The introduction of the Common European Framework of Reference for Languages (CEFR) in 2001 has strongly influenced foreign language didactics and teaching methods. By now CEFR-oriented foreign language teaching at school first and foremost aims at educating students to become social actors and thereby facilitating cross-cultural communication. However, communicating successfully in a foreign language strongly depends on knowing the rules and structure of the language; otherwise the communication process can seriously be disturbed. According to this, the diploma thesis deals with the adoption of music in grammar teaching and poses the following question: How can songs effectively be used to teach grammar and which advantages are linked to this approach? The thesis is divided into three sections. In the first one, foreign language teaching is related to CEFR to define its aims. Next, the theoretical section illustrates the idea of using music in foreign language teaching by taking learning theories, psychology and neurobiology into account. Thus, a clear motivation for the use of songs in teaching grammatical structures is given. Based on these results, the last part of the thesis deals with the implementation of songs in teaching grammar. An analysis of selected Italian and Croatian textbooks shows, to which extend music is already being used for teaching purposes. In addition to this, a lesson plan is designed, which is built around an Italian song suited for working on the grammar topic of Imperfetto. Addressing further topics, exercises are developed for each of the three listening phases. In this way it is exemplified, that songs are well suited to teach grammar and language-relevant topics as part of CEFR-oriented foreign language teaching.