Analysis of the Structural Relationship between Music Education and Emotion and Intelligence: Focusing on Infant Emotional and Musical Intelligence

2013 ◽  
Vol 52 (3) ◽  
pp. 425-442
Author(s):  
joung yuin hee
Keyword(s):  
Music Education ◽  
Structural Relationship ◽  
Musical Intelligence

Musical Education aspects in the contemporary school based on the Theory of Multiple Intelligence

2021 ◽  
Vol 13 (62) (SI) ◽  
pp. 93-102
Author(s):  
Alexandra-Ioana HOMONE
Keyword(s):  
Music Education ◽  
Multiple Intelligences ◽  
Multiple Intelligence ◽  
Human Being ◽  
Education Systems ◽  
Musical Intelligence ◽  
Musical Education ◽  
School Based ◽  
Theory Of Multiple Intelligences ◽  
Contemporary School

What is intelligence? Which are the most important characteristics of it? Starting from these two questions that have a powerful impact over the researchers, Gardner fulfill to present a new meaning sense of the termen - intelligence, which continues to be discussed. During the article we will present some connections between the musical education systems of the 20th-21st centuries and the Theory of Multiple Intelligences. Even though some of them appeared before the theory, through his affirmations, Gardner manages to prove that the musical intelligence isn’t just a talent, it is in every human being. The study of the Theory Multiple Intelligence and the deepening of some of the well-known music education systems led to design and develop of some attractive and efficient music activities in school.

scholarly journals The Influence of Musically Gifted on the Development of Language Competences

2021 ◽  
Vol 7 (2) ◽  
pp. 83
Author(s):  
Goran Sučić
Keyword(s):  
Music Education ◽  
Cognitive Processes ◽  
Gifted Students ◽  
Mental Processes ◽  
Musical Intelligence ◽  
Development Of Language ◽  
Language Competencies ◽  
The Brain

Cognitive processes related to children involved in music are directly related to other cognitive processes in the brain because music is known to directly or indirectly affect many mental processes, but we still don't have evidence of how and in which way this process takes place. Since the paper deals with influence of musically gifted students on the development of language competencies, in the theoretical elaboration of the paper we will try to analyze and compare musical intelligence in relation to linguistic intelligence. The empirical part of the paper will present the results of research on the process of mastering language competencies among students going to gymnasium who are musically gifted and attend music education in relation to other students.

Musical intelligence of candidates for early childhood teachers

2019 ◽  
Vol 577 (2) ◽  
pp. 59-67
Author(s):  
Rafał Mejzner
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Music Education ◽  
Primary School ◽  
Standardized Test ◽  
Early Childhood Teachers ◽  
Future Teachers ◽  
Musical Intelligence ◽  
Childhood Education

The purpose of the following article is to present the results of the research on the musical intelligence of candidates for early childhood education teachers. The research was carried out using a standardized test developed by Herbert D. Wing. The author of the paper bases on the assumption that the level of musical intelligence of future teachers in kindergarten and fi rst grades of primary school largely determines the effects of didactic work in the fi eld of music education conducted by academic teachers. The text ends with conclusions and postulates aimed at optimizing teacher education as part of music education.

How far do tests of musical ability shed light on the nature of musical intelligence?

1999 ◽  
Vol 16 (1) ◽  
pp. 39-50 ◽  
Author(s):  
Christopher Murphy
Keyword(s):  
Music Education ◽  
Developmental Psychology ◽  
Human Intelligence ◽  
Musical Ability ◽  
Musical Intelligence ◽  
The Past ◽  
Musical Thinking ◽  
Traditional Sense ◽  
Way Of Knowing ◽  
Shed Light

This article suggests that traditional conceptions of musical ability, as advanced in the psychometric tradition of psychology, tell us very little about the nature of musical behaviour and how it is developed. The psychometric tradition, with its view that musical ability is innate rather than learned, has exerted a powerful and potentially damaging influence on the practice of music education over the past fifty or so years. It is only relatively recently, mainly in the field of Developmental Psychology, that these ideas have been challenged. In contrasting theories advanced by different psychological schools the article gives a broader perspective to the psychological debate on human intelligence / musical ability and shows the context in which musical behaviour might be viewed as a distinct or even autonomous form of intelligence – a ‘way of knowing’. It suggests that musical thinking should be considered as an ‘intellectual’ as well as aesthetic mode of thought and that musical ability, in the traditional sense, has little educational utility or relevance to music as a curriculum subject in schools.

Musical Intelligence and the Benefits )f Music Education

1996 ◽  
Vol 80 (583) ◽  
pp. 55-64 ◽  
Author(s):  
Richard Colwell ◽  
Lyle Davidson
Keyword(s):  
Music Education ◽  
Musical Intelligence
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