The purpose of the study was to investigate Greek students’ attitudes towards activities which were created and aimed to enhance their understanding of the fundamental syntactic rules (in relation to i.e., the subject/object) in Greek. The students engaged in writing lyrics, composing songs, visual and dramatic expression as well as language exercises. The design of the activities was based on: i) experiential learning, during which students can “take initiative, make decisions and be accountable for results.” (Bartle, 2015: 2), ii) an interartistic approach, aiming to bring the arts “into a creative dialogue” (Dionysiou, 2025: 257) in which music plays a primary role and iii) an interdisciplinary approach (Chrysostomou, 2005) in which the arts are incorporated into language teaching. Words in a song, which are accompanied by rhythm and music, seem to be stamped on students’ memory more effectively, something which explains why one can remember and recall a song -rather than a plain text- more easily (Engh, 2013; Schön, et al., 2008). Besides music, we incorporated visual arts into our study, allowing the students to present themselves not only through painting in alternative ways - i.e., as subjects - but also through dramatic expression via role-playing.The sample consisted of fourteen (N=14) 5th grade students from a primary school in the Prefecture of Thesprotia. The activities were implemented over 10 teaching hours in a 2-week period. Data were collected through participatory observation, diary notes and open-ended questionnaires which were distributed to the students. The qualitative data was analysed through content analysis. According to the general findings, the students reported that the activities enable them to understand the syntactic concepts, as they had the opportunity to approach them in an experiential way and to realise that they use them in their everyday life. Furthermore, they responded positively in relation to all activities, while they expressed their opinions on the ones they considered challenging and enjoyable as well as on those which evoked positive emotions. Finally, it was found that they collaborated very well with their peers and had opportunities to enhance their creativity.

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 Dimitris Theodorakopoulos graduated from the Department of Primary Education at the University of Ioannina (Greece). He received his MSc from the Department of Early Childhood Education at the University of Ioannina and specialises in “Arts in Education”. He works as a primary school teacher, and he has served as a Primary School Principal and member of the pedagogical team of the Center for Environmental Education. His main research interests are in music education, creative writing, arts integration and literature. 

Dr. Eirini Nikolaou is a  Senior Teaching Fellow in music education in the Department of Primary Education at the University of Ioannina (Greece). Her main research interests are in music education (early childhood and primary education), philosophy of music education, music in ancient Greece, Arts in Education, ICT in music learning and song composition.

Dr. Alexandra Galani is a Senior Teaching Fellow in Greek as a foreign language in the Department of Primary Education at the University of Ioannina (Greece). Her main research interests are in morphology and its interfaces, as well as in foreign language teaching and learning.