Integrated Music Education Perspectives and Practices of Middle School Music, English, and Science Teachers
- UNCW Author/Contributor (non-UNCW co-authors, if there are any, appear on document)
- Daniel C. Johnson, Professor (Creator)
- Institution
- The University of North Carolina Wilmington (UNCW )
- Web Site: http://library.uncw.edu/
Abstract: The purpose of this study was to investigate Integrated Music Education (IME) as a pedagogicalapproach to address both music and non-music learning. We explored middle-school music andnon-music teachers’ perceptions of IME and observed their instructional practices. Ourcorresponding research questions were: (a) what were participants’ perceptions of IME; and (b)how did participants’ observed instructional practices demonstrate IME quality (i.e. disciplinaryand interdisciplinary instruction)? Using a case study design, we recruited a purposeful sample ofthree teacher-participants: one music teacher and two of their non-music teacher colleagues. Wecollected interview and observation data. To rate the level of observed integrated instruction, weused a protocol adapted from existing models. Using inductive and deductive analysis, fourthemes emerged from the interview data: defining IME, benefits of IME, obstacles to IME, andsupports for IME. We identified a disconnect between teachers’ perceptions and practices. Ingeneral, our interviews indicated higher-level IME perceptions while the observational ratingsrevealed lower-level practices. Implications of this study include the importance of defining IME, bridging the gap between perceptions and practices, and developing effective PD to fostereffective IME instruction.
Integrated Music Education Perspectives and Practices of Middle School Music, English, and Science Teachers
PDF (Portable Document Format)
383 KB
Created on 2/1/2022
Views: 47
Additional Information
- Publication
- Language: English
- Date: 2022
- Keywords
- middle school education, music education, music integration, arts integration