Date of Award

4-6-2025

Document Type

Thesis

First Advisor

Rebecca Alexander, Sponsor

Second Advisor

Christina Holmes, 1st Reader

Third Advisor

James Benedix, 2nd Reader

Fourth Advisor

Sai Guo, 3rd Reader

Abstract

This thesis aims to demonstrate that relationships between students and nature can be improved through teaching young learners about music and bugs together, potentially leading to a greater overall love for and willingness to protect nature. The thesis features original teacher action research conducted over multiple weeks in a first grade classroom, with observations and data to support the efficacy of the methods discussed. This thesis analyzes literature that supports how increasing empathy toward bugs at a young age can have tangible benefits for the environment, how ecoliteracy as a framework is an effective means of teaching about nature, and how implementing constructivist learning theory can benefit an interdisciplinary curriculum focusing on music and bugs. Takeaways from this literature are applied to a set of lesson plans and materials that general elementary music teachers in kindergarten to second grade contexts can adapt and employ within their classrooms while still meeting music education standards. A three step process for preventing and reducing fear of bugs is created to address gaps in the referenced literature to provide an educational scaffolding: demonstration and exposure, education, and facilitation of activities. Overall, this thesis aims to set a foundation for young learners to develop musical abilities, empathy for bugs, and apply other skills learned to the future climate decisions they will have to make.

Share

COinS