Harmonic Language Arts: Music Inclusion in the Secondary English Language Arts Classroom

Submission Type

Event

Expected Graduation Date

2014

Location

Ames Library, Illinois Wesleyan University

Start Date

4-11-2014 6:00 PM

End Date

4-11-2014 7:00 PM

Disciplines

Education

Comments

Ms. Sthay's paper was selected to be published in CrissCross, a publication featuring interdisciplinary student research.

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.

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Apr 11th, 6:00 PM Apr 11th, 7:00 PM

Harmonic Language Arts: Music Inclusion in the Secondary English Language Arts Classroom

Ames Library, Illinois Wesleyan University

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.