ABSTRACT
Elementary general music classes are a microcosm of the school at large. Although the music curriculum might seem to stand apart from classroom and other instruction children's cognitive and social knowledge affects their comprehension and behavior across the range of school subjects and interactions. Music teachers rely on skills and understandings developed outside of music class and, at the same time, they often help students to see connections to subjects such as reading and math through integrated lesson planning. Even though students usually focus on separate subjects during the learning process, there is the hope that they will apply what they know in broader contexts. Similarly, many schools have building-wide expectations for student behavior and consistent programs for behavior management. While individual teachers may have behavioral contingencies specific to their classrooms, most students come to understand protocols and expectations in use throughout the school.
