1. Dominican University of California Liberal Studies Karen Schultz INTEGRATING MUSIC INTO THE CLASSROOM

2.  Arrival Story  Purpose and Research Question  Review of the Literature  Methods  Findings  Conclusion AGENDA

3. ARRIVAL STORY

4.  Attention Deficit Disorder  Love of music  My use of calming instrumental music

5. PURPOSE

6. To examine positive music integration in the classroom, especially in the core subject of language arts on K-5 students.

7. RESEARCH QUESTION

8.  What are the positive effects of integrating music into language arts instruction?

9. REVIEW OF THE LITERATURE

10.  Kouri and Telander (2008) discovered how sung stories brought a richer language to learning deficit students  Five week study  30 participants-ranging 5-8 years of age  “…linking music with children’s fiction captures children’s imagination and expands their phonological awareness and expressive language” (p. 42). SUNG VERSUS SPOKEN

11.  Legutko and Trissler’s (2012) observed that music in the background enhanced students’ writing abilities  Lasted 21 weeks, 2009  9 sixth grade students with learning disabilities  1 public elementary sixth grade classroom  “using background music as a means to improving writing ability of students with learning disabilities can be beneficial…and is a sound pedagogy” IMPLEMENTATION OF MUSIC

12.  Darrow, Register, Standley, & Swedenberg (2007) outlined the advantage of music in the classroom on reading comprehension for students  4 week study  Second grade- with and with out reading disability  “music has the ability to engage most children…motivate children to learn most any subject matter…[and has] potential benefits…[that] improve basic reading skills” (Darrow et al., 2007, p. 36). EFFECTIVENESS OF MUSIC EDUCATION

13. METHODS

14. INTERVIEW PARTICIPANTS  Teacher number #1 retired, 25 years experience. Holds M.A. in Fine Arts in World Music and a Ph.D. from India in alternative medicine. Studied with Dr. Shinichi Suzuki at The Talent Institute in Japan.  Teacher number # 2 K-5 music teacher. 15 years experience. Holds a B.A in Music and an M.A. in Music Literature.  Teacher number #3 first grade elementary school teacher. 4 years experience. Holds a BCLAD credential with an emphasis on Spanish bilingual education.

15.  Demographic Information  Name:______ Date:_____ Grade Currently Teaching:_________ City:_________________________  Interview Protocol  What do you think are the positive effects music brings out in students?  What strategies do you implement to bring music forth in your classroom?  How would you incorporate calming music into language arts curriculum?  In terms of students who have special needs, how do you think music could help them with a subject like language arts?

16. FINDINGS

17.  Teacher #1 saw the benefits music brings students with learning disabilities when integrated into the background  Teacher #2 saw how music could support students while they read and write or do language arts activities  Teacher #3 saw how integrating music directly into her curriculum aid’s students while they learn, and skillfully implements language arts requirements

18.  Research Question: What are the positive effects of integrating music into language arts instruction?

19. CONCLUSION

20.  Provide calming music in the background:  during SSR  language arts instruction  Integrate directly into lessons IMPLICATIONS

21.  Reading, writing, and comprehension in language arts  Engaging and motivate students to keep learning

23. QUESTIONS?