Youm+Hyun-Kyung

//Processes Used by Music, Visual Art, and First-Grade Classroom Teachers for Developing and Implementing an Integrated Curriculum: A Case Study.// Hyun-Kyung Youm. Applications of Research in Music Education (online) 26 no1. Fall/Winter 2007 ABSTRACT Through observations, interviews, documents and artifacts collected from December 2004-May 2005 the author describes the six organic steps in the development of an integrated unit on geography. (scheduling, determining the topic, teachers’ planning meetings, preparing for class activities, implementation, and evaluation) Teacher roles in development and implementation, co-teaching were also discussed. The author noted that all the teachers possessed passion, pride, dedication, and a willingness to collaborate which supported Goodson (1996) and Paxcia-Bibbibs (1993) that teacher cooperation is critical in creating a successful integrated curriculum. The limitations of this study could be found in that it included one planning meeting observation, six classroom observations, and six interviews. The school was an arts focused school and purposeful samplings were conducted. **QUESTIONS/IMPLICATIONS ** • Care that generalizations are not made. The process outlined in this study has some implications for the work in Lake Country because this case study tracks and analyzes the work of teachers over one school year-much the same schedule as the Lake Country Integrated Arts Project