This master’s thesis demonstrates the potential for interdisciplinary integration between German and art history. The need for practical examples stems from the observation that interdisciplinary integration remains underutilized in the Slovenian school system and that there is a lack of examples of integrating foreign languages with non-language subjects.
The aim of the research is to determine how such integration affects the acquisition of new vocabulary, the recognition and description of the characteristics of works of art, and students’ motivation to participate in learning activities. The research is based on the planning and delivery of three lessons, followed by a questionnaire and an online quiz administered to the students. In addition, a semi-structured interview was conducted with a teacher at an upper-secondary school, and a self-evaluation was carried out using an observation sheet.
The research findings confirm the positive impact of interdisciplinary integration on the acquisition of language and art-historical skills. The master’s thesis thus provides an approach that has been tested in practice that can assist teachers in planning and implementing similar forms of integration. In doing so, it aims to contribute to the more frequent, systematic, and high-quality implementation of interdisciplinary teaching in upper- secondary school.
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