How elementary teachers in different countries describe music education and its effects on their students


Summer 8-15-2015



Degree Name


Primary Advisor/Dissertation Chair

Barbara Swanson

Secondary Advisor/Reader One

Amy Frederick

Peer-Reviewer/Reader Two

Joy Moeller


The research in this project addressed how elementary teachers in different countries describe music education in their schools and how they describe the effects music education has on their students. A main influence for the author in this capstone was her dissatisfaction with current music programs in American schools. Nine teachers were interviewed in this study using a twelve-question survey created by the author. The subjects, from six countries, had varying levels of teaching experience and represented various types of schools. The teachers interviewed indicated their strong belief that music is essential to the successful, appropriate and comprehensive education of elementary students. The benefits of music experiences in elementary school, beliefs about the importance of music’s inclusion in a school curriculum, and connections that teachers have witnessed between music education and academic success are three of the key findings in this study.


Developmentally Appropriate Practice, Music, Teachers/ Teaching

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