Integrating elementary music instruction with a whole language first-grade classroom

The purpose of this qualitative study was to explore ways to integrate music instruction with the classroom studies of a selected whole language first grade without sacrificing the integrity of the music education agenda. The teacher-researcher used a collaborative action research model in planning units of study with the first grade teacher. Five categories of integration were identified: topical, mechanical subject, conceptual, higher level thinking, and pedagogical. Topical integration, the most common and transparent of connections, illustrates thematic commonalities for children. This study showed that the most valuable reason for providing topical connections is motivation.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education, Music

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Miller, Beth Ann

Contributors dc:contributor

• Boardman, Eunice

• Education, Music
• Education, Elementary
• Education, Curriculum and Instruction

Statement dc:rights

• Copyright 1995 Miller, Beth Ann

Language dc:language

eng

Identifier

AAI9624439
(UMI)AAI9624439

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/23760