Affirming parallel concepts among reading, mathematics, and music through Kodály music instruction

Source abstract

The purpose of this study was to explore reading, math, and music achievement of primary elementary students in relation to affirming parallel concepts through Kodaly music instruction. Also investigated were the effects of affirmation of parallel concepts on student classroom motivation. Subjects were first-, second-, and third-grade students (N = 96) from multi-age Montessori classrooms in a large urban school district. Students from six randomly assigned classrooms (treatment and control) completed reading, math, and music assessments as the treatment period began. All classrooms received 55 minutes of Kodaly music instruction and three of the six experienced affirming parallel concepts lessons during the weekly music classes. Data were collected again in the spring after 26 1/2 hours of instruction. Additionally, five classroom teachers completed student motivation assessments at the end of each trimester. Statistical measures involved ANOVA and ANCOVA. Results showed a significant difference between groups for first grade on math achievement. Analyses involving the subgroups of first-, second-, and third-grade students by female and male revealed a significant difference for females at all grade levels in math achievement and for first- and second-grade males in reading. Data analyses by group, grade, and gender revealed no significant differences in music achievement. The analyses of perceived classroom motivation indicated a significant difference between groups over time. The present study demonstrated that reading and math achievement may be enhanced by including parallel concepts in music instruction. The results indicated that music mastery is not compromised while affirming parallel curricular concepts in the Kodaly music classroom.