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I have always maintained that "if music isn't fun for you, why do it?" Then I set about making sure it was fun, valuable and relevant to each kid. Everyone had a role, and was important to the success of a piece of literature. Even if you were the 4th part clarinet, be the best one you could possibly be!
This is the approach these three studies took. Integrating arts with student learning, made it fun and easier for them. They suddenly were working in pairs or groups, and weren't isolated or competing with their peers for attention and to see who would finish first. Learning was personalized for them, and they internalized the information as to how it related to them. They were able to add their strengths to the group, and feel proud of their accomplishment at the end of the performance. The students voiced the fact that it was "hard" researching, preparing lines, working in groups that had differences of opinions on what should be included and how it should be presented, etc. But they didn't complain that it was boring or they didn't like it or understand the content. This approach to learning also sparked a curiosity that went beyond the classroom, and some continued the research at home.
The third article was the most personal for me. It spoke of how traditional learning doesn't work for everyone. My grandson was one of those kids. He was a struggling student - gradewise, but excelled in music. He was also a very good reader... outloud. He just didn't retain what he read. So when he was a 9th grader, and the choir teacher chose him for the lead part in "Little Shop of Horrors" (17 solos, huge speaking role) I grabbed him (the choir teacher) by the scruff of the neck and said "are you crazy, he's not a good student!" The choir director calmly told me he was the best person for the role. To make a long story short, my grandson excelled in this challenge, learning all the songs, his lines, and everyone else's lines too! It was a great lesson for me, as a 25 year band director, that all students have different ways of learning, and not to get hung up on their past achievements, or failures. Allow them to show me what they could do, not what I "thought" they were capable of doing. I was pleasantly surprised, and took this new learning into my own band room.
Students want to show you what they can do well, not be subjected to demonstrating their weaknesses in a public way. Integrating arts with learning math, science, history, is a no-brainer. Not all students will be on board, but it reaches the ones who get left behind when they are forced to sit at their desk and read or do an assignment they don't understand in the first place. Some kids just need to get up and move! Teachers should give opportunities for this kind of energetic student to excell not be reprimanded for bad behavior. Music allows active bodies to be engaged in activity. It's only fair, that we address the needs of that type of student, as well.
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