The Role of Musical Intelligence in a Multiple Intelligences Focused Elementary School

Abstract

The role of musical intelligence was investigated at a Central Florida elementary school. Four participating teachers implemented the Theory of Multiple Intelligences (MI) by Howard Gardner in their classroom curricula. Extent and quality of musical experiences, corresponding assessments, and comparison with representative schools from MI literature were examined through case study data collection methods. Only one assessment for musical growth and one assessment for musical ability were found in the MI literature. No such assessments were present in the school setting. Influences on the role of musical intelligence included perceptions about: MI, music integration, musical growth, assessment of musical growth and assessment in general. Political climate at the school and district were also cited as highly influential in determining the role of musical intelligence in the school's MI curriculum. Recommendations to correlate MI learning strategies and music activities with Sunshine State Standards benchmarks learning, and to allow time and resources for such training, were suggested by participating teachers. Other recommendations include greater contributions to MI literature from the arts education community, music specialist involvement in curriculum planning, and support from school and district administration.

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