Interdisciplinary teaching has gained increasing importance since the 1990s. However, it is not actually provided for in the subject-oriented school system. The subject of music is no longer a given in the curriculum of general education schools. A justification based on traditional subject content appears increasingly questionable. Therefore, the author formulates her initial question as follows: "How can the subject of music experience identity through collaboration with other subjects while simultaneously meeting reform pedagogical demands?" The subject of music does not find its identity in a restriction to "subject matter" in the conventional sense, but rather in the broadening of the content perspective beyond artificial and historically contingent subject boundaries, and that interdisciplinary teaching is essential.