Integration of Music and Core Academic Objectives in the K–12 Curriculum

Abstract

The purpose of this study was to examine self-reports of in-service K–12 teachers before and after participation in a course structured to integrate music and core academic objectives. Participants completed a survey that addressed music experience, ability and attitude, teaching music objectives, and integrating music and academic objectives. Results indicated that teachers became more comfortable at the global thought of integrating music and core academic objectives, with a slight increase in confidence level in integrating music with reading, math, science, or social studies objectives.

Preservice Classroom Teachers’ Attitudes Toward Music in the Elementary Curriculum

“…Following a course on music integration, these numbers increased to 85% and 94%, respectively. Colwell (2008) obtained similar results, finding that 63% of IECTs felt a moderate to high level of responsibility for teaching music objectives when a music specialist was available, with 79% accepting responsibility when no specialist was available.…”

“…Results of this study should not be generalized to the larger population because the survey was conducted among a relatively small, nonrandomized sample from a single institution and participants reported a greater amount of music experience compared to that found in most other studies (e.g., Berke & Colwell, 2004;Colwell, 2008;Siebenaler, 2006;Wiggins & Wiggins, 2008). Instructors at other colleges and universities, however, might consider using this questionnaire or a similar instrument to measure the attitudes and experiences of PECTs in their programs.…”

“…Berke and Colwell (2004) and Colwell (2008), however, found that both PECTs and IECTs valued coequal integration as well as teaching music objectives alone. The National Standards for Music Education (Music Educators National Conference [MENC], 1994) rated most important in these studies involved integrating music with other disciplines (Standard 8) and connecting music with history and culture (Standard 9).…”

“…Several studies, however, have found that effective preservice (e.g., Berke & Colwell, 2004;Koops, 2008) or in-service (e.g., Colwell, 2008;Teicher, 1997) instruction can lead to improved attitudes regarding the value of music in the curriculum as well as teachers' abilities to integrate or teach music in the classroom.…”

Arts Teachers’ Perceptions and Attitudes on Arts Integration While Participating in a Statewide Arts Integration Initiative

“…However, elementary classroom teachers often avoid arts integration due to a lack of self-efficacy in arts subjects, time, and priority (Battersby & Cave, 2014;Colwell, 2008;Jeanneret, 1997;Oreck, 2006;Siebenaler, 2006). According to Battersby and Cave (2014), for preservice teachers to implement music in their future classrooms, they need to develop not only skills and strategies in music but also confidence and self-efficacy.…”