Relevant bibliographies by topics / Extracurricular lessons

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Extracurricular lessons'

Author: Grafiati
Published: 28 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Extracurricular lessons"

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Smith, Matthew D., Steven J. Aicinena, and Jeffrey P. Steffen. "Physical Education Teachers' Behaviors as Related to Pupils' Psychosocial Development in Curricular and Extracurricular Settings." Perceptual and Motor Skills 78, no. 3_suppl (June 1994): 1087–95. http://dx.doi.org/10.2466/pms.1994.78.3c.1087.

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The purpose of this study was to examine whether teachers' behaviors related to pupils' psychosocial development would differ when physical education teachers taught curricular physical education lessons and when they coached extracurricular school teams. Subjects were 22 physical education teachers who taught and coached basketball in northeastern Colorado and southeastern Wyoming. One physical education lesson on basketball and one basketball practice were videotaped for each subject. These tapes were then coded for frequency of teachers' reactive and spontaneous behaviors with the Coaching Behavior Assessment System. A one-way analysis of variance test indicated that there was no statistically significant difference between the rates teachers used all behaviors during lessons and practices. Hotelling-Lawley trace tests and subsequent repeated-measures multivariate analysis of variance indicated that teachers provided significantly higher rates of punitive mistake-contingent technical instruction, general technical instruction, and general encouragement during extracurricular practices and used a significantly higher rate of behaviors aimed at keeping control during curricular lessons. Unlike previous research on skill-related behaviors, the results did not indicate that teachers' performance suffered dramatically during curricular lessons when compared with performance in extracurricular practices.
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Bondarenko, M. A. "Dal’s dictionary in Russian lessons and extracurricular activity." Russian language at school 82, no. 5 (September 18, 2021): 15–25. http://dx.doi.org/10.30515/0131-6141-2021-82-5-15-25.

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The paper explores the potential for use of "The Explanatory Dictionary of the Living Great Russian Language" by V. I. Dal in Russian lessons and extracurricular activities, including preparation of research project tasks. To achieve the objectives of the study, a literature review of sources (research, educational and methodological, official), observation, search method, comparative analysis, empirical data analysis, and modelling were employed in the research. A system of tasks designed with the help of Dal’s works is presented; such exercises can be used not only in vocabulary learning, but also while studying the history of the language and its word formation, syntax, punctuation, orthography. Moreover, these tasks facilitate the formation of research skills in extracurricular activity. In addition, it is suggested that Dal’s Dictionary be utilised in science teaching. The paper presents a variety of teaching activities such as lexical commentary, data collection, language warm-up exercises, analysis, imitation, entertaining tasks. It is concluded that V. I. Dal’s Dictionary has enormous potential for the formation of modern learners’ important competences.
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Курбатова, Алла, Alla Kurbatova, А. Горюнова, and A. Goryunova. "Environmental Education for Elementary School Students." Primary Education 5, no. 6 (December 27, 2017): 14–18. http://dx.doi.org/10.12737/article_5a33d7bd437f04.83569706.

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The article considers both theoretical issues related to the specifics of the environmental education of younger schoolchildren and the aspects of the teacher’s organization of the relevant work, which involves a combination of lessons and extracurricular activities. The relevance of individual extracurricular work, including the joint activity of an adult and a child, is substantiated.
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Palic, Ahmed, and Tarik Bazdalic. "ADDITIONAL EXTRACURRICULAR TEACHING OF MATHEMATICS." Journal Human Research in Rehabilitation 11, no. 1 (April 2021): 46–55. http://dx.doi.org/10.21554/hrr.042106.

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Mathematics as a school subject in primary and secondary school is a significant problem for quite a number of students. Additional classes that are organized and conducted within schools reduce this problem, but not significantly. In supplementary classes, the same is done with large groups, but not individually, and the same teachers teach in the same way that did not give satisfactory results, and similar. For that reason, many resort to the so-called “instructions”, in other words to the extracurricular supplementary lessons of mathematics. The aim of the research is to examine, determine, analyze and present the representation of extracurricular supplementary teaching in mathematics in secondary (high school) education depending on gender, grade, socio-economic status of the family and grade point average in the past school year
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Vidulin, Sabina. "Music teaching in regular class and extracurricular music activities in Croatia: State and perspectives." Hungarian Educational Research Journal 10, no. 2 (June 2020): 143–54. http://dx.doi.org/10.1556/063.2020.00015.

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AbstractIn the last 30 years Croatia has been involved in an intensive period of educational reforms. Music teaching, as a compulsory subject, underwent some positive and negative changes. The so-called open model and contents remake bring the possibility for teachers to be more creative and for students to be involved to a greater extent, but unfortunately, music lessons come to just 1 h per week. As a part of the Croatian school system, the extracurricular music activities are implemented in the school curriculum which affects the acquisition of new knowledge developing students’ musical skills. This paper aims to present the today’s situation of attending music classes in regular and extracurricular lessons in Croatia. Moreover, it discusses the international research project Schools@Concerts: Tuning up for the Music Experience which influences the idea how to carry out another kind of extracurricular musical activity which suits the worldwide environment. The intention is to familiarize students with (classical) music during the work in the extracurricular activity and by visiting to a concert. The author presents her own idea how to realize the extracurricular music activity Listening to Music with Concert Experience carried out by a cognitive – emotional approach to listening to music which contributes to the students’ music appreciation and preservation, transfer, renewal and dissemination of cultural heritage.
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Susanto, Rizki, and Utien Kustianing. "PELAKSANAAN EKSTRAKURIKULER PENDIDIKAN AGAMA ISLAM DI SEKOLAH: Studi di SMPN 3 Malang Tahun 2018." Journal of Research and Thought on Islamic Education (JRTIE) 2, no. 1 (February 25, 2019): 77–89. http://dx.doi.org/10.24260/jrtie.v2i1.1231.

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Islamic Education in school is an education that provides knowledge, skill, and develops students’ attitude so they can practice Islamic teachings with properly. Implementation of Islamic Education in reality is not enough only with lessons Islamic Education but must to developed through extracurricular Islamic Education. This writing focussed is to description extracurricular Islamic Education in State Junior High School 3 Malang. The question who wants to be answered is form and implementations extracurricular Islamic Education in State Junior High School 3 Malang in years 2018. Extracurricular Islamic Education at State Junior High School 3 Malang covering: 1) Imtaq, 2) dhuhur and Jumah together, 3) coaching female students, 4) Islamic preaching council, 5) Qur’an read program, 6) Quran tahfidz program, 7) charity program, 8) commemoration of Islamic days, 9) Qur’an tahseen program, and 10) Ramadhan activities.
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Моткова and Yuliya Motkova. "Methods and Techniques of Effective Use of Training Lab Equipment in Primary School." Primary Education 5, no. 1 (February 10, 2017): 34–36. http://dx.doi.org/10.12737/24461.

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The article characterizes the methods and techniques of use of digital microscopes, document camera, ICT- blackboard, erector set LEGO, laptop for schoolchildren, disks with methodical developments for different stages of the lessons in the primary school. The techniques of use of training lab equipment at different lessons and extracurricular activities are considered. The essence of split-level education is described, which realization became available thanks to training differentiation.
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Моткова and Yuliya Motkova. "Methods and Techniques of Effective Use of Training Lab Equipment in Primary School." Primary Education 5, no. 3 (June 8, 2017): 33–34. http://dx.doi.org/10.12737/article_592d18c70598f7.68746582.

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The article characterizes the methods and techniques of use of digital microscopes, document camera, ICT- blackboard, erector set LEGO, laptop for schoolchildren, disks with methodical developments for different stages of the lessons in the primary school. The techniques of use of training lab equipment at different lessons and extracurricular activities are considered. The essence of split-level education is described, which realization became available thanks to training differentiation.
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Slyzhuk, O. "STUDY OF MODERN UKRAINIAN FANTASY FOR TEENAGERS IN EXTRACURRICULAR READING LESSONS." Visnik Zaporiz'kogo naciohai'nogo universitetu. Pedagogicni nauki 2, no. 33 (2019): 22–26. http://dx.doi.org/10.26661/2522-4360-2019-2-33-04.

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Gallè, Francesca, Valeria Di Onofrio, Fabio Barbone, Giorgio Brandi, Sebastiano Calimeri, Elisabetta Carraro, Federica Carraturo, et al. "Investigating the Role of Physical Education in Physical Activity Promotion: An Italian Multicenter Study." Journal of Physical Activity and Health 13, no. 8 (August 2016): 854–60. http://dx.doi.org/10.1123/jpah.2015-0452.

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Background:Physical education (PE) can be considered an instrument for active lifestyle promotion, and PE teachers can motivate youths to continue their studies in the field of Movement Sciences (MS).Methods:To evaluate the role of PE in higher secondary school in promoting physical activity (PA) and MS careers, previous PE experiences and current PA practice were investigated in a sample of Italian freshmen enrolled in different university degree courses.Results:A total of 7033 questionnaires were completed by students from 14 universities (41.3% males, mean age 20 ± 2.76 years). Recreation seemed to be the principal aim (42.2%) pursued during PE lessons, which are based mainly on practical activities (51.7%). Of all respondents, 67.2% were satisfied with the PE received during higher secondary school, and 51.6% participated in extracurricular PA. Current practice of PA was reported by 58.1% of the sample. Extracurricular activities were associated with choice of MS curricula (odds ratio: 2.15; 95% confidence interval, 1.85–2.50) and with current practice of PA (odds ratio: 1.68, 95% confidence interval, 1.51–1.87). Geographical differences concerning lessons organization and satisfaction were registered (P < .01).Conclusions:To enhance its role in health promotion, PE teaching should be improved by increasing the time allocated to PE and by strengthening the provision of school-based extracurricular PA.
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Dissertations / Theses on the topic "Extracurricular lessons"

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Gulish, Sarah Anne. "Lessons Learned from Java Jam: An Alternative Music Making Event at the High School Level." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/262397.

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Music Education
Ph.D.
The purpose of this intrinsic case study was to understand the function and significance of Java Jam--an annual music performance event at a public high school in which students select and rehearse music to perform. Five questions guided the study: How do different groups of Pikeford High School community members view Java Jam? How does Java Jam influence music-making? What are the successes and failures of Java Jam? What are the connections between Java Jam participants and school music? And, how does Java Jam affect the Pikeford High School community? In this study, I provide a detailed description of Java Jam through the perspective of 24 participants representing varied roles among PHS community members: students, teachers, parents, and alumni. The study was bound by both time and place, and data were collected at Pikeford High School during the 2013-2014 school year. Data used in this study consist of personal interviews, a focus group session, observations, and archival data submitted by participants. The research results are presented as both a personal narrative and case description from participant perspectives. This study provides an example of extracurricular alternative music making in which students engage in self-directed learning and peer learning. This study impacts the field of music education in that it demonstrates positive outcomes from an event such as Java Jam, including increased student autonomy, space for musical creativity, and increased confidence among student participants. I present additional implications for the field of music education, music teacher education, and future research to close the study.
Temple University--Theses
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Gordon, William A. Meece Judith L. "The relationship between extracurricular lessons and general achievement, self-perception of ability, and persistence of elementary and middle school students with learning disabilities across SES groups." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,2079.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Feb. 17, 2009). "... in partial fulfillment of the requirements for the degree of Master of Arts in the School of Education." Discipline: Education; Department/School: Education.
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Koldová, Anna. "Pijavice (Hirudinea) a jejich využití ve výuce." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-446667.

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TITLE: Leeches (Hirudinea) and Their Usage in Teaching AUTHOR: Bc. Anna Koldová DEPARTMENT: Biology and Environmental Studies, Faculty od Education Charles University SUPERVISOR: Mgr. Dagmar Říhová, Ph.D. ANNOTATION This diploma thesis is focused on leeches (Annelida: Hirudinea) in the Czech Republic. It provides a description of all species occurring in the Czech Republic, as well as the key to their classification into families. A detailed guideline about the organization of field trip and implementation of extracurricular teaching is part of this thesis. The field trip is focused on sampling, observation and determination of leeches in an excursion to a site with a traditional occurrence of the European medical leech Hirudo medicinalis - national nature reservation Hrabanovská černava. In addition, the work defines the advantages, disadvantages and other possibilities of application of the proposed program, and the inclusion of extracurricular education. KEYWORDS the European medicinal leech, Annelida, field trip, extracurricular lessons, Hrabanovská černava
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Fischer, Tom. "2 + 2 = 5: Argumentieren in den Fächern Deutsch und Mathematik am Außerschulischen Lernort." Master's thesis, 2018. https://tud.qucosa.de/id/qucosa%3A32276.

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Mathematik- und Deutschunterricht gelten traditionell als wesensverschiedene Schulfächer. Auf Basis der Bildungsstandards für beide Fächer wird in dieser Arbeit der Versuch unternommen, konkrete Schnittmengen für fächerübergreifenden Deutsch- und Mathematikunterricht zu entwickeln. Exemplarisch wird für die in beiden Fächern zentrale Argumentationskompetenz ein Workshop an einem außerschulischen Lernort entworfen, didaktisch-methodisch begründet und dessen Durchführung im Frühjahr 2018 abschließend ausgewertet.
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Books on the topic "Extracurricular lessons"

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Sign me up!: The parents' complete guide to sports, activities, music lessons, dance classes, and other extracurriculars. New York: Free Press, 2003.

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DeBroff, Stacy M. Sign Me Up! The Parents' Complete Guide to Sports, Activities, Music Lessons, Dance Classes, and Other Extracurriculars. Free Press, 2003.

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Book chapters on the topic "Extracurricular lessons"

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Wallraff, John. "Extracurricular Lessons in Sex." In From Drags to Riches, 19–23. Routledge, 2019. http://dx.doi.org/10.4324/9780203057223-4.

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Sierykh, Larisa. "INTERACTION OF GENERAL SECONDARY AND OUT-OF-SCHOOLS EDUCATION IN AESTHETIC EDUCATION OF TEENAGERS: SUBJECTS OF INNOVATIVE AESTHETIC ACTIVITY." In Integration of traditional and innovation processes of development of modern science. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-021-6-6.

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The article describes the basis of the concept of interaction between institutions of general secondary and extracurricular education in the aesthetic education of adolescents. The first level of the concept is the mega-level, the main structural elements of which are discussed in the article. Concepts include the social component, the system of social relations, the demographic component, the legislative, normative base of research, provisions, concepts, normative and methodological documents, which operate in the conditions of interaction of institutions of general secondary and of the out-of-school education and directly and indirectly influence the development of aesthetic education of teenagers. Using theoretical methods: analysis, generalization, comparison and comparison of different normative-methodical acts, the content of the basic principles of out-of-school education and general secondary education in aesthetic education of teenagers was found out. Organization of interaction of secondary and out-of-schools education in the aesthetic education of teenagers is based on the results of the analysis of their practical and aesthetic activities and takes into account the components of aesthetic education: emotional, informational, communicative. In the interaction of secondary and out-of-schools education in the aesthetic education of teenagers the methodological basis is the integration of knowledge in the field of aesthetics, pedagogy, ethics, psychology, theories of aesthetic education. The regulatory framework of the study is considered in detail. This made it possible to expand the content of the basic principles of extracurricular and general secondary education in accordance with the orientation of the specifics of educational activities offered today by general secondary and out-of-school education and to highlight the content and scope of educational concepts, provisions, phenomena that are interrelated. Based on the above it can be argued that the invariant of process of interaction of secondary and out-of-schools education in the aesthetic education of teenagers is the aesthetic activity of teenagers, is carried out primarily in diverse social creativity. In the interaction of secondary and out-of-schools education in the aesthetic education of teenagers the methodological basis is the integration of knowledge in the field of aesthetics, pedagogy, ethics, psychology, theories of aesthetic education. The development of the system of aesthetic education separately as secondary and extracurricular educational institutions, which included in secondary schools: aesthetic education in the lessons of art-aesthetic cycle; aesthetic education on the lessons of other cycles in the framework of the educational goals of the lesson; in extracurricular work during the group work, electives, project, exhibition, concert, workshops and other creative student activities; work with parents. In out-of-schools education: aesthetic education in the classroom circles of artistic and aesthetic direction and other groups in the framework of educational goals; during mass events, during the organization and conduct of exhibitions, competitions, flash mobs, workshops, master classes, concerts of children and youth creativity, preparation teams and documentation accompanying the submission for the title of "Exemplary" and "Popular" children's creative teams.
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Razakhovich, Sakibayev Spartak, and Sakibayeva Bela Razakhovna. "Development of Students' Programming Abilities With the Means of Non-Programming Disciplines and Activities." In Handbook of Research on Diverse Teaching Strategies for the Technology-Rich Classroom, 89–97. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0238-9.ch007.

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The chapter contains the results of the research dedicated to the topic that has not been given much attention so far in the professional literature – discovering effective ways of developing students' programming abilities with the means of non-programming disciplines and activities. The authors argue that the process of forming capacities of students in programming becomes effective if students participate not only in programming lessons themselves but also dedicate a significant amount of time to other academic disciplines and extracurricular activities such as solving number-theoretic and chess endgame problems. The authors find that these disciplines and activities provide efficient means for developing programming capacities and therefore, their methods are the essential prerequisites for programming course. The significance of the obtained results is that they provide an effective alternative approach to organization of programming teaching process in those educational institutions where the traditional methodology does not bring the desired pedagogical effect.
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Adams, Natalie G., and James H. Adams. "Unfinished Business." In Just Trying to Have School, 213–36. University Press of Mississippi, 2018. http://dx.doi.org/10.14325/mississippi/9781496819536.003.0011.

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This concluding chapter summarizes the lessons learned from studying the stories of school desegregation in Mississippi. In organizing the book with separate chapters on black parents, superintendents, principals, and teachers, this study hoped to capture the nuances of how school desegregation was accomplished, fought for, resisted, and doomed in differing ways in different parts of the state. The inclusion of the role of sports, band, the prom, cheerleading, and student government during the school desegregation process is a reminder that educational reformers cannot ignore the importance of the informal curriculum, the hidden curriculum, and the extracurricular of schools. Meanwhile, the chapters on protests and private schools illustrate two primary ways in which people responded to this monumental cultural change that threatened the status quo: they resisted in various ways through conventional methods of protest, and they formed a countermovement that sought to retain the tribalism to which they clung and around which their identities were built.
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"• Extra-curricular activities will be offered to all pupils after school/ during lunchtimes on x days a week throughout the year. • The range of extra-curricular activities will include academic, social, cultural and physical activities. • The size of classes will not exceed x. Process Targets • The proportion of (boys/girls) pupils participating in all extracurricular activities will be x per cent. • The proportion of year X pupils participating in extra-curricular activities will be x per cent. • All pupils will participate in a school visit with two nights away from home during year X. • All pupils will have at least one hour’s swimming lessons during year X. • All pupils will spend at least x hours per week with exclusive access to a computer. • All pupils will spend at least x hours each week working cooperatively in small groups. • All pupils will spend at least x hours each week engaged in literacy-related work. • All pupils will spend at least x hours each week engaged in numeracy-related work. • All pupils will be introduced to the rudiments of foreign language work during year X. Output Targets Government Targets for the year 2002: Foundation Targets: • By age 19, 85 per cent of young people to achieve five GCSEs at grade C or above, an intermediate GNVQ or an NVQ Level 2 (currently at about 72 per cent). • By age 19, 75 per cent of young people to achieve Level 2 competence in communication, numeracy and information technology, and 35 per cent to achieve Level 3 by age 21. • By age 21, 60 per cent of young people to achieve two GCE Advanced levels, an Advanced GNVQ or an NVQ Level 3 (currently about 50 per cent)." In Targets for Tomorrow's Schools, 64. Routledge, 2002. http://dx.doi.org/10.4324/9780203025277-14.

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Conference papers on the topic "Extracurricular lessons"

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Sushchik, Anastasia. "ALTERNATIVE FORMS OF TEACHING CHINESE TO YOUNG SCHOOLCHILDREN." In ЯЗЫК. КУЛЬТУРА. ПЕРЕВОД = LANGUAGE. CULTURE. TRANSLATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/lct.2019.35.

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The article is devoted to the alternative forms of teaching Chinese to young schoolchildren. The work deals with extraordinary approaches to teaching subjects, the principles of interaction between the teacher and the pupil during the lesson. The purpose of the article is to describe several forms of training that can be used in foreign language learning. Much attention is given to the cultural intercourse during the lessons in the Chinese language and extracurricular courses. In conclusion, it is stressed that the attitude to teaching Chinese to young schoolchildren should be based on alternative forms. The work is of interest for narrow circle of readers and experts working in the given branch.
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Dolgopolova, Oksana Vladimirovna. "Ispol'zovanie informatsionnykh tekhnologii na urokakh geografii." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2019. http://dx.doi.org/10.21661/r-496367.

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The article is addressed to the teaching staff of the education system and reflects the experience of the teacher of geography, O. V. Dolgopolova in the use of ICT in the educational process. The article presents recommendations on implementation of ICT on the geography lessons and during extracurricular activities, a classification of ICT.
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Salis, Carole, Davide Zedda, Giuliana Brunetti, and Marie Florence Wilson. "Teacher Coaching Program – the Idea Linea B3 Project." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.802.

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IDEA Line B3 is a two-year coaching program for teachers who wish to be updated on how to enhance their capacity to effectively implement specific technologies in their teaching practice. The project is a natural extension of a previous three-year project aiming at fighting students’ disengagement through the implementation of extracurricular technological activities. Activities resulted attractive to students and participating school teachers expressed the need to be coached and supported in using critically technologies in educational contexts, with special attention to their implementation to didactics. Technology is not only useful in delivering lessons, but it also is useful for course preparation. In this paper we shall illustrate the project organization, its objectives, the target group, the training activities. We shall also describe the platform developed to store and share educational material and scenarios produced during the training period, the communication activities carried out, the methodology adopted, the organizational procedures as well as the monitoring activities. We shall illustrate the 3 themes object of this year’s program and their related technologies: School Without Walls (with the use of Augmented Reality – AR); Computational Thinking (with coding, educational robotics, and Internet of Things – IoT); Interdisciplinarity (with Artificial Intelligence – AI).
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Brezavšček, Alenka, Gregor Rus, and Anja Žnidaršič. "Poučevanje matematike v živo in na daljavo – primerjava dosežkov študentov na kolokvijih." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.8.

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t The paper describes the results of the case-study where the students’ outcomes in the mathematics midterm exams were compared regarding the type of the teaching method used during the course: in-class or online. In the analyses, various factors such as prior knowledge of math from secondary school, engagement in learning activities, and success in e-lessons were taken into account. The results of the case study could not confirm any significant difference in average outcomes of both groups of students. We can therefore conclude that the type of the teaching method (in-class or online), as well as the method of knowledge examination, have no significant impact on students’ outcome. Furthermore, the results also showed that the students who took the course online expressed a higher level of engagement in comparison to those who participated in class. Their greater engagement in learning activities can be explained through the fact that the online course took place during lock-down due to COVID-19 pandemic in Slovenia. Namely, the strong lock-down measures disable the students to perform various extracurricular activities, which can result in their stronger motivation to perform study activities on a regular basis.
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Vidulin, Sabina. "MUSIC TEACHING AND LISTENING TO ART MUSIC IN THE FUNCTION OF STUDENTS’ HOLISTIC DEVELOPMENT." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.391v.

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Music is a part of a child’s everyday life. In family and in preschool institutions, its function is different from the one in school. Music teaching influences the overall students’ development, which can be seen from a pedagogical and artistic perspective. It is aimed at acquiring knowledge and developing students’ skills in the field of art; it encourages aesthetic education, but also the preservation of historical and cultural heritage. The domain in which this is mostly realized is listening to music and music understanding. With the intention of bringing art music closer to children and young people, its more intense experiencing and understanding, the paper points to the necessity for an interdisciplinary and correlative relationship of music with other subjects, but also musical activities with each other. Since the author intends to indicate the importance of creating new didactical strategies for music teaching lessons, the Stage-English-Music concepts, the Listening to Music-Music Making model and the Cognitive-emotional approach to listening to music are briefly described. These strategies for the improvement of music listening are based on an interdisciplinary and intradisciplinary approach, depending on whether they include extracurricular activities in the work (e.g. English and drama education), or the work is carried out within musical activities such as singing, playing, or dancing with musicologically, but also humanistically oriented outcomes. Practice and research indicate that in addition to acquiring musical knowledge and developing musical skills, multimodal approaches affect students’ holistic development.
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