Abstract:

Education through music in the frames of thematic approach is connected to the learner’s experience of music in his/her life and is part of the natural way (through singing, dancing, drawing and drama) in which a preschool child engages with his/her environment.

The aim of the article was to analyse the experience of implementation The Model of Integrative Music Learning in Latvian preschools. Structural components of the Model are: child-centered paradigm and thematic approach as a methodological basis, integrative music learning principles, directions, content (themes) and child’s activities. An important emphasis in this Model is placed on the enrichment of children’s social and emotional experiences.

This article gives a short review of the relevant literature in support of integrative music learning, as well as describes results of the case study, in which the elaborated Model of Integrative Music Learning was tested in Latvian preschools according developed criteria for assessment children’s social and emotional competence.

Keywords:

Integrative music learning, thematic approach, model, case study.