Year of Publication

1977

Paper Type

Master's Thesis

College

College of Education and Human Services

Degree Name

Master of Education (MEd)

Department

Education

NACO controlled Corporate Body

University of North Florida. College of Education

Abstract

Green Cove Springs Elementary School is located in a rural community and has a population of approximately five hundred and fifty fourth and fifth grade students. The classes are mostly self-contained, except for some grouping in reading and mathematics. There is one resource specialist in physical education who sees each class every day and one music resource specialist who sees each class twice a week and has classes in recorder and guitar.

In a survey taken last year of parents and teachers, respondents were asked to rank many areas of the curriculum in order of importance. When the results came in, music was next to last on the list. Whether or not it is correct to assume that some subject areas have greater importance than others, the results of the survey were disturbing in that they indicated that the respondents felt music and the other arts were not as important as other areas of the curriculum.

Although a few students show growth in their knowledge of the musical content taught, the majority not only fail to acquire musical concepts, but also become bored and frustrated and begin to have negative attitudes towards music.

The purpose of this project was to increase elementary students' understanding and knowledge of musical concepts and skills through a curriculum of music activities related to the language arts and mathematics. The program was implemented jointly by the classroom teacher and the music resource specialist. It was expected that the implementation of this project would provide elementary students more opportunities to experience success in learning musical, mathematics, and language arts content through more frequent music activities.

The objectives for the project were threefold. First, for the students to show cognitive growth in musical content and maintain a positive attitude toward music study. Secondly, to demonstrate the part the music specialists play in reinforcing language arts and mathematics skills. Thirdly, to provide a means for the classroom teacher to become involved in the students' music instruction and increase the teachers' understanding and appreciation of the value of music in the curriculum.

Classroom teachers were chosen to participate with the music resource specialist in the program to allow more frequent music experiences for the students than are possible when the music resource specialist is totally responsible for all music instruction. The portion of the curriculum for the classroom teacher consisted of prepared lessons with activities that require little musical background. This was done to gain the cooperation and acceptance of the classroom teacher.

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