Building a holistic choral classroom: an integrated approach to teaching World War II and choral music

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.