Elementary Teachers’ Design of Arts Based Teaching: Investigating the Possibility of Developing Mathematics-Music Integrated Curriculum

Song An, Daniel Tillman

Abstract


In the current study we aimed to examine preservice and inservice teachers’ strategies in planning arts based interdisciplinary instructions. By focusing on teachers’ preparation for teaching mathematics lessons integrated with music-themed activities, we collected and analyzed 78 lessons plans, of which 37 lesson plans were developed by the preservice teachers and 41 lesson plans were developed by inservice teachers. The study examined and compared preservice and inservice teachers’ content foci and instructional processes in strategizing mathematics-music integrated pedagogy into their own original lesson plans. A total of 15 different ways to link music and mathematics content areas were identified from all the lesson plans. Differences in content selections and instructional processes coverage between preservice teacher and inservice teachers’ lesson plans were also explored.

Keywords


Interdisciplinary curriculum, arts-based education, mathematics education, music education.

Full Text:

PDF



JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

NOTICE: As of December 2008, the Journal of Curriculum Theorizing (Volume 24, Issue 1) and all future issues
are available freely and exclusively online to all individuals and institutions. More Information...

Contributors to the Journal of Curriculum Theorizing retain copyright to their work.

All other content: Copyright © Foundation for Curriculum Theory. All rights reserved.

ISSN: 1942-2563