Confront adolescents to unfamiliar musical genres seems to be challenging for music educators, but research on interdisciplinary creative projects has shown that adolescents participate on these activities by mobilizing musical knowledge.
Based on two of our research studies, this contribution aims to discuss how the concept of dialogue can be used to conceive, realize and evaluate a pedagogical project based on the connection between music and visual arts in secondary music education (students from 11-18 years old). Dialogue is defined here as an interaction between artefacts and persons involving knowledge.
A qualitative analysis of classroom dialogue based on 2-3 video-taped lessons of the two projects, involving respectively 9 and 3 classes generated theory-led and emerging categories.
Challenges and potential to use the concept of dialogue have been identified and will be discussed within a perspective of competencies to develop for music teachers in secondary schools.