In this qualitative study, I assessed the extent to which music was incorporated into academic classes in a Eugene high school. To accomplish this, I used a review of academic literature, classroom observations, teacher interviews, and student surveys to approach this study. Although music is used with extreme irregularity and infrequency, I found strong support for the increased use of music in the English classroom. The use of music as literature, as cultural-historical background, and as motivation and inspiration for writing, constitute the primary uses of music in this setting. Specific measurement of the academic impact of music on English education was elusive; yet, student interest and teachers' knowledge of the subject of music indicated that its presence in the classroom would positively affect student success.
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