Strategie językowe w powszechnym kształceniu muzycznym

Abstract

The article presents an outline of various foreign language learning strategies, the presence of which can also be seen in well-known methods and concepts of music education at school. The similarities between music and language have been the subject of discussion among philosophers, musicologists, linguists, and psychologists for many years. Moreover, along with the development of neuroimaging techniques, scientific evidence has been provided to approximate the analogies that occur in the process of perceiving linguistic and musical structures. This article outlines the similarities of language and music in terms of didactics and focuses on the ways they are acquired. It presents the existent analogies between the strategies of foreign language learning and strategies used in music learning. The subject of consideration are also the ways of music and language learning integration, which could be provided by introducing CLIL method (Content and Language Integrated Learning). The CLIL method, which is now increasingly used in general education, can bring double benefits in relation to music. This form of integrated music and language teaching can be used both in general music education and in primary and secondary music education. In addition, recent research on the introduction of CLIL to secondary music education is briefly described.