Curricular integration has become an increasingly important component of many school reform initiatives, particularly at the elementary school level. Despite the important philosophical and political implications of this trend, there is relatively little literature on the impact of integrated curriculum for music learning and none dealing specifically with the implications of integrated curriculum on music teacher education. The purpose of this article is to review key issues surrounding the topic of integrated curriculum with special attention to implications for music teacher education. A one-way model in which music is used to reinforce content in other academic areas is what commonly passes for integration. A two-way integrated curriculum in which music and other subject areas are included and honored in a meaningful and appropriate manner provides a rich, comprehensive learning experience that can cross boundaries of culture and individual student differences, resulting in a productive and motivating experience for learners and yielding unique opportunities for teachers.
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