Interdisciplinary teaching has become increasingly important since the 1990s. But it is not actually provided for in the subject-based school system. Today, the subject of music is no longer naturally anchored in the subject canon of general education schools. A legitimation based on the traditional subject content seems increasingly questionable. The author therefore formulates her initial question as follows: "How can the subject of music experience identity through cooperation with other subjects and at the same time satisfy reform pedagogical demands?" That the subject of music does not experience its identity in the restriction to the "subject matter" in the conventional sense, but precisely in the broadening of the content perspective beyond the artificial - and historically accidental - subject boundaries, and that interdisciplinary teaching is essential for the development of the subject.