The paper consists of seven parts. After a critical review of the current state of research (1) the author examines the self-evident relationship between music video clips and film music (2) and discusses the currently available typologies for classifying tasks as pre-, while- and post-viewing activities (3). The second part of the text deals with a rigorous redefinition of the conceptual field „film music“ in relation to the requirements and objectives of the didactics of teaching foreign languages and cultures (4). Special emphasis is given to the modes of reception as well as the effects that film music can have on the learners and the emotions they may experience while listening. The didactic potential of trailer music, opening themes and musical films in a broader sense is also part of the discussion. On this basis the author suggests potential didactic objectives which may justify the use of film music in educational settings often characterized by limited opportunities for linguistic exploration and the lack of specialized musical education. These are mainly seen in the fields of language production and reception, the development and diversification of intercultural sensitivity, the encouragement of an audio-visual or media literacy and the formation of a concrete cultural competence with regard to specific cultural backgrounds (5). The article concludes with a survey of possible criteria for the selection of appropriate pieces of film music to be used in the foreign language classroom (6). In the context of teaching German as a foreign or second language, film music – in addition to promoting the development of productive and receptive language competencies – is viewed as having a special role when biographical, (historico-)cultural and multicultural aspects relating to the past and present cultures of the German-speaking countries are selected for treatment in the classroom (7).