The presentation proposes the utilization of Greek songs as a supportive tool in teaching narrative techniques and methods in high school literature courses, according to the National Curriculum (2021).This is a theoretical study which, through its activities, aims at its future application in educational environments. Narrative techniques are defined as the methods an author uses to shape a story. These include the narrator, based on their participation in the story, narrative modes (narration, dialogue, description, commentary, free indirect speech, and monologue), as well as perspective, focus, and timing with narrative pacing. The aim is to understand literary terms through songs, helping students identify, recognize, and comprehend the reasons behind specific choices.
     Creative Writing also makes a significant contribution, as through activities based on the National Curriculum, students who have understood the theory proceed to produce original texts. Using selected narrative and dialogue-based songs, they are encouraged to transform genres and experiment with alternating perspectives or focus, while exploring other techniques and methods. As a result, they develop linguistic and critical literacy skills. Furthermore, students become familiar with lyricists and composers, discuss the role and style of music, how lyrics and music interact, and question the creators' choices. Besides, music plays a decisive role in shaping the experience of a song, influencing the reception of the story, style, and emotions through orchestration, rhythm, and melody. Another activity arises from educators encouraging students to search for similar elements in songs they themselves listen to. In this way, they take an active role and acquire skills for conscious selection based on criteria such as personal taste and the presence of narrative techniques and methods. Grounded in pedagogical, narratological, and cultural criteria, the song selection facilitates their use in addressing political and social issues, offering opportunities for moral-philosophical reflection, while they can also be incorporated into the "Expression-Essay" course. 
   In conclusion, the utilization of Greek songs in high school literature courses enriches the teaching process, as it represents a dynamic tool that connects music with literature, enhancing students’ experiential learning and critical thinking.

• Interdisciplinary approaches in music education

Katerina Mamoucha is a graduate of the Department of Early Childhood Education of AUTH and holds a Master's degree in "Creative Writing and Education" from the UoWM and AUTH. She was a member of and contributed written works to the music pedagogical group “Music Players of the Tower" of the Faculty of Education (AUTH). She served as a redactor and poetry contributor for the literary magazine “Lexitanil”. She has presented her work at various academic conferences, including the 5th and 6th International Conferences on Creative Writing, the 9th and 10th Conferences of the Scientific Association for the Promotion of Educational Innovation, and the 3rd and 4th Pan-Hellenic Conferences on "Educational Games and Art in Education and Culture”.