Melanie Mills Harris
P. K. Yonge Developmental Research School
The purpose of this study was to document the PLC collaborative experiences of a music educator and two core academic subject teachers who worked together to understand, develop, implement, and assess the ways in which the music teacher can support academic teachers in meeting the science and mathematics learning needs of female students. Practitioner research was used to examine my practice and reflect on my way of work as a musician, teacher, and colleague within a PLC formed with the biology and geometry teachers. Three themes emerged across the data that provide insights into the ways music educators might use their knowledge of music and relationship with students to support their academic learning including long-term relationships and contextual knowledge, infusion of music into academic learning, and the use of the multigrade music classroom.
Harris, M. M. (2019). Why Music Matters: How Participation in a Professional Learning Community Can Expand the Role of Music Educators. Florida Journal of Educational Research, 57(1), 1 – 13.
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