Demonstrating Core Subject Support in the Music Classroom

Recently, an elementary music teacher shared in the I'm a General Music Teacher Facebook group that her administration had asked her to demonstrate how music education supports core subject areas. This sparked a lively discussion, with music educators chiming in to offer suggestions and examples of how music naturally complements other subjects. Inspired by the ideas shared, I decided to add my own contribution. As I was thinking further, I realized that all these thoughts would need to be tied together in a single document for administrators, and the original poster already seemed a bit overwhelmed with the task.

That’s when I turned to ChatGPT. I submitted this crowd-sourced list of ideas and asked for help formatting it into a clear outline to present to my principal. The result was an organized, easy-to-read summary of the many ways our music classrooms already reinforce core subjects like science, social studies, reading, and math. Whether you’re preparing to answer this question for your own administration or just want some inspiration, here’s a breakdown of how music truly integrates across the curriculum.

Note: Any music educator will tell you that music is a core subject—and has been for many years, as established by the No Child Left Behind Act (2001) and reaffirmed by the Every Student Succeeds Act (2015). However, many administrators still use the term "core subjects" to refer specifically to English/Language Arts, math, science, and social studies. In this article, I’ve used “core” to reflect the phrasing of the administrator’s original question and to ensure the accompanying document resonates with their perspective.

How Elementary General Music Supports Core Subjects

In the elementary general music classroom, we not only nurture students’ musical skills but also enrich their understanding and application of core subject areas, such as literacy, math, social studies, and science, through engaging, standards-based activities. Here are some key ways we integrate and reinforce these subjects:

1. Literacy and Language Arts

• Rhythm and Language Connection: We explore rhythm as it relates to syllables, phonemic awareness, and word segmentation. Songs, chants, and rhythmic activities help students identify syllable patterns, improving their reading fluency.
• Reading Music and Literacy Skills: Reading musical notation involves decoding symbols, which parallels early reading skills. Students practice left-to-right tracking, symbol recognition, and sight-reading, which transfer to reading text.
• Vocabulary Development: We introduce new words, historical context, and storylines through songs and musical activities, expanding students' vocabulary and comprehension.
• Literacy Connections: Activities include distinguishing between fiction and nonfiction in musical storytelling, analyzing informational texts, and discussing the themes within songs, which deepens comprehension and literacy skills.

2. Mathematics

• Rhythmic Patterns and Fractions: Rhythm activities naturally incorporate concepts of fractions (e.g., whole, half, quarter, and eighth notes). Students engage with these fractional values visually and kinesthetically, strengthening their understanding of division and proportion.
• Pattern Recognition: Through repetition in music and rhythmic exercises, students identify, repeat, and create patterns, a foundational math skill that reinforces logical thinking and sequencing.
• Probability and Chance: For older grades, chance-based music composition introduces elementary probability, connecting math concepts to creative experimentation in music.

3. Science

• Sound and Acoustics: Lessons on sound production and instrument families introduce students to scientific concepts like sound waves, vibration, pitch, and resonance. Hands-on activities with instruments demonstrate these principles in action.
• STEM Connections: In projects such as making simple instruments, students apply the engineering design process and explore properties of different materials, supporting early STEM learning.

4. Social Studies and Cultural Awareness

• Cultural Music Studies: We explore music from various cultures, teaching students about geography, history, and diverse cultural practices. By engaging with music from around the world, students develop respect and understanding of global communities.
• Historical Context: Studying songs from specific historical periods helps students understand significant events, figures, and movements, connecting music to the broader historical timeline.

5. Social-Emotional Learning (SEL)

• Self-Expression and Teamwork: Through group singing, instrumental play, and movement, students learn to express emotions, collaborate, and build a supportive classroom community.
• Mindfulness and Focus: Activities like steady beat practice and mindful listening support students’ ability to focus, self-regulate, and engage fully in learning, benefitting all subject areas.

6. Physical Education and Coordination

• Gross and Fine Motor Skills: Music activities that involve clapping, dancing, or playing instruments help develop coordination and motor skills. These physical elements also reinforce the rhythm and timing essential to language development and fluency in reading.

Each of these areas supports our broader school goals by developing well-rounded, confident learners who bring creativity and critical thinking to all areas of study.

To make the most of these cross-curricular opportunities, I encourage music teachers to take some time to review their state standards for core subjects like science, math, social studies, and language arts. Grab a highlighter and mark any standards that align with what we already do in music. When I took this step, I found that learning the terminology and focus areas for each grade level allowed me to naturally incorporate this language into my teaching—all while staying true to my own music objectives.

When students encounter these concepts across different classes, it reinforces their understanding, helping them cement that knowledge by hearing it in multiple contexts. We can make many connections in just a few minutes that align perfectly with music education. Often, we’re already making these connections; we just need to “speak their language” as we go about our business of music-making!

Need a document for your principal or school community? 

I’ve made a PDF version of this list available in the Members section of this blog. To receive the password, simply fill in the newsletter form at the bottom of this page. The password will be sent straight to your inbox. Then, come back to the Members page to download the document. While you’re there, be sure to check out the other free resources available to you!

Musically yours,