Building a holistic choral classroom: an integrated approach to teaching World War II and choral music
Date
2013
Authors
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Journal ISSN
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Publisher
University of Delaware
Abstract
The purpose of this action research study was to investigate the effect of a
choral integrated WWII unit on students' perceptions of learning through traditional
versus non-traditional approaches. A concurrent triangulation design was used to
guide this inquiry. Three types of data were collected from the following sources: (a) a
focus group interview; (b) surveys; and (c) WWII exams. Participants were seven 11th
grade students enrolled in either Honors or College Preparatory U.S. History and
Advanced Choir. Succeeding the phase of data triangulation, findings suggest that
participants perceived the integrated experience to be cognitively and affectively
engaging as well as pivotal in helping them access multiple domains (cognitive,
affective, and psychomotor) of learning.