In my master's thesis I investigated the integration of music and literature lessons in primary and high schools. Based on theoretical backgrounds on the various ways in which these arts can appear in each other and vice versa, the ways in which music can be used in literature lessons and in the school environment in general, as well as on my own research on tunes, intertextuality in lyrics of popular and folk music and the range of cross-curricular connections in textbooks for literature lessons in primary and high schools. I have made a case for different ways in which music can be used in teaching of music and literature in primary and high schools. In the empirical part, I first investigated the attitudes of primary and high school teachers towards the integration of music in literature lessons, to what extent, in what ways and which musical content they integrate into literature lessons with a view to drawing on the experiential world of pupils and students, and what are the most common literary genres and types that the respondents associate with music. I was also interested in examples of good practice in integrating music and literature lessons and in ideas for music-related creative tasks to include in their work. Finally, I presented examples of my own use of music in my work while teaching in one of the primary schools, pupils' products created in the context of such links between music and literature lessons, as well as the presentation and evaluation of my own musical product entitled 20 Literary Heroines, which is an example of intertextuality and intermediality with a view to its possible use in literature lessons in both primary and high schools.
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