Classical Chinese poetry

music

and painting share a deep structural isomorphism in terms of artistic conception within traditional Chinese aesthetics

which provides a solid theoretical foundation for an interdisciplinary curriculum that integrates the three art forms. However

at the current stage of primary education

interdisciplinary integration teaching often falls into the trap of "mechanical superposition"—music becomes mere background for reciting poems

painting serves as illustration for textual understanding

and the three media operate separately

failing to generate aesthetic synergy grounded in the practical needs of primary and secondary school music education. This study attempts to take the experience of artistic conception as its core

construct an interdisciplinary curriculum system integrating poetry and music

and

drawing on the author's original compositional practice for Thoughts on a Tranquil Night and The Waterfall in Mount Lu Viewed from Afar as well as feedback from fieldwork in multiple primary schools and kindergartens in Jinhua and Hangzhou

explore a feasible

operable

and scalable path for classroom implementation. The research shows that activating the artistic conception of poetry through music can effectively enhance students' aesthetic perception

cultural understanding

and artistic expression. Music education students need to strengthen their cross-media aesthetic integration ability

curriculum design ability

and cultural creativity to meet the demands of aesthetic education in primary and secondary schools in the new era. The study ultimately focuses on practice in primary and secondary school music classrooms

providing a theoretical reference and practical paradigm for poetry-music integration teaching.