Graduation Year
2014
Abstract
Students are required to take four years of high school English, and the mandatory nature of English coupled with a scripted curriculum negatively impact student interest and motivation. English teachers who incorporate music into their academic teaching are finding music can improve student engagement, motivation, and learning (Goering & Burenheide, 2010). In this qualitative self study of student teaching, I explored questions including whether the addition of music is worthwhile in the English classroom, how it can be done, and what the benefits and drawbacks of doing so are. Based upon field notes, lesson plans, student feedback and research, I found particular music categories worked best to connect students’ lives with their learning and helped motivate them in the classroom.
Recommended Citation
Sthay, Julieanne
(2014)
"Harmonic Language Arts: Music Inclusion in the Secondary English Language Arts Classroom,"
CrissCross: Vol. 2:
Iss.
1, Article 8.
Available at:
https://digitalcommons.iwu.edu/crisscross/vol2/iss1/8
Included in
Arts and Humanities Commons, Life Sciences Commons, Physical Sciences and Mathematics Commons, Social and Behavioral Sciences Commons
