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Advisor(s)
Abstract(s)
This study was part of a research project that examined innovative practices in a primary school
with an integrated arts curriculum. While the school started an expansion of its curriculum, a
music teacher was hired to become part of the arts learning area. Her commitment to the overall
project determines that she works in collaboration with the other arts teachers, namely, Visual
Arts and Drama. Baring in mind a theoretical background that traces the lines of a liberating,
autonomy promoting, and collaborative education, the development of the identity process of the
music teacher was analyzed through her diary, fi eld notes, and other observational data, gathered
by the research team. Findings indicate that, while signifi cant gains were brought about by crossdisciplinary collaboration, some problems remain to solve, concerning the role of specifi c musical
skills development. The implications for music education research are suggested, with reference to
the relationship between music skills development and integrated art projects.
Description
Keywords
Educação musical
Citation
Mota, G.; Costa, J.A.; Leite, A.Music education in context: The construction of the teacher's identity within cross-disciplinary collaboration in the arts, Bulletin of the Council for Research in Music Education, 161-162, 181-188, 2004.