Integrating elementary music instruction with a whole language first-grade classroom

Abstract

As an elementary general music teacher, I am concerned about the relationship between music subject content and the total curriculum. Many educators, believing that the goals of education should include the provision of tools that help learners make an integrated whole of their lives, are looking to integrated programs of study, such as whole language, as part of educational restructuring. Realizing that auricular integration seems to be psychologically and pedagogically sound from the perspective of the learner, I have also recognized that such integration may endanger the integrity of the goals of music instruction. I have been concerned that if music is fused with the core