Abstract
ABSTRACT This article explains the value of music for applying the UDL framework to university-level history instruction and highlights practical ways to integrate music in history teaching. It uses content analysis of convenience samples of degree program learning outcome statements and syllabi from American history courses addressing the nineteenth century to assess the suitability of musical materials. It explains how instructors can incorporate musical materials to provide learners with multiple means of representation and expression when working with course concepts. Relevant technologies discussed include repositories of digitized music and apps facilitating instructor and learner engagement with musical materials in history courses.
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