Date of Award

Summer 2020

Degree Type


Degree Name

Doctor of Philosophy (PhD)



Committee Chair

Dr. Lilian H. Hill

Committee Chair School


Committee Member 2

Dr. Kyna Shelley

Committee Member 2 School


Committee Member 3

Dr. David E. Lee

Committee Member 3 School


Committee Member 4

Dr. James H. Young, III


Federal legislation through No Child Left Behind (NCLB) (2002) and Every Student Succeeds Act (ESSA) (2015) held schools accountable for improved test scores and academic achievement. The heightened scrutiny in performance and expectations placed enormous pressure on students, teachers, and administrators to reach the lofty goals of the accountability model and put emphasis on state-mandated tests for several subjects. Non-tested subjects often encountered a shift in funds and their programs became diminished or even eliminated. Subjects that were not tested, such as music education, were considered non-essential. Nonetheless, the value of music used for instruction to stimulate knowledge retention was demonstrated by the National Center for Education Statistics (2012). The theory of multiple intelligences (Gardner, 2011) focused on engaging students by using a variety of techniques to increase learning. Consequently, arts integration in the core subject classroom came into being. While there was research about arts integration in the core subject classroom, limited research existed that examined core subject integration in the K-6 music classroom.

This study was conducted through email to K-6 public and private school music teachers who were currently teaching across the United States and who were members of the National Association for Music Educators. The results of the study determined which core subjects were integrated into the K-6 music classroom, the frequency of the integration, and the teachers’ self-reported value of the core subject integration. The study determined there was a positive relationship between the teachers’ self-reported value when using core subject content and their self-reported frequency of the integration; the ranking of the teachers’ self-evaluated multiple intelligences was determined, and the study determined that a positive relationship existed between the teachers’ self-reported value of core subject integration and their self-reported frequency of core subject integration.