The purpose of this qualitative study was to explore ways to integrate music instruction with the classroom studies of a selected whole language first grade without sacrificing the integrity of the music education agenda. The teacher-researcher used a collaborative action research model in planning units of study with the first grade teacher. Five categories of integration were identified: topical, mechanical subject, conceptual, higher level thinking, and pedagogical. Topical integration, the most common and transparent of connections, illustrates thematic commonalities for children. This study showed that the most valuable reason for providing topical connections is motivation.
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