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

This article explores the special case of integrative teaching and learning in music as a model for 21st century music education policy reform based on the principles that have evolved out of arts integration research and practices over the past century and informed by the recent rising tide of evid...

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Bibliographic Details
Published inArts education policy review Vol. 117; no. 4; pp. 186 - 202
Main Authors Scripp, Lawrence, Gilbert, Josh
Format Journal Article
LanguageEnglish
Published Washington Routledge 01.10.2016
Taylor & Francis Inc
Subjects
Academic Achievement
Art Education
arts in education
brain development
Case Studies
Charter Schools
Cognitive Ability
Cognitive Development
Consortia
Correlation
Education policy
Educational Benefits
Educational Change
Educational Policy
Educational Research
Educational Strategies
Elementary School Students
Interdisciplinary Approach
Learning
Middle School Students
Middle schools
Music
music and arts integration
Music Education
Public Schools
Skill development
Teaching Methods
Urban Schools
Massachusetts (Boston)
California (Oakland)
Illinois (Chicago)
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Summary:This article explores the special case of integrative teaching and learning in music as a model for 21st century music education policy reform based on the principles that have evolved out of arts integration research and practices over the past century and informed by the recent rising tide of evidence of music's impact on brain capacity and cognitive skill development. Rather than taking sides in a contentious and unproductive debate between the value of music education for its own sake versus support for music integration as a means for enhancing learning in other disciplines, the authors believe that the Music Plus Music Integration (M+MI) framework now resolves this false dilemma that has limited the evolution of music education school policy over the past two decades. Examples of curricular frameworks, teaching practices, and research findings from several research-based Music and Arts Plus Arts Integration initiatives in elementary and middle schools make clear the ways in which the underlying principle of differentiation and synthesis serves as an effective strategy for optimizing learning in artistic and academic domains and also benefits the entire 21st century school community in and through the study of music.
ISSN:1063-2913
1940-4395
DOI:10.1080/10632913.2016.1211923