.
➢ “Don’t get caught” – students are divided on the sport field that
has been marked and they have to move according to the limits
drawn. They walk, run, jump from one line to another and if they
are caught they are eliminated

➢ “Volleyball with an aerobic ball” – students are divided into 2
teams of 6 players each. They have to play volleyball using an
aerobic ball according to the rules while music is played in the
background.
➢ “Balloons in a line” – students are divided into 2 teams. They
have to move from A to B (marked by the teacher) holding the
balloons with their bodies (use of hands is forbidden) while
music is played in the background.
Evaluation methodology ❖ Coordination of body movement with (musical) rhythms
❖ Performance of movements according to the musical rhythms
❖ Respecting the rules of the games
❖ The degree of achievement of the goals set for each game
❖ Coordination of team members in order to achieve their goal
❖ Degree of involvement in competitive activities
Title Shakespeare Revisited
grade
Competențe principale Development of critical thinking skills in relation to Shakespearean plays
and sonnets through music and visual arts
Competențe secundare ➢ Drawing parallels between Shakespearean thought and
contemporary frameworks
Resources o Musical instruments: piano, guitar
o Interdisciplinary approach: music teachers, English teacher,
philosophy and psychology teacher, drawing teacher, librarians
o Art albums, Shakespeare’s plays and sonnets
o Rhythmic structures
o Handouts with verses and vocabulary
o Materials: paper, watercolours, crayons, pencils, glue
Description of the
what the pupils do
➢ Selection of thematic Shakespearean quotations to be rendered
through visual arts (drawings, paintings)
➢ Setting a peaceful environment for students to create the artistic
works (at the library) and providing musical background (another
student playing the guitar)
➢ Combining basic rhythm with body percussion and the verses of
Sonnet 94
➢ Performing a musical song for the sonnet respecting the rhythm of
the words
➢ Discussing the ideas from the sonnet in connection to daily life
➢ Making associations between the ideas expressed in the sonnet and
students’ life experience moving beyond the verses
➢ Draw comparisons between Shakespearean thought and students’
own perspective thus emphasizing the way in which we can enrich
our life experience through literature
Evaluation methodology ❖ Song interpretation of Sonnet 94 (voice and piano)

❖ Associations of rhythmic structures with the words forming the
verses of the sonnet
❖ Coordination body percussion with musical tune and word
pronunciation
❖ Comparisons between the ideas expressed in the sonnet and
students’ life experience
❖ Exhibition of drawings, paintings reflecting Shakespearean thoughts
❖ Involvement in the discussions related to Shakespearean views
reflected in contemporary contexts
Title Preparation and Presentation of Self-Created Products
grade
Competențe principale Organisation of individual learning and assimilation and analysis of data and
skills
Competențe secundare ➢ Use of prior knowledge and life experience in presenting the
products
Resources o Cakes, jewels, building models, toys, clothing items, laptop,
loudspeakers, tablecloth
o Musical instruments: piano, violin, clarinet, pan pipes
o Music scores, fabrics, food
o Musical fragments adapted to the products presented
o Student-centred teaching methods
o Posters on different topics
Description of the
what the pupils do
➢ Presentation of working habits related to time and information
management individually and in teams
➢ Combination of non-formal learning (unplanned and spontaneous)
with team organisation
➢ Presentation accompanied by musical fragments played on the
piano, clarinet, violin, pan pipes
➢ Learning through discovery the process of data assimilation and
analysis
➢ Association of different products with specific musical pieces
➢ Presentation and Exhibition of students’ products in musical settings
Evaluation methodology ❖ Combination of working habits in teamwork
❖ Association of musical fragments with the products presented
❖ Comparison of different ways of data assimilation and analysis
❖ Presentation of products according to the stages of improved
individual learning organisation
❖ Exhibition of students’ products in musical contexts, including uses
of prior knowledge as well as personal life experience

Title I change the lyric!
Age/level Infant students.
3, 4 and 5 years old.
Competențe principale Linguistic Competence.
Competențe secundare Social and Civic competence.
Time Required 2 sessions. 45 minutes each.
Resources Students imagination.
Description of the activity 1. We propose to make a letter for our hymn.
2. The students propose that is hot, they can say something
about spring.
3. We listen and listen to the melody several times.
4. On it we play with the words and we will place them in
every musical note.
Evaluation It has been difficult for the students to fit the words with the
hymn. Once the letter (lyric) has been established, they have
stored and sing correctly.
and links.
Title We sing and dance, spring is coming!!
Age/level Infants Students.
3,4 and 5 years old
Competențe secundare Social and civic Competence
Cultural expressions Competence
Resources Computer to listen to the hymn
1. We did a choreography among all, pretending they are
singing.
2. We sing the song and we do different gestures.
3. We will decide what gesture like more.
4. We memorize and represent.

Evaluation This task has been more simple than inventing a letter for the
hymn. Legends have begun to represent with the body or what
are they listening to.
and links.
Title We show you our dance for the hymn!!
Age/level Infant students.
3,4, and 5 years old.
Competențe principale Learn to learn Competence.
Competențe secundare Musical Competence.
Linguistic and Maths Competences.
Resources Tablets and computer.
1. We explain that we have to be dancer teachers.
2. We distribute the tasks to each child.
3. Each student explains how to make a step of the
choreography.
4. We record the choreography with the tablet.
5. We make a video-tutorial.
Evaluation The process of explaining the step has been simple.
Recording with the video and making the video-tutorial
has been funny.
and links.
Title I'm also youtuber!
Age/level 1st
level of Primary/ 6 years
Competențe principale Learn to learn Competence and Musical Competence
Competențe secundare Autonomy and personal initiative
Digital Competence
Time Required 1 session of 60 minutes
Resources Computer, digital screen and projector, tablet.
Description of the activity We reflect on how we have invented and learned song and
dance.
They explain it first in front of the class and then we record it.

Evaluation Very positive. They have had a lot of fun.
Final editing of the video is planned and they reflect on what
they have done well and what could be improved.
and links.
Title We discover what a hymn is
Age/level 2nd
level of Primary 7-8 years old
Competențe principale Linguistic and Musical Competences.
Competențe secundare Digital Competence.
Time Required 4 sessions: 45 minutes
Resources Computer: Youtube and noteflight.
Digital board.
Description of the activity 1.- Discover what is hymn looking in internet information and
listening a part of the 9th
Symphony of Beethoveen.
2.- Recognize the hymn of Joy, hymn of the European
countries.
3.- Listen to our own hymn: “like a little flower”.
4.- Look for the lyric for our hymn. Students wanted to named
the five countries of our Erasmus.
Evaluation Very positive. Students wanted to learn more about other
musicians and they made a small relationship between
classical music and nowerday music.
and links.
Title "Like a little flower" (record the video)
(with part in English, in Spanish and with gestures)
Age/level 3rd level of Primary (8 or 9 years old)
Competențe principale Awareness and cultural expressions.
Social and Civic competences.
Sense of initiative and entrepreneurial spirit.
Mathematical competence
Time Required 2 hours and a half approx.
The volunteers in learning the gestures language (deaf) to
teach them to classmates 3 hours and a half approx.
Resources Computers, Projector, Tablet camera to record.
It has been used, youtube, Pinterest to find information about
gestures, movie maker ...

Description of the activity During several days the lyrics are tested in English and
Spanish with the demo that is posted on the "musictolearn
..." drive (usually at 9 in the morning when they enter school).
A friend of the tutor who is also PT teacher knows sign
language and has sent us two videos indicating the gestures
of the letter in Spanish that we had previously composed.
This helps us to investigate sign language. All students
participate and share their research in a large group (Who
invented it and when, what is it ...?)
Several students teach the rest of the class some gestures
they have learned and we conclude that it is a very intuitive
language.
A group of students volunteer to stay at recesses and learn
the lyrics of the song in Spanish sign language.
Later they will teach the gestures to the rest of the class in
language, maths ...
When everyone learns the gestures we rehearse, repeat, the
song two or three times every day ...
We record ourselves and we see ourselves in the projector to
correct the defects since we see that it is a very difficult
language and that you have to be "very precise" so that you
understand us.
Evaluation The result is very satisfactory. This activity has helped us to
become aware of the communication difficulties that deaf
people have. Also that in spite of the difficulties, with effort
and creativity all the obstacles can be overcome.
All the students have learned the letter and the gestures and
have researched on the subject.
In general, satisfaction is observed for having managed to
"record successfully" the song.
and links.
Title Dramatic Games / Storytelling
Age/level Primary/2nd/3rd Cycle
Competențe principale Expression and Dramatic Education; Music Competence
Competențe secundare Explore the expressive possibilities of the body; Experience
personal ways of developing a movement: Create stories
collaboratively. Develop oral communication skills;Improve

relationships with others; Create integration and acceptance
situations;
Time required 2x90 minutes
Resources Music manuals, internet, computer, sound speakers.
what do the pupils
Students form groups of three. Each student is given a magic
word. The student who begins to tell the story goes around the
room and whenever he says one of the magic words, the students
to whom the word has been assigned must change groups. The
student who is telling the story tries to occupy one of the places
left vacant by the students who have changed groups. The student
who is without a group will have to continue the story from the
point where it was.
Student creativity to tell the story;
Record Grid of the student's commitment and attitude in the game.
Documentation (link to photos, videos,
etc).
Video: https://youtu.be/coY7ka2HQ5g
Title Words with sound / Expressive Games
Age/level Kindergarten/Primary School
Competențe principale Expression and Dramatic Education; Music Competence
Competențe secundare Improve relationships with others;
Create integration and acceptance situations;
Explore the non-verbal dimension;
Understand instructions clearly;
Relate to others;
Improve listening comprehension.
Resources Music manuals, internet, computer, sound speakers.
Description of the activity: methodology,
what does the teacher, what do the pupils
Develop a natural way of expressing and communicating.
Develop musicality
Experience body percussion, beats, palms ...
Make sudden variations of tempo (fast, slow) and intensity
(strong, weak).
Relate to others;
Saying texts with different rhythms and intoations;
Explore music games;
Accompany text with rhythms and body sounds;
Improve listening comprehension.

Student creativity;
game.
etc).
Video:https://www.youtube.com/watch?v=pJpIH6C_zbU
Title Learning to Learn: Rope Skipping
Age/level 14 years/ 3th Cicle
Competențe principale Cardio and muscular resistance; Agility; Flexibility; Rhythmic
Coordination and Awareness; Balance.
Competențe secundare Creativity and awareness of sounds and rythm in body
movement; Development of self-esteem, promotion of the
process of socialization, improving relationships with others and
fighting againts social exclusion; Develop the ability to relate
and communicate with others.
Resources Music (from the computer or mobile), sound speakers, ropes of
different sizes.
what do the pupils
Individual Rope: teacher explains the basis of rope skipping;
teaches some rope skipping skills; students try and explore
different skills and possible variations; in pairs, they help each
other and try skills sharing one rope.
Double Dutch Rope: 1º - While 2 students rotate the rope the
other passes without skipping; then they pass skipping as many
times the classmate behind say; after students create variations
to this task; 2º - One by one, students enter the rope, but there
can´t be more than 2 skipping, so they have to choose a sign so
that when the 3rd enters, the 1st leaves. The sign is decided by
one student and can be a number or a sound. (this activities are
used in many school events, where this students share their
learned skills with students from other levels)
Evaluation methodology Direct observation and record grid of the student's performance,
commitment and attitude, according to the evaluation criteria.
etc).
Video: https://youtu.be/jQ6Zfy7Stbk

Title "At the Aladdin's Castle" - strengthening the use of number 4 through
dancing.
Age / Level 7 years, 1st
grade
Key competence • impact of music onto mind efficiency and concentration
• strengthening the use of number 4
• group integration
Competențe secundare Learning to learn
The pupil
• can concentrate
• counts up to 4
• is able to cooperate harmoniously in a group and willing to take part in a
game
Time required • 5 min - dance preparation, arrangement in a circle
• 4 min - dancing in a group
Sources • Music CD - melody Nigun Atik (instrumental)
or https://www.youtube.com/watch?v=nRCIB9xFNmA
Description of the
exercise: methodology,
what the pupils do
The teacher explains the rules of the game – dancing. The pupils get
acquainted with the melody of the song. They imitate the teacher's
movements while walking around (in a circle), tapping certain rhythm
counting to 4.
Evaluation of the
methodology
• The music had a positive impact on the pupils who cooperated
harmoniously in the group, imitating the teacher's movements. The
pupils strengthened their use of number 4 - they clapped their hands,
marched as they counted to 4.
photos, videos, etc.).
http://serwer1508943.home.pl/art,463,nauka-uczenia-sie

11. Main results and impacts
The Project Music is… Life Long Learning has as main objectives the development and
improvement of eight key competencies in the students involvement:
• Communicate in the mother tongue
• Communicate in foreign languages
• Mathematical competence and basic skills in science and technology
• Digital skills
• Learn to learn
• Social and civic competences
• Sense of initiative and entrepreneurship
• Cultural awareness and expression
Throughout the project, different strategies and instruments were used to assess the results
and impact of the project on students' learning and how families and school can profit from its
implementation.
The tools used for quality control were as follows:
a) analysis of the satisfaction of the beneficiaries (students, teachers, families) through
questionnaires, interviews, focus groups;
b) evaluation of the impact of the activities carried out on the competences (average of results
and dispersion) and motivation of the student (test before beginning and at the end of
activities, observation of teachers, etc);
c) evaluation of Joint Training Events through anonymous questionnaires to participating
teachers;
d) Student and family questionnaires on Short-term Student Exchange in other countries;
e) evaluation of the Manual and Guide to Good Practice by external teachers in the Erasmus +
working groups which contributed to the quality of the intermediate and final products
produced by evaluating their use and functionality. This verification has been carried out twice
in the projects carried out to date: at the end of the first year of operation and immediately
before the last meeting of the transnational project;
f) questionnaire at the end of the dissemination events.
This project has made Music the instrument to increase key competencies in students.
Why music? We believe that music, as a universal language, can make easier the acquisition and
improvement of students' abilities by motivating them to new learning while transforming the
classroom into a more propitiating space for the act of learning.

QUALITY ASPECT
EVALUATED
1) Quality of on-site activities carried out by participating pupils
TOOL USED a) Analysis of the beneficiaries' satisfaction (students, teachers,
families) through questionnaires, interviews, focus groups
QUALITY OF ON-SITE ACTIVITIES STUDENTS’
SATISFACTION
(on a scale from 1 –
lower to 4 – higher)
TEACHERS’
SATISFACTION
FAMILIES’
SATISFACTION
COMMUNICATION IN MOTHER LANGUAGE
Istituto Comprensivo di Alba Adriatica 3,28 2,98 3,05
Ceip Gloria Arenillas 3,50 3,40 3,59
Liceul de Arte Regina Maria Alba Iulia 3,76 4,00 3,78
Agrupamento de Escolas de Vieira de
Leiria
3,75 4,00 3,79
Szkola Podstawowa nr 2 im. Jana
Kochanowskiego
4,00 3,81 4,00
AVERAGE 3,66 3,64 3,64
BASIC COMPETENCES IN SCIENCE
Leiria
3,75 4,00 3,79
Kochanowskiego – date …
4,00 3,81 4,00
AVERAGE 3,59 3,64 3,62
MATEMATICAL COMPETENCE AND BASIC COMPETENCES IN TECHNOLOGY
Ceip Gloria Arenillas – date … 3,93 3,62 3,88
Agrupamento de Escolas de Vieira de 3,75 4,00 3,79
Kochanowskiego –
4,00 3,81 4,00
AVERAGE 3,8 3,84 3,82
INCLUSION
Ceip Gloria Arenillas – date 3,67 3,64 3,67
Liceul de Arte Regina Maria Alba Iulia
…
3,54 3,92 3,68
Leiria
3,75 4,00 3,79
Kochanowskiego
4,00 3,81 4,00
AVERAGE 3,7 3,87 3,77
LEARNING TO LEARN

Leiria
3,75 3,97 3,79
Kochanowskiego
4,00 3,43 4,00
AVERAGE 3,71 3,75 3,8
Along with the partner schools, students' apprenticeships were evaluated using a scale of 1 to
4 in two different moments: before the use of the music and after the use of the music.
From the application of this methodology the following results were obtained:
Significant improvement in learning:
Before the use of the music After the use of the music
2,84 3,67
A reduction in the dispersion of results:
25,3% 14%
An increase in student motivation:
2,35 3,48
Also for students with learning difficulties the results show us an improvement in their
learning:
Significant improvement in learning:
2,12 3,04
A reduction in the dispersion of results :
24,3% 15%
An increase in student motivation :
2,23 3,65

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