Integrated Music Observation Map THE EFFECTS OF A COOPERATIVE LEARNING ENVIRONMENT ON PRESERVICE ELEMENTARY TEACHERS’ INTEREST IN AND THE APPLICATION OF MUSIC INTO CORE ACADEMIC SUBJECTS John Okley Egger, Ph.D. Indiana University-Purdue University Fort Wayne Integrated Music Observation Map The Integrated Music Observation Map consists of ten content areas: (a) teacher, (b) pupils, (c) process, (d) musical element, (e) atmosphere, (f) purpose, (g) authenticity, (h) expression, (i) degree, and (j) range. Introduction Cooperative Learning: Pedagogical approach that actively involves students in the learning process. In this structured environment, students work together as a heterogeneous group to accomplish a common goal organized by the instructor. Purpose: Examine the effects of two learning conditions, cooperative and individualistic, on preservice elementary teachers’ interest in and the application of music into core academic subjects. Mean Scores Comparing Groups on All Criterion of the Integrated Music Observation Map Research Design Participants: preservice elementary and special education majors (N = 59) Cooperative learning group (n = 30) of two intact course sections Individualistic learning group (n = 29) of two intact course sections Treatment duration: 6 weeks Culmination: Each participant taught an integrated music lesson informed by treatment condition Evaluation: Scores from the Music Integration Project, Integrated Music Observation Map Categories, and Interest Survey Music Integration Project The purpose of this project was for students to explore and create lessons that enhance the learning process of academic core subjects through the utilization of music. *sig. at the .05 level Interest Survey Consisted of 33 questions that explored students attention, relevance, confidence, and satisfaction of the project. *sig. at the .05 level Contact John Okley Egger Assistant Professor & Director of Music Education eggerjo@ipfw.edu *sig. at the .05 level