No abstract

oes this situation sound familiar? Mrs. Smith, a classroom teacher, comes to you on Monday morning dressed in a bear costume and says, "Today I'm starting a unit on bears. Could you sing some bear songs with my kids when they come to music class?" Elementary school general music teachers receive many requests like these. Administrators and classroom teachers continue to recognize that including music in the general curriculum is a wonderful tool for enhancing classroom activities. While it's encouraging to see that .more and more-classroom teachers want to integrate music with their subject areas, tasks such as providing musical reference lists, singing holiday songs, or altering the music curriculum to meet classroom teachers' needs do not constitute integration. Many music educators are frustrated with the current state of integration because it tends to put music in

The purpose of this study was to determine the effect of different presentation formats (information and simulation) on the attitudes of elementary music students toward children with special needs. A questionnaire was initially administered to 11 elementary music classes (N = 198). Examination showed a 0.86 difference between highest and lowest rated disabilities on 6-point scale on the first administration. Females showed slightly more favorable attitudes than males for each of the 6 disability categories. Rank ordering indicated an identical ranking between genders with Learning Disabilities most accepted and Visual Impairments least accepted. Prior to the second administration, classes received different preparations: (a) information-based, (b) simulation-based, (c) contact-control. Results of the second administration showed no significant difference among treatment groups on gain scores with only a slight increase noted for the simulation-based treatment.

No abstract