Preparing Music Preservice Teachers to Enhance Language Arts Reading Skills in the Elementary Music Classroom

Abstract

National Association of Schools of Music–accredited music education programs were investigated to determine how preservice students were equipped to address language arts within the general music classroom. The study began with a content analysis of degree programs ( N = 100), followed by a survey taken by instructors of the general music course related to perceptions and attitudes toward reading integration. Interviews were conducted to examine how instructors addressed language arts within the general music course. Data indicated that more than half the institutions required a reading course. Additionally, instructor attitudes were favorable toward reading integration, and a majority of the instructors perceived an awareness of a national reading crisis. Interview results revealed consistent themes toward reading integration and preservice teacher preparation to include (a) an awareness of key concepts and vocabulary in reading instruction, (b) instructor modeling of reading strategies applied to music instruction, and (c) opportunities for students to demonstrate integrative practices through assignments.