Date Approved

2-17-1996

Embargo Period

9-4-2016

Document Type

Thesis

Degree Name

M.A. in Music Education

Department

Science, Technology, Engineering, Arts and Math Education

College

College of Education

First Advisor

Levinowitz, Lili

Subject(s)

First grade (Education); Language arts (Primary); Music--Instruction and study--Juvenile

Disciplines

Elementary Education and Teaching

Abstract

The problem of this study was to determine the effects of the integration of the language arts in a first grade music curriculum.

Two first grade classes from the Marie D. Durand Elementary School, in Vineland NJ, participated in the study. The groups received 12 weeks of an integrated language arts music curriculum based on materials from Harcourt, Brace, and Jovanovich (HBJ) reading series and Carson-Dellosa "Phonics Fun K-1." The two control groups, which also consisted of first grades, received traditional music instruction, with no specific emphasis on the language arts.

For problem one, a survey was administered to all of the regular and special education classroom teachers. Frequencies and corresponding percentages were computed for each question. For problem two, test scores from the 1-1, 1-2, and 1-3, HBJ reading series were organized into a one-dimensional design for differences and a two tailed t-test for independent means using the .05 level of confidence.

Findings confirmed in problem one that the classroom teachers are aware of the importance of the arts by integrating the HBJ reading series and the language arts into the music curriculum. In problem two, findings confirmed that integrated language arts instruction is better than non-integrated instruction.

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