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dc.contributor.authorGronski, Stacie
dc.date.accessioned2013-01-02T20:33:58Z
dc.date.accessioned2020-06-22T14:29:46Z
dc.date.available2013-01-02T20:33:58Z
dc.date.available2020-06-22T14:29:46Z
dc.date.issued02/01/2013
dc.identifier.urihttp://hdl.handle.net/20.500.12648/487
dc.description.abstractThis ethnographic case study focuses on the use of musical teaching techniques in one general education kindergarten classroom in a rural school district in the Northeastern United States. It explores the importance of using music in the general education classroom, and reasons why it should be used. It is an attempt to answer the question, “What does a musically rich general education classroom look like?” The main participant of this study was a general education kindergarten teacher/self-taught musician who uses music in almost every aspect of his daily teaching. The findings of this study show how this master teacher effectively utilizes music in the general education classroom in a way that actively engages his students in their learning.en_US
dc.language.isoen_USen_US
dc.subjectKindergarten.en_US
dc.subjectSchool music -- Instruction and study -- Activity programs.en_US
dc.subjectPreschool music.en_US
dc.titleMusic integration in the kindergarten classroom : an ethnographic case study.en_US
dc.typeThesisen_US
refterms.dateFOA2020-06-22T14:29:46Z
dc.description.institutionSUNY at Fredonia


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