Preparing music preservice teachers to enhance language arts reading skills in the elementary music classroom

A degree program and course content analysis

Suzanne N Hall

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

National Association of Schools of Music–accredited music education programs were investigated to determine how preservice students were equipped to address language arts within the general music classroom. The study began with a content analysis of degree programs (N = 100), followed by a survey taken by instructors of the general music course related to perceptions and attitudes toward reading integration. Interviews were conducted to examine how instructors addressed language arts within the general music course. Data indicated that more than half the institutions required a reading course. Additionally, instructor attitudes were favorable toward reading integration, and a majority of the instructors perceived an awareness of a national reading crisis. Interview results revealed consistent themes toward reading integration and preservice teacher preparation to include (a) an awareness of key concepts and vocabulary in reading instruction, (b) instructor modeling of reading strategies applied to music instruction, and (c) opportunities for students to demonstrate integrative practices through assignments.

Original languageEnglish (US)
Pages (from-to)12-25
Number of pages14
JournalJournal of Music Teacher Education
Volume24
Issue number1
DOIs
StatePublished - Jan 1 2014

Fingerprint

music teacher
content analysis
music
art
instructor
classroom
language
reading instruction
music lessons
interview
Reading Skills
Instructor
Elementary music
Pre-service Teachers
Content Analysis
Music
Language Arts
vocabulary
student
instruction

Keywords

  • Elementary
  • General music
  • Integrated curriculum
  • Language arts
  • Music teacher preparation
  • Reading

ASJC Scopus subject areas

  • Education
  • Music

Cite this

@article{f51b95cd971a4efc9bedb464dc20127a,
title = "Preparing music preservice teachers to enhance language arts reading skills in the elementary music classroom: A degree program and course content analysis",
abstract = "National Association of Schools of Music–accredited music education programs were investigated to determine how preservice students were equipped to address language arts within the general music classroom. The study began with a content analysis of degree programs (N = 100), followed by a survey taken by instructors of the general music course related to perceptions and attitudes toward reading integration. Interviews were conducted to examine how instructors addressed language arts within the general music course. Data indicated that more than half the institutions required a reading course. Additionally, instructor attitudes were favorable toward reading integration, and a majority of the instructors perceived an awareness of a national reading crisis. Interview results revealed consistent themes toward reading integration and preservice teacher preparation to include (a) an awareness of key concepts and vocabulary in reading instruction, (b) instructor modeling of reading strategies applied to music instruction, and (c) opportunities for students to demonstrate integrative practices through assignments.",
keywords = "Elementary, General music, Integrated curriculum, Language arts, Music teacher preparation, Reading",
author = "Hall, {Suzanne N}",
year = "2014",
month = "1",
day = "1",
doi = "10.1177/1057083713489884",
language = "English (US)",
volume = "24",
pages = "12--25",
journal = "Journal of Music Teacher Education",
issn = "1057-0837",
publisher = "Sage Science Press",
number = "1",

}

TY - JOUR

T1 - Preparing music preservice teachers to enhance language arts reading skills in the elementary music classroom

T2 - A degree program and course content analysis

AU - Hall, Suzanne N

PY - 2014/1/1

Y1 - 2014/1/1

N2 - National Association of Schools of Music–accredited music education programs were investigated to determine how preservice students were equipped to address language arts within the general music classroom. The study began with a content analysis of degree programs (N = 100), followed by a survey taken by instructors of the general music course related to perceptions and attitudes toward reading integration. Interviews were conducted to examine how instructors addressed language arts within the general music course. Data indicated that more than half the institutions required a reading course. Additionally, instructor attitudes were favorable toward reading integration, and a majority of the instructors perceived an awareness of a national reading crisis. Interview results revealed consistent themes toward reading integration and preservice teacher preparation to include (a) an awareness of key concepts and vocabulary in reading instruction, (b) instructor modeling of reading strategies applied to music instruction, and (c) opportunities for students to demonstrate integrative practices through assignments.

AB - National Association of Schools of Music–accredited music education programs were investigated to determine how preservice students were equipped to address language arts within the general music classroom. The study began with a content analysis of degree programs (N = 100), followed by a survey taken by instructors of the general music course related to perceptions and attitudes toward reading integration. Interviews were conducted to examine how instructors addressed language arts within the general music course. Data indicated that more than half the institutions required a reading course. Additionally, instructor attitudes were favorable toward reading integration, and a majority of the instructors perceived an awareness of a national reading crisis. Interview results revealed consistent themes toward reading integration and preservice teacher preparation to include (a) an awareness of key concepts and vocabulary in reading instruction, (b) instructor modeling of reading strategies applied to music instruction, and (c) opportunities for students to demonstrate integrative practices through assignments.

KW - Elementary

KW - General music

KW - Integrated curriculum

KW - Language arts

KW - Music teacher preparation

KW - Reading

UR - http://www.scopus.com/inward/record.url?scp=84928322662&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84928322662&partnerID=8YFLogxK

U2 - 10.1177/1057083713489884

DO - 10.1177/1057083713489884

M3 - Article

VL - 24

SP - 12

EP - 25

JO - Journal of Music Teacher Education

JF - Journal of Music Teacher Education

SN - 1057-0837

IS - 1

ER -