Hand in hand with the development of the new competency-oriented curricula for music in Austrian schools, a series of learning sequences were developed specifically for primary schools as music for every day. Nearly all of them can also be easily transferred to secondary level or Higher Education. They can be found on the Pedagogy Package website of the Austrian Federal Ministry of Education, Science and Research. Their use is free. These learning tasks are exemplary, have a high quality in terms of subject didactics and correspond to the requirements of the new curricula. Many also include dialogical-integrative learning approaches. Teachers can use them directly 1:1 in class or as inspiration for their own ideas on developing learning tasks. In addition, they should also initiate and promote processes of collaborative lesson development and Practitioner Research between students or teachers in school practice and Higher Education. This creates learning opportunities that shapes music lessons more innovative today and in the future.

As one example among many, during the workshop first the method concept "Tableaux Vivants with Music" will be presented. Music by Johann Strauss will be linked to his monument in Vienna Stadtpark, or a painting by Renoir to the music of Satie and much more. The Participants create still images called Tableaux Vivants. In this way, they begin processes of storytelling without words and in an improvised way, combining elements of music with art, history, technology and more. Subsequent reflection discussions about what was experienced and observed lead and broaden the view from the learning environment of school and university to people, communities and their places, where the engagement with music and art in dialogue with others also plays a central role. Some further selected parts from these curricular-related learning sequences finally deepen what is intended by “Music for Every day”.

This workshop is grounded on a theoretical model by the title the Multisensory Musical Design (MMD). At the paper, three main features, faces, spaces and timelines are being defined as meanings for learning in music as integrated in education. The MMDesign theoretical model was developed for a flexible reflection tool, both for the degrees towards early childhood – and primary school teacher qualifications. It connects with the student teachers’ experiences of live music before the studies, during the music course, and towards the future motivation, supported with individual goal setting and a pedagogical learning process, within the framework of the course.

The aims of this workshop are set for a hands-on experience of the tool. Faces, spaces and timelines are grounded on the musical-linguistic elements, and explored both as intrapersonal and interpersonal dialogues. This theoretically defined model will be explored to understand the humanly-oriented nature of the multidisciplinary, multidimensional musical phenomena. A creation of a comprehension for the deepest layers of a music experience as integrated in learning will be aimed for, to foster the work of the ISME SIGPrime network.

The activity includes a short music learning experience, the dive in to the MMD tool in practice, and a shared discussion, supported by the core ideas of the theory behind the tool. A holistic music lesson goal-oriented plan model is being used as a support for the reflection of the learning experiences.

The MMD Forms reflection tool will be openly shared for the participants to use and further develop / adopt for various individual purposes. It is being supported by prior paper publications. This open process will support the further developmental dialogues, to access music as integrated especially in generalist education, supported by the work of the ISME SIGPrime network, sharing the practice-based research with the EAS PriME group