Interdisciplinary theme learning of music in compulsory education refers to comprehensive learning based on a certain research theme, problem or knowledge concept, with music as the main discipline, supplemented by other knowledge of different disciplines, which can help students understand relevant knowledge of the music discipline, and ultimately improve all kinds of core literacy, usually possessing the following characteristics: integration, aesthetics and practicability. With respect to integration, the advantage of interdisciplinary thematic learning lies in the integration of knowledge from different disciplines, which promotes students' construction of intrinsic knowledge connections. Aesthetics highlights the personality characteristic of the music discipline, and "aesthetic perception" is the key to the core qualities of arts. Interdisciplinary learning facilitates the integration of knowledge between different disciplines through aesthetic experience, and eventually enhances students' aesthetic ability. In terms of practicality, interdisciplinary thematic learning in music emphasises students' active participation and experience, enhancing students' interdisciplinary understanding and advancing the achievement of the set teaching goals through specific tasks and activities such as singing and playing. In accordance with the connotation and characteristics of interdisciplinary thematic learning aforementioned, this paper mainly discusses the interdisciplinary thematic teaching practice of the music discipline based on the procedures of Concept Cluster → Problem Chain → Goal Layer → Task Cluster → Evidence Set ("C-POTE" model), and takes the five steps above as the basis for the study of basic ideas and methods.

Nan Huang. An Investigation of Interdisciplinary Thematic Teaching in Music Based on the "C-POTE" Model. Frontiers in Art Research (2024) Vol. 6, Issue 6: 34-39. https://doi.org/10.25236/FAR.2024.060605.

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