Interdisciplinary Instruction in Practice: Examining Music and Literacy Integration in K-8 Watauga County Schools

Abstract

Interdisciplinary instruction provides opportunities for students to make meaningful connections across subject areas; however, traditional school structures continue to reinforce separations between the arts and core academic disciplines. The purpose of this study was to examine how K–8 educators in Watauga County Schools integrate music and literacy instruction while identifying the supports and barriers that influence interdisciplinary teaching. The study was guided by three research questions examining (a) how educators currently integrate music and literacy instruction, (b) what supports are currently in place, and (c) what barriers educators experience when implementing interdisciplinary music and literacy activities. A researcher-designed questionnaire consisting of 14 questions was administered through Qualtrics to K–8 educators in Watauga County Schools. Utilizing both quantitative and qualitative methods, the survey examined (a) instructional practices, (b) perceived benefits, (c) supports, (d) barriers, and (e) demographic information of the respondents. Twenty-three participant surveys (N = 23) were included in the final analysis. Overall, participants expressed strong agreement regarding the value of interdisciplinary music and literacy instruction. Increased student engagement and enhanced retention and recall ii of content were the most cited benefits. Respondents also reported implementing a variety of instructional strategies that incorporated music into literacy instruction. However, participants consistently identified limited planning time, inadequate professional development, and a lack of formal curriculum guidance as barriers to implementation. The findings suggest that music and literacy integration is often driven by individual teacher initiative rather than implemented district wide. Strengthening opportunities for collaboration, professional learning, and curriculum development may help educators implement interdisciplinary instruction more consistently and effectively.