The paper deals with the possibilities of education in the light of the national music identity, which is of great importance in understanding, permeating and sharing cultural contents. How an individual behaves in a group depends primarily on the system of values adopted, as well as on the system of moral norms that govern in a given society and which the individual personally accepted and assumed as a model of behavior. The concept of national identity sublimates a set of features that depicts one nation and makes it unique. Music identity is an indispensable part of the whole, because its richness of content reflects and intertwines with the history of a nation in a wider sense. In today's concept of the educational system in our country, the school as an educational institution has a wide variety of possibilities for spreading the national music identity.

Integrative teaching is an innovative model in which there are no strict boundary between the individual objects, but teaching units different areas studied integrative, in between various subjects. Teaching, based on this approach can be very stimulating for students and incentives. Facilities that are interconnected contribute to the knowledge that the comprehensive, valuable and usable. Disciplines are mutually integrated, pervasive and synthesized into a new entity which provides a comprehensive context for learning that leads to a greater ability to remember connections and to solve problems. Integrative learning involves understanding different dimensions of a problem, looking from different angles and from different sides. Integrative teaching is one of the innovative model which performs the interconnection of educational content from multiple subjects. It is a teaching model that provides greater dynamism and interdisciplinary approach to certain issues, and if applicable moderately during the school year brings quality improvements in the teaching process. Teachers applying integrated teaching, students are prepared for lifelong learning and make school more interesting and more vital. The aim of this paper is the presentation of practical topics "Classicism" as a model through which different teaching content from multiple courses integrate.

Children's folk dances, as a part of physical education exercises, use simple steps in place, walking and running, approaching, crossing forward, back and forth, to the side and jumping. Teaching children's folk dances provides ways to develop a sense of rhythmic movement with musical accompaniment, as well as the spatial awareness skills through the movement. The aim of this article is to point out the possibility of applying the integrative model for teaching children's folk dances in physical education exercises. Unlike the traditional approach in teaching, where students only memorize facts that are not applicable in real life, the integrative teaching contributes to the acquisition of functional knowledge.

Folk dances are closely connected to the people's life. They reflect people's spirit, understanding and aspirations, based on material and spiritual culture in certain stages of socio-historical development. They were transmitting from one generation to the other,, so they form an important cultural heritage of every society. While folk dances present the first forms of dance and, as an integral part of customs and rituals fulfill various functions in the culture and life of man and society in general, children's folk dances are used as the content of physical education classes, in which they are trained and rehearsed. They can be applied both as the content of free pupil activities, school performances and manifestations of physical education.