The importance of integration of music education with social sciences in elementary school

Abstract

TThis study analyzes the importance of cross-subject (cross-curricular) integration of the music education subject with social sciences in elementary school, from the perspective of primary school teachers. This research is important for the teachers of the relevant fields and aims to improve the cross-subject connection practices of music education and social sciences in schools, and it also aims to raise the awareness of the relevant educational institutions at the municipal and state level. The aspect of cross-curricular integration is very important for the development of students’ competencies. These competencies are related to the very goals of the pre-university education system of Kosovo clearly defined in the new Kosovo Curriculum Framework, as the main document in the hierarchy of official education documents in Kosovo. In order to identify the current situation, in this study a qualitative approach was used and by purposeful sampling different teachers have been chosen who work with grades 3, 4 and 5 (in the second curricular level), because this combination offers a diversity of educational units and greater opportunities for ways of integrating music education with social sciences. To address this topic, we collected research data through a semi-structured interview with a total of 15 primary school teachers which highlight the real situation regarding the importance, applicability and the challenges teachers face during the integration of music education with the subjects representing social sciences.

Keywords

• music education
• social sciences
• curriculum
• integration
• cross-subject
• primary school

The importance of integration of music education with social sciences in elementary school

Abstract

This study analyzes the importance of cross-subject (cross-curricular) integration of the music education subject with social sciences in elementary school, from the perspective of primary school teachers. This research is important for the teachers of the relevant fields and aims to improve the cross-subject connection practices of music education and social sciences in schools, and it also aims to raise the awareness of the relevant educational institutions at the municipal and state level. The aspect of cross-curricular integration is very important for the development of students’ competencies. These competencies are related to the very goals of the pre-university education system of Kosovo clearly defined in the new Kosovo Curriculum Framework, as the main document in the hierarchy of official education documents in Kosovo. In order to identify the current situation, in this study a qualitative approach was used and by purposeful sampling different teachers have been chosen who work with grades 3, 4 and 5 (in the second curricular level), because this combination offers a diversity of educational units and greater opportunities for ways of integrating music education with social sciences. To address this topic, we collected research data through a semi-structured interview with a total of 15 primary school teachers which highlight the real situation regarding the importance, applicability and the challenges teachers face during the integration of music education with the subjects representing social sciences.

Keywords

• music education
• social sciences
• curriculum
• integration
• cross-subject
• primary school

References

1. Barrett, J. R. (2001). Interdisciplinary Work and Musical Integrity: Interdisciplinary connections can open up possibilities for comprehensive study while preserving the integrity and validity of musical experience. Music Educators Journal, 87(5), 27–31.
2. Battersby, S. L., & Cave, A. (2014). Preservice Classroom Teachers’ Preconceived Attitudes, Confidence, Beliefs, and Self-Efficacy toward Integrating Music in the Elementary Curriculum. Applications of Research in Music Education, 32(2), 52–59.
3. Brown, S., Merker, B., & Wallin, C. (1999). The Origins of Music. The MIT Press. Retrieved from https://monoskop.org/images/b/ b1/Wallin_Merker_Brown_The_Origins_of_ Music.pdf
4. Campbell, C., & Henning, M. B. (2010). Planning, Teaching, and Assessing Elementary Education Interdisciplinary Curriculum. International Journal of Teaching and Learning in Higher Education, 22(2), 183.
5. Cohen, L., Manion, L., & Morrison, K. (2000). Research Methods in Education. Routledge.
6. Colwell, C. (1994). Therapeutic Applications of Music in the Whole Language Kindergarten. Journal of Music Therapy, 31(4), 238–247.
7. Cornnett, C. E. (2015). Creating meaning through literature and the arts: An integration resource for classroom teachers (5th ed.). Wittenberg University.
8. Costley, K. C. (2015). Research Supporting Integrated Curriculum: Evidence for Using This Method of Instruction in Public School Classrooms. ERIC, 110.

9. Dorothy, O. (1998). Learning with Music in the Classroom: What Research Says. Montessori Life, 10(4), 32–33.
10. Griffin, M. (2006). Background music and the learning environment: borrowing from other disciplines. Master thesis. University of Adelaide, Adelaide
11. Habibi, A., & Damasio, A. (2014). Music, feelings, and the human brain. Psychomusicology: Music, Mind, and Brain, 24(1), 92–102.
12. Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269–289.
13. Karen, B., Donna, B., & Mauren, D. (2005). Standards-Based, Thematic Units Integrate the Arts and Energize Students and Teachers. Middle School Journal, 36(5), 9-19.
14. Kryeziu, V. (2021). Roli i mediave në mësimëdhënien e historisë (The role of the media in teaching history). Lena Graphic Design.
15. Kumar, R. (2014). Metodologjia e hulumtimit (Research methodology). Trustes of Indiana University.
16. Matthews, B., & Ross, L. (2010). Metodat e hulumtimit (Research methods). Tirane: CDE.
17. MESTI. (2017). Kurrikula bërthamë e arsimit të mesëm të ulët të Kosovës - Klasa VI, VII, VIII dhe IX (The core curriculum of the lower secondary education of Kosovo (Grades VI, VII, VIII and IX). Retrieved from https:// masht.rks-gov.net/kurrikula-berthame-per- klasen-pergatitore-dhe-arsimin-fillor-te- kosoves-klasat-0-i-ii-iii-iv-dhe-v/
18. Michael, S., Schlee, B., & Libler, R. (2010). Teachers’ perceptions, attitudes and beliefs regarding curriculum integration. The Australian Educational Researcher, 37, 51– 62.
19. Munroe, A. (2015). Curriculum Integration in the General Music Classroom. National Association for Music Education, 29(1), 13– 18.
20. Neuman, W. L. (2014). Pearson New International Edition. In Social Research Methods: Qualitative and Quantitative Approaches (Seventh, pp. 477–480).
21. Paquette, K. R., & Rieg, A. R. (2008). Using Music to Support the Literacy Development of Young English Language Learners. Early Childhood Education Journal, 36(3), 227– 232.
22. Pediatrics. (2009). Impact of Music, Music Lyrics, and Music Videos on Children and Youth. AAP American Academy of Pediatric, 124(5), 1488–1494.
23. Ritter, F. (2002). Tell the Truth! Create a Disturbance! Make a Difference! In Spotlight on Teaching Chorus (pp. 136–137). R&L Education.
24. Scripp, L., & Gilbert, J. (2016). Music Plus Music Integration: A model for music education policy reform that reflects the evolution and success of arts integration practices in 21st century American public schools. Arts Education Policy Review, 117(4), 186–202.
25. Van Der Merwe, M. L. (2007). The “how to” of History teaching with and through music in the GET Phase. Yesterday & Today, 1, 173- 192.
26. White, K. N. (2007). The effects of background music in the classroom on the productivity, motivation, and behavior of fourth grade students. Master of Education Thesis, Columbia College
27. Zdinski, S., Ogawa, M., & Dingle, R. (2007). Attitudes and practices of Japanese and American music teachers towards integrating music with other subjects. International Journal of Music, 25(1), 55–70.
28. Zejnullahu, A. (2005). Hulumtime në letërsinë popullore (Research in folk literature). Prishtine: Instituti Albanologjik i Prishtinës.
29. Web sites web 1. https://www.youtube.com/ watch?v=dsqFvUQEUgg
30. web 2. https://www.youtube.com/ watch?v=O_H7t5snFqo
31. web 3. https://www.youtube.com/ watch?v=8QW1d0h3dCU