Abstract
In education, the activation of interdisciplinary strategies still represents an important perspective to support and compare different “views on the world”. In particular, in Arts education (such as Music and Arts, currently the only ones officially recognized in the curriculum) the opening of their epistemic frames becomes imperative to consider the aesthetic experience in its purest form: the experience that can break boundaries and amplify the relationship between the senses. By identifying common and divergent features in concepts such as intertextuality, transcoding and intermediality, the paper tries to provide tools in order to activate and interpret the relationship among the arts that can be considered also from an interdisciplinary educational perspective.
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